FAMILY HANDBOOK

CAMPUS CHILDREN’S CENTERIndiana University

2613 East Tenth StreetBloomington, Indiana 47408

(812) 855-0789

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Campus Children’s CenterTable of Contents

I. Welcome to CCCA. Mission StatementB. History of CCCC. Philosophy of EducationD. Educational Goals and ObjectivesE. Curriculum and Assessment Overview and ConnectionF. Relationship with Indiana UniversityG. Student Teachers & Practicum StudentsH. Research and Training

II. The Teachers and Staff at CCCA. OfficeB. ClassroomsC. Advisory CommitteeD. VisitorsE. Organizational Chart

III. Enrollment PoliciesA. Enrollment and RegistrationB. State RequirementsC. TransitionsD. Payment Policies

IV. AttendanceA. Arrival/DepartureB. AbsencesC. Release of Child D. Release of Child to Intoxicated or Impaired AdultsE. HolidaysF. Emergency ClosingsG. Emergency Evacuation Plan

V. Health Practices

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A. Health PoliciesB. Health and SafetyC. Safety PrecautionsD. Emergency ClosingsE. Emergency EvacuationF. Pets

VI. Your child’s dayA. What to BringB. What to leave at HomeC. Meals and SnacksD. BirthdaysE. Outdoor PlayF. Rest Time PhilosophyG. BeddingH. Diapers & Toilet LearningI. ToothbrushingJ. BitingK. Field Trips

VII. Guidance and DisciplineA. Discipline PolicyB. Biting PolicyC. Policy for Challenging BehaviorsD. Termination

VIII. Family CommunicationA. Morning and Afternoon CommunicationB. Written CommunicationC. Conferences and MeetingsD. Family InvolvementE. Lunch and VisitsF. Family ResourcesG. Inner-Center TransitionsH. Transition to KindergartenI. Developing Relationships with FamiliesJ. Formal Complaint ProcedureK. Family ResponsibilitiesL. Termination Policy

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M. Program Evaluations

IX. Child Abuse and Neglect PolicyX. ConfidentialityXI. CCC Policies and ProceduresXII. Building and Maintaining a Positive Environment

IUB Early Childhood Education ServicesCAMPUS CHILDREN’S CENTER

CALENDAR 2012~2013

MARCH 12-16 SPRING BREAK(Center Open)

MONDAY - MAY 28 MEMORIAL DAY (Center Closed)

WEDNESDAY – JULY 4 INDEPENDENCE DAY(Center Closed)

THURSDAY & FRIDAY AUGUST 9 &10 IN-SERVICE(Center Closed)

MONDAY – SEPTEMBER 3 LABOR DAY(Center Closed)

WEDNESDAY-NOVEMBER 21 CLOSE AT 12 Noon

THURSDAY & FRIDAY-NOVEMBER 22 & 23 THANKSGIVING BREAK(Center Closed)

MONDAY & TUESDAY DECEMBER 17 & 18 CENTER OPEN Modified Hours(8-4pm)

WEDNESDAY DECEMBER 19, 2012 WINTER BREAKTHRU TUESDAY, JANUARY 1, 2013 (Center Closed)

WEDNESDAY-JANUARY 2, 2013 RE-OPEN

MONDAY-JANUARY 21, 2013 MARTIN LUTHER KING, JR DAY(Center Closed)

MARCH 11-15, 2013 SPRING BREAK(Center Open)

MONDAY-MAY 27, 2013 MEMORIAL DAY(Center Closed)

Please note: these dates may change according to the IU academic calendar.The center always closes for winter break after fall semester finals.

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CENTER HOURSOur Center is open from 7:30 am to 5:30 p.m. Monday through Friday throughout the year. Closing dates are listed on the CCC calendar. All children are encouraged but not required to arrive at the Center by 9:00 am when the program day begins. Please pick up your child by 5:30 p.m. or a late fee may be charged. We understand that emergencies can occur. Please call.

WELCOME TO CCCMISSION STATEMENT

The Campus Children’s Center provides the Indiana University community with quality year-round child care for children ages 6 weeks through 5 years. The goal of Campus Children’s Center is to promote the children’s healthy emotional, social, physical, and cognitive growth and development by providing a child-centered, active learning environment characterized by highly qualified teachers, low group size, and developmentally focused classrooms. Campus Children’s Center is a model site for professional development and research for faculty, students, and practitioners.

HISTORY OF CAMPUS CHILDREN’S CENTERThe Campus Children's Center is a full day, developmentally based preschool program serving children of IU faculty, staff, and students. The original idea for the Center was conceived in the fringe benefits committee of the Bloomington Campus Staff Council in 1980. This proposal was presented to Vice President Gros Louis who turned it over to Marcia Donnerstein, Campus Affirmative Action Officer, for further study. Ms. Donnerstein, with the help of the Monroe County Community Coordinated Child Care Association and various university representatives, drafted a proposal for a model child care facility that would care for children of IU faculty and staff. This proposal, with minor revisions, was approved by President Ryan in July, 1983.

With the closing of the Indiana University Nursery School in the spring of 1983, space became available for the Center. The Campus Children's Center opened on August 23, 1983. The Center grew from a small group of three and four year olds to serving 48 children, ages two through kindergarten. On October 1, 1996, CCC moved into the newly renovated Center in Building in E-7 at the University School Complex.

In June 2006, Indiana University approved financial support to increase quality infant/toddler care on the IUB campus. In August of 2007 Campus Children’s Center added an infant/toddler program increasing the age span that is cared for to 6 weeks through 5 years.

The Center currently maintains 5 classrooms. The infant room has 8 children; the toddler classroom has 10 children; the two’s classroom has 10 children and the two preschool classrooms have 19 children each, ages 3-5.

Each classroom is staffed with two full time teachers who have college degrees. The program is administered by a full time director and an administrative assistant. Hourly student and non-student aides supplement the staffing. All major program decisions are advised by the CCC Advisory Committee which is comprised of university faculty, staff, and CCC parents. The

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Center is open 7:30-5:30, Monday through Friday, year round.

The Campus Children's Center is licensed as a child care center through the Indiana Family and Social Services Administration. The Center also participates in the federally funded Child Care Food Program.

EDUCATIONAL PHILOSOPHY STATEMENTThe educational philosophy at the Campus Children’s Center is child centered and developmentally based. It is based on the knowledge that young children learn through their direct interactions with their environment and the people within it.

While children do go through specific stages of development, each child grows and learns at a pace that is individually specific. Age is not necessarily an accurate indicator of development. Infants and toddlers are typically in the stage that Jean Piaget described as Sensorimotor and the stages that Erik Erikson described as developing Trust (0-1 year olds) and Autonomy (2-3 year olds). Characteristics of these stages include learning through responsive, nurturing caregivers who provide positive interpersonal interactions, opportunities for the use of senses, reflexes, and learning through manipulating materials. In the development of autonomy, it is important that children have the characteristics listed above as well as opportunities that allow children simple choices, the setting of clear, consistent and reasonable limits, and acceptance of children’s fluctuations in their need for independence and dependence. Please see the Infant Toddler Handbook for additional information about how curriculum is planned based upon children’s development at these ages.

Preschool children are in the stage that Jean Piaget described as preoperational. Characteristics of this stage include egocentricity, concrete thinking and the explosion of language. The preoperational stage lasts until approximately age eight.

Children in the preoperational stage learn best through their own initiated activities rather than by direct instruction by an adult. Extensive research shows that young children learn through their play and through their active exploration of their environment. They construct their knowledge through the manipulation of concrete materials and the stimulation of their five senses. Children gain ownership of their learning in a child centered environment through their choices. Our classrooms are arranged into learning centers to encourage the children to make choices. These centers include but not limited to art, science, writing, books, woodworking, sand and water, dramatic play, manipulatives, music, blocks and the outdoor learning environment.

The teacher’s role in a child centered learning environment is that of a collaborative learner and a facilitator and extender of the children’s learning. The primary role of the teacher is to arrange the learning environment to encourage choices and to allow the children to work independently. In addition, the teacher interacts with the children while encouraging problem solving and language experiences through the use of open ended language and questions. The teacher also spends a great deal of time observing the children during their play and can then plan activities that extend the interests of the children. Such planning is flexible and short term to meet the needs of the learning group.

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The development of literacy is encouraged through an approach where the children experience the various aspects of language through all sign systems such as music, science, math, art, drama, dance, reading and writing. We refrain from use of formal reading and writing instruction as these methods emphasize isolated skill development. Instead we encourage and accept the child’s best attempt at reading and writing. In this way we encourage the children to take risks in their learning knowing that their work will be accepted and valued.

The curriculum that results from this philosophy is open-ended and based on the children’s choices. The curriculum is dynamic in that it changes with the interests and needs of the children. A large part of the day is comprised of free choice time where the children explore the classroom and the materials within it.

GOALS AND OBJECTIVESEach child at the Campus Children’s Center is viewed as an individual. To that end, we have the following goals and objectives that guide the development of curriculum and assessment for the children enrolled at the Center.

1. To encourage and foster the development of positive self esteem and self concept.

2. To promote the development of each child into self-confident, risk-taking learners for life.

3. To promote the development of positive social skills.

4. To promote the development of find and gross motor skills.

5. To promote the development of cognitive and creative skills in the areas of literacy, math, science, music, art and language development.

6. To promote the development of independence, self-reliance and self-discipline.

7. To promote the development of positive communication skills.

8. To promote the development of sound health and nutrition.

9. To promote the appreciation of diversity in community.

10. To encourage each child to be a positive member of the community.

CONTINUITY OF CARECampus Children’s Center proudly practices Continuity of Care. Continuity of care occurs when children and their caregivers/teachers remain together for extended periods of time. At CCC we practice Continuity of Care by having children and their caregivers/teachers remain together from infancy thru age two (three years). When children transition to preschool, they then remain with the same peers and teachers thru age 5 until they go onto kindergarten.

This practice supports the formation of close, nurturing relationships between caregivers, young children and their families, and builds trust, the foundation of further development. These

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quality relationships then support children’s further growth, development and learning.

At CCC caregivers/teachers adapt the classroom and learning environments to meet the needs of the children, keeping pace with each child’s individual learning and development.

CURRICULUM Campus Children’s Center utilizes the Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 to guide our curriculum. We focus on the whole child paying particular attention to facilitation of cognitive, language, social/emotional, approaches to learning, health, physical (fine motor, gross motor, & self help skills), and emergent literacy. As supported through the Foundations, we believe that young children learn best through exploring and interacting with the environment and their peers. The projects and activities that our children engage in are developed by knowledgeable, nurturing teachers who consider the needs, interests, concerns, and developmental abilities of the children. The curriculum promotes academic success through the use of a wide range of appealing hands-on learning materials and experiences. In this way we provide children with experiences that will help them learn to direct their own actions, discipline themselves, and accept responsibility for their deeds. We expect that children will:

Experience academic success throughout their school career Become eager life-long learners, creative thinkers and problems solvers Gain significant verbalization skills and expand their vocabulary Expand their language comprehension Experience significant advances in their literacy and numeracy skills Increase their attention span and ability to concentrate

A significant factor in the success of the Curriculum is the role that the teacher plays in the classroom as well as the relationships with the children.

Teacher's RoleThe role of the teacher(s) at the Campus Children's Center is based on the philosophy that young children learn through their own self-directed interactions with their environment and the people within it. The role of the teacher includes the following.

Preparing the learning environment Observing the children and individualizing the curriculum Interacting with the children Planning

Preparing the Learning Environment The preparation of the learning environment is, perhaps, the most important role of the teacher. In a child centered classroom, the environment must be arranged so that children are encouraged to make choices and so the children can work independently within each learning center. Materials are placed so that the children can get them out, work with them, and put them back without the need for teacher intervention. Learning areas, materials, and facilities (drinking fountains, rest rooms,

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sinks, trash cans etc.) need to be accessible to all children regardless of abilities.

The classroom environment must be warm and inviting to the children. It should encourage the children to explore and discover. The learning materials must be kept in good condition. Materials that are worn should be replaced. Children should not have to work with materials that are substandard.The preparation of the learning environment is a dynamic process. The classroom and its arrangement change with the changing interests of the children and the activities that are generated from those interests. Children should have ownership in the classroom arrangement as well. Any changes in the classroom arrangement should include the input of the children.

It is imperative that the teacher remember that all areas of the classroom are integrated. For example, an activity that began in the block area can be extended to art and the writing center. This is especially true for literacy experiences. Teachers should provide materials in each learning center to encourage children to extend their learning to other areas. For example, providing writing materials in the block area encourages the children to incorporate print into their structures. This could take the form of making signs for their buildings or street markers for their city.

Observing Children and Individualizing the Curriculum A child centered classroom requires that teachers be able to observe children and then make curricular decisions from the information gathered from such observations. This allows the teachers to follow the children’s lead when planning for the classroom.

The observation of children is a skill that takes practice and experience. Such observations should provide the teachers with information about the following questions.

Which materials do the children choose and use the most? Do different children use the same materials in different ways? Are there enough materials?

Which children tend to play together? How well does each child interact with the other children and adults in the classroom?

What is the learning style of each child? Does the classroom arrangement meet the needs of each child's learning style?

What are the behavioral patterns for each child? How does the classroom arrangement and schedule affect these patterns?

The information gathered from observing the children is documented through the use of anecdotal records. Anecdotal records are simply descriptions of episodes occurring in the classroom. Gathered over a period of time, these records allow the teachers to evaluate each child in regard to cognitive, social, emotional, and physical development. These records should reflect observations done at various times of the day and during various types of activities. Anecdotal records should include:

The date and time of the observation The child's name The setting where the observation took place Other children or adults involved in the episode

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Interacting With the Children Experience allows a teacher to know when to interact with the children and when to step back and observe. A teacher's interactions with the children are governed by the following considerations.

When interacting with the children, place yourself on their level Speak to the children in a normal voice. Never talk "down" to them. Encourage children to make choices and to solve problems by using open-ended language

and by discussing alternatives. Support children in their risk taking as learners. Encourage and accept their best attempts.

Learning is a social event and takes place within a social context. The teacher is part of this social group. Rather than being solely a director of activities, the teacher must act as a collaborative learner in the classroom. Children need to see the teacher as part of the ongoing learning process.

Work with children as an equal when interacting in their chosen activities. Avoid being the "leader".

Let children know that everyone, including adults, learn through their mistakes. Mistakes are a natural part of the learning process.

Let children see the teacher reading and writing.

Planning Planning is as important in a child centered environment. In a child centered classroom, the plans are generated by the interests of the children as observed by the teachers often incorporating input and goals from the family. These plans are specific to the group of children in each respective classroom.

Because the interests and needs of young children change, planning for any classroom must be flexible and open ended. Also, since child centered curricula are based on choices, planning should be done so that children have a choice in regard to participation in a given activity.

ASSESSMENTAssessing children’s progress requires using an objective, systematic procedure, and communicating the results with the children’s families, for families (parents) are the children’s first teachers. We use authentic assessment that measures the children’s growth in a natural setting of their everyday life. The main tools we use are: samples from children’s work (ex. drawing) and notes from informal observation and communication with families, and Indiana Standards to Alternate Reporting (ISTAR). ISTAR is developed by Indiana Department of Education and is the measure of accountability for the progress of individual children within the state’s assessment system.

For more information about our Assessment process, please see your child’s teachers or the office to acquire a copy of the CCC Assessment Plan.

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THE CONNECTION BETWEEN CURRICULUM and ASSESSMENTAs Early Childhood Educators for children ages 0-5 years, we acknowledge and embrace three key steps to facilitating children’s development: Communication and Goal Setting, Planning and Implementing Curriculum, and Assessment.

Communication and Goal setting is accomplished by family conferences, general developmental information, parental/family input, and teacher observations & knowledge.

Planning and Implementing Curriculum is accomplished by utilizing the Indiana Foundations to the Academic Standards for Children birth to five, teacher knowledge, observations, and expertise, and children’s interests.

Assessment is accomplished by utilizing observations, data collection (photos, anecdotal records, children’s work, etc.), and Indiana Standards to Alternate Reporting (ISTAR).

At Campus Children’s Center we repeat these key steps in a cycle for the continued education and development for each child over the time that they are enrolled in our program.

Additional Information:Family Conferences

At Campus Children’s Center we offer three formal conferences to each family:Summer/Fall = Welcome/goal settingWinter = Family receives a written report of child’s developmental progress to dateSpring = Family receives a full developmental profile outlining child’s growth and development throughout the year.

Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5To help teachers, parents, and caregivers promote development and education of young children, the foundations outline the specific skills and concepts children should experience and acquire during the early care and education years. Learn more at: http://www.doe.in.gov/sites/default/files/curriculum/indianafoundations-february-2012.pdf

Indiana Standards to Alternate Reporting of Kindergarten Readiness (ISTAR-KR)

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ISTAR-KR is one of many tools that CCC utilizes for assessing children’s development. ISTAR-KR is a formal assessment tool provided by the Indiana Department of Education and is directly linked to the Foundations and Indiana’s Academic Standards. The system helps teachers keep track of individual children’s development and modify and tailor instructions based upon each child’s progress and needs. Learn more at: http://www.doe.in.gov/assessment/

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RELATIONSHIP WITH THE UNIVERSITYIndiana University is legally responsible for the Center and provides the facility, utilities, custodial services and liability insurance. All other income is derived from tuition fees and fund raising efforts. Campus Children’s Center gives priority to children of students, staff, and faculty before offering enrollment to families from the community.

Indiana University Diversity StatementIndiana University Bloomington’s commitment to diversity is an essential part of our overall commitment to generating and imparting knowledge and understanding. All components of our academic mission--teaching, learning, scholarship, research, and creative activity--are immeasurably enriched by students, faculty, and staff with diverse experiences. Our finest efforts as educators and scholars depend on the interchange of ideas and on the testing of competing assumptions. Interaction on our campus among persons and groups with diverse backgrounds and experiences facilitates those efforts by helping us to become more reflective about the varied historical and social contexts in which we work and learn. For our campus to retain its leadership role within the educational community, we must not merely promote policies of nondiscrimination as articulated in the Equal Opportunity/Affirmative Action Policy of Indiana University. We must include all who comprise our diverse university community and foster a campus climate in which those diverse influences are respected and valued.

Indiana University Bloomington aspires to prepare its students for life in a richly complex nation and world, and it expects members of the University to promote this vision as fully and conscientiously as possible.

To this end, IU Campus Children’s Center welcomes, supports, and embraces all families and staff in our community.

Statement of Non-Discrimination

IU Early Childhood Education Services at Campus Children’s Center follows the non-discriminatory job posting, hiring & educating practice of Indiana University.  Indiana University is an equal opportunity employer. Indiana University policy prohibits selection criteria that may discriminate against individuals because of age, national origin, citizenship, visa status, ethnicity, race, color, religion, gender, sexual orientation, marital or parenthood status, childbearing or childcare plan, pregnancy, physical or mental disability, veteran status, or arrest record. It is essential that all screen criteria reflect the content of the position description and departmental needs and clearly distinguish between required and desirable qualifications. http://www.indiana.edu/~affirm/search.shtml

Indiana University Equal Employment (Enrollment) OpportunityAffirmative Action Policy

Indiana University pledges itself to continue its commitment to the achievement of equal opportunity within the University and throughout American society as a whole. In this regard, Indiana University will recruit, hire, promote, educate, and provide services to persons based upon their individual qualifications. Indiana University prohibits discrimination based on arbitrary considerations of such characteristics as age, color, disability, ethnicity, gender, gender identity, marital status, national origin, race, religion, sexual orientation, or veteran status.

STUDENT TEACHERS AND PRACTICUM STUDENTSCampus Children’s Center is a training site for practicum students and student teachers from Indiana University and Ivy Tech. These students are always supervised by at least one teacher in the room and are screened prior to placement.

RESEARCH AND TRAININGIn meeting the University mission, the Center serves as a site for research, training and observation by IU students and faculty. All research is screened by the director, teachers and review committee to ensure that research conducted at CCC is in keeping with our philosophy. If research is to involve working with a child one-on-one, parental permission will be required. All research occurs under the direct supervision of the teachers, director, or program assistant. Families are free to participate in these research activities or not without penalty. CCC will make every effort to let families know what days research or visitors may be occurring.

THE TEACHERS AND STAFF AT CCCOFFICE

Campus Children’s Center employs a full time Director and Program Assistant to ensure that the administrative aspects of the Center are handled so the teachers can focus on caring for the children. Christy Smith is the Director of the Program. If she is not available to answer any questions that you may have regarding the Center please feel free to speak with the Program Assistant, Diana Patterson.

CLASSROOMSEach classroom has two full time teachers; one who works 7:30-3:30, the other works 9:30-5:30. Each of these teachers is highly qualified and has at least an Associates’ Degree in Early Childhood Education or a related field. Most teachers have a Bachelor’s Degree, as well as experience working with young children.

Each classroom maintains the following Adult-to-Child Ratios:Infants: 2:8 (with a ratio of 3:8 between the hours of 10:30-3:30pm)*Toddlers: 2:10 (with a ratio of 3:10 between the hours of 10:30-12:30 & 3-3:30pm)*Twos: 2:10Preschool: 2:19Classroom ratios are often supplemented by practicum students, student teachers, and volunteers.*During times of absences, all efforts will be made to maintain the higher than required ratio. There may be times, however, when the minimum requirement is followed temporarily.

Each classroom also has a Morning Aide (7:30/8-9:30), two Rest-time Aides (12-2:30), and an Afternoon Aide (3:30-5:30). Our aides are often Indiana University Students working toward degrees in Early Childhood Education.

To ensure that each child is provided with opportunities for meaningful relationships, learning activities, supervision and their needs are fully met, each classroom’s full time teachers have primary responsibility for the children in the group and their care. The Center utilizes Continuity of Care model that keeps children, their peers, and teachers together for extended periods of time. For infants, toddlers, and twos that can be for up to 3 years. Either upon a child’s 3rd birthday or the summer after they turn three they will transition to the preschool program. For preschool, children can remain in the same classroom for up to 3 years.

Campus Children’s CenterOrganizational Chart

CCC ADVISORY COMMITTEEAn advisory committee comprised of university personnel, CCC parents, and CCC staff, meet on a regular basis to recommend Center policies. The Advisory Committee is available to listen to and consider suggestions and issues of families in the center. Concerns that you may have with regards to your child’s classroom or the Center in general may be brought to the attention of the Advisory Committee representatives if you feel that the teachers and/or Director have not sufficiently addressed the situation. There may be times when the committee cannot make suggested changes due to outside factors, but all suggestions and issues will be listened to with respect, considered, and responded to in a timely manner. If you would be interested in serving as a classroom representative, please contact the director.

VISITORSAll visitors to the Center are to sign in and out at the office and let personnel know they are in the building.

PARKINGCCC Family Parking is located in the large lot east of the building. All families are given 2 CCC Family Parking Permits. If you need more, let us know. There are 11 spaces available. On occasion, all of these spaces are filled. If that occurs, you are welcome to park in the other spaces in the lot as long as your stay does not exceed 20 minutes and you have a CCC Family Parking Permit. For the health and safety of the children, please do not allow your car to idle while in the

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lot, as the exhaust fumes can be pulled into the center.

ENROLLLMENT POLICIESENROLLMENT AND REGISTRATION

Applications for enrollment are accepted at any time. Application materials are available by calling the Center. The Center maintains a waiting list for open spaces. Families are encouraged to place their child on the waiting list as early as possible since enrollment decisions are based primarily on the date a child was placed on the waiting list. A special enrollment period is held each spring for all current enrollees. Families who want to re-enroll their child for the following year must submit their intentions at this time.

In making enrollment decisions, we give the highest priority to current enrollees and their siblings. Admission decisions are sometimes influenced by a need to assure a balanced and diverse group of children in order to foster university goals. Campus Children’s Center is an equal opportunity employer and educator. Campus Children’s Center serves families regardless of race, religion, sex, national origin, color or special need that can be reasonably accommodated.

STATE REGULATIONSPrior to your child first day at the Center, as per Indiana State Licensing Regulations, the following information must be on file:

Registration Form, completed and signed Child Developmental History, completed and signed Emergency Medical Treatment Form, completed and signed (requires signature of a

Notary as well) Recent Physical and Record of up-to-date immunizations (see Director regarding

religious and medical exemptions) within 30 days of enrollment. Licensed Child Care Consent Form Child’s Birth Certificate or other legal proof of age (i.e. passport) A copy of any relevant court orders that affect the child to be enrolled Signed copy of the Payment Policies & Contract Signed permission form for preventative products (sunscreen, diaper cream, lip ointment,

insect repellant) Signed Water Activity Permission Form Signed Extra Curricular Activity Permission Form Permission or Refusal of Photo Release Permission or Refusal of Video Taping Release Child and Adult Care Food Program Form Parent Involvement Form Infant Feeding Plans

CHILDREN’S FILES All enrollment forms (listed above), health records, allergy and health plans,

developmental profiles, assessments, records of accidents/injuries, etc. are kept in a locked file cabinet in the Center office. The contents of children’s files is confidential and only immediately available to the following individuals: administrators or teaching staff who have consent from the parent or legal guardian for access to records, the child’s parents or legal guardians, and regulatory authorities (i.e. state licensing consultant). The Program Assistant ensures that children’s files are complete, making a quarterly check. If you are notified that information needs to be updated, please respond in a timely fashion (within a week’s time, unless otherwise noted).

TRANSITIONSA period for your family’s gradual introduction to the center is planned before your child starts the program full time. During this time you are requested to stay in the classroom with your child. This is a special time for you both to get to know the caregivers and the environment as well as understand the routine. Feel free to ask questions and involve yourself in the classroom as much as possible. Following the child’s behavioral cues, teachers and family members will determine the right time for parents to make shorter visits to the classroom, eventually leaving the child to play all day. This process can take anywhere from 3 days to a week.

HOME LANGUAGESAt any given time visitors to the center may hear a variety of languages spoken, particularly when families are dropping off or picking up their children. The center embraces family’s home languages and we desire to incorporate home languages in the program. Opportunities for sharing languages include, but are not limited to songs/music, books or items from home countries, utilization of everyday words in the different languages represented in the program, and sharing these opportunities with everyone. Additionally, we shall make every effort to communicate effectively with all families in a language that they understand.  We shall use community resources for translation and interpretation when we do not have sufficient resources.

ENGLISH LANGUAGE LEARNERSCampus Children’s Center has numerous children, families, and staff whose first language is one other than English. A number of children enrolled in CCC do so with little/no English speaking experience. As the Indiana University community is diverse, the teachers and staff of CCC have much experience supporting English language learners and their families.

Research and our observations support that there is a consistent developmental sequence for young children learning a new language:

1. Home language use: There may be a period of time when a child continues to use his/her home language; this may be more evident in younger children.2. Observational and listening period: When the child discovers that their home language may not be understood in the new setting they begin to observe and listen to gather information about the new language. They may experiment with the new sounds during this time. Some children may stop speaking, but do not stop communicating (think non-verbal communication). Younger children (toddlers) may be in the observational/listening period for longer than preschoolers.3. Telegraphic and formulaic speech: The child will begin to use individual words and short phrases in the new language. They may use a single word in place of a full sentence and use words/short phrases in situations that they’ve observed others using them.4. Productive Language use: Children begin to productively use the new language.*

Your classroom teachers will encourage you to share books or music in your home language, family photos, special interests, and lists of common words your child uses in your home language to communicate needs. This information will help the teachers create a welcoming and comfortable environment for your child.

*National Head Start Training and Technical Assistance Resource Center. 2008. Dual Language Learning: What Does It Take? Head Start Dual Language Report. Arlington, VA.

WORKING COLLABORATIVELY WITH FAMILIES OF CHILDREN WITH INDIVIDUAL FAMILY SERVICE PLANS (IFSPs) AND

INDIVIDUAL EDUCATION PLANS (IEPs)

Campus Children’s Center welcomes all children to be a part of the CCC community. Children may enroll who have pre-determined disabilities or special learning needs. Additionally, it may be determined that a child has disabilities or special learning needs while in our care. It is our goal to be collaborative team members with families and other service providers such as therapists and teacher’s of record.

When children enroll with IFSPs or IEPs, one of the child’s teachers will be determined to be the primary teacher for communication and follow-through on the child’s goals and objectives. The other full time teacher will still be very much involved in the child’s care and education.

Upon enrollment, the teachers meet with family members and therapists to discuss the goals and objectives for the child and design plans within our philosophy and practice of how the classroom environment can best support the child. It is the CCC preference for therapy to occur within the classroom so that it is happening within the child’s natural context and so the teachers develop skills to best support the child. However, we understand that there are times and instances when it is best for a child and therapist to pull out of the classroom (direct one-on-one skill development or assessment).

Because much of the support that a child receives occurs within the classroom by the teachers, it is important for the teachers to be an integral part of the planning for the child. Both teachers will plan to attend all move-in conferences, case conference meetings, and team meetings (for IEPs and IFSPs when applicable). The teachers are available for meetings and conferences between the hours of 12:30 and 2:30. Campus Children’s Center offers the multipurpose room for these meetings.

To ensure solid communication, a notebook is kept for each child with an IFSP and IEP for all team members to write observations about progress on goals. This notebook is always available for family members to view.

The service team for the child, including family members, teachers, and therapists will review progress on goals regularly so that if necessary adjustments can be made.

Occasionally methods recommended by therapists or families come into conflict with the Center philosophy and practices. If this occurs, the service team will meet to discuss potential alternatives.

When an enrolled child is experiencing challenges that indicate a potential disability or special learning need that has not previously been identified, we will do the following: ~ Communicate concerns and explanation for those concerns as they arise~ Readily share information, observations & documentation ~Listen to your input, observations, & concerns~Provide suggestions for “next steps”~Provide resources for further assessment~Do so in a manner that is sensitive, supportive and confidential.

PAYMENT POLICIES1. Families of new enrollees pay a one time registration fee and an annual activity fee for

each child. You will be informed of the amount for these fees when they are due. These fees are not refundable.

2. The last two weeks fees (deposit fee) are due within two weeks after a child is accepted for admission or by the child’s first day of attendance, whichever is sooner. The deposit fee is applied to the final 2 weeks payment provided families give four (4) weeks written notice of their child’s withdrawal.

3. The registration fee, annual activity fee and deposit fee are not refundable if the child does not enroll in the program.

4. The weekly fee is charged regardless of illness, absence, holidays, or vacations.

5. The only exception to #4 above is for extended summer vacations. If a family takes a vacation of at least 4 consecutive weeks during the summer, they may pay a holding fee to hold their child’s spot. All fees and plans for summer holds are due on March 15, and the fee is not refundable. This policy applies only during the summer months beginning with the Monday following IU’s spring graduation and ending with the start of the IU fall semester.

6. Weekly fees are paid in advance weekly, bi-weekly, or monthly by personal check, money order (we cannot accept cash), or payroll deduction. Statements are distributed in family mailboxes at the beginning of the month and at the end of the month for any accounts with amounts still due.

7. Receipts are distributed in family mailboxes upon receiving payment. Overdue balances must be corrected at the end of each month. A Late fee of $25 will apply if payment is not received by the end of the month and $10 for each week thereafter until the remaining balance is paid off. If payment difficulties are anticipated, please discuss this with the Director as soon as possible.

8. A $25 fee is charged for checks returned unpaid.

9. Parents arriving late (after 5:30 PM) by the office clock, will be assessed a late fee at the rate of $1 per minute after 5:30 for each child. If a family is late 3 times in one semester (fall, spring, or summer) their late fees will double for the remainder of the semester, as well as the following semester (i.e. if a family is 5 minutes late picking up their child, they will be charged $10). The fees will resume at the regular rate after the family has had fewer than 3 late pick-ups in a semester. All considerations will be under the discretion of the Director and all decisions will be final.

10. Families whose children are receiving services from outside entities in the form of payment of fees agree that the family will be responsible for any fees not covered by the outside entity.

11. All fees are reviewed during spring budget construction that occurs. Any tuition increases generally occur beginning July.

Indiana University BloomingtonPOLICY AND PROCEDURE FOR LATE AND/OR OUTSTANDING

CHILD CARE FEES

Rationale: Parent fees account for over 70% of the income received by the IUB child care centers, making fees the largest part of a center’s income. Fees that are not paid on time jeopardize the financial well-being of the center and create more administrative time for the center office staff.

Due dates: All child care fees are to be paid in advance of services. Child care fees are to be paid each Monday for the upcoming week.

Arrears: Fees will be considered seriously in arrears when parents become four weeks or more behind in paying their fees.

1. If on the first of the month, there is a balance owed for the previous month, a late fee of $25.00 will be assessed.

2. If the balance cannot be paid within two weeks, parents must set up a payment plan.

3. A late fee of $10.00 will be charged each week until the outstanding balance is paid in full.

Termination: A child’s enrollment in the child care center may be terminated if:1. The total outstanding balance is not paid by 60 days after the

original due date2. The family has not arranged for and followed a payment

plan. Failure to honor the payment plan may result in the termination of enrollment

Collections: Uncollected outstanding fees will be forwarded to the:1. IU Bursar if the parent is an IU student.2. If the parent is an IU employee or from the community, the account will be

turned over to a collection agency and/or legal action will be taken.3. The center may seek reimbursement from the family for legal and collection

fees.

Enrollment: Families with outstanding fees will not be able to re-enroll their child at their current center or enroll at another IUB child care center until their balance is paid in full.

Returned Checks: All checks returned by a family’s bank will incur a charge of $25.00. If a family has a second check returned, the center may require that all future payments be made by certified check or money order or parents may choose the payroll deduction option.

ATTENDANCEARRIVAL AND DEPARTURE

Campus Children’s Center opens at 7:30 and closes promptly at 5:30. A sign-in/out sheet is placed on the office window.

Each family will receive a special parking permit that allows you to park in our parking lot while dropping off and picking up your child.  While your car is parked in the lot, please display this permit prominently on your dashboard. 

When transporting your child to and from school, please make sure that s/he is secured in a child

car seat.  When driving in the complex, please drive slowly and alertly.  We ask that families turn off their car motor when dropping or picking up their children (Please note the “No Idle Zone” signs in our parking area). Please be sure that your child is holding an adult’s hand as s/he gets in or out of the car and walks into or out of the building.  Children should never enter or leave the building or parking lot unaccompanied by an adult. Rather than walking through the parking lot with your child, it is a good idea to walk around the parking lot in the grass to or from your car.

When you bring your child in to school, please remember to sign him or her in on the official sign-in sheet near the classroom door.  Then come into the classroom with your child and help him or her to get settled in for the day.  He may need to take off his coat, mittens, hat, and boots and put them in his cubby.  She may need you to help her find an activity to get involved in before you leave.  You and your child may want to tell one of the teachers a funny story about what you did last night.  It will be helpful to the teachers if you let them know what kind of a morning you and your child have had (relaxed and happy, or harried and stressful?), as this will help them know how best to help your child throughout the day.  You can also relate important information to the teachers such as who will be picking your child up at the end of the day, if your child needs to leave early because of an appointment, or if your child went to bed late last night and may need a longer nap.  At any rate, please do not leave your child until the teachers have at least seen you and greeted you.  That way, you and we can be reassured that your child is under the supervision of an adult at all times.

When you come to pick up your child at the end of the day, please come into the classroom to get him.  Again, please make sure one of the teachers has seen you and said good-bye before you leave, and remember to sign him out on the sign-in sheet near the door.

If your child or you have a disability and require special assistance from us for arrival and departure, please let us know in advance.  Accommodations can be made to address most needs.  Just contact our office at 812-855-1091.

Due to health, safety and legal considerations your child must be signed in and out each day by yourself or an adult (must be at least 18) who is authorized by you.

ABSENCES

We become concerned when children are not here when expected. If your child will be absent, we ask that you call to notify us before 9 AM. If your child is absent due to an illness, please inform us so that we can take proper precautions and notify families of illness in the center if necessary.

RELEASE OF CHILD

We will release your child only to those authorized by you. In order to do this we need to have your authorization on file and prior notification that someone other than yourself will be picking up your child. Notification of Pick-Up forms are available in the office and in each classroom. Please fill these out and return them to your child’s teacher. If this will be the first time for this person to pick-up your child, please inform them to bring a photo i.d. because we will ask for it.

RELEASE OF CHILD TO AN INTOXICATED OR IMPAIRED PERSON

Campus Children’s Center will make every effort to protect a child from getting into a car with an adult who seems to be impaired in any way, including calling the other parent or emergency

contacts. If a parent or legal guardian insists on taking the child from the center, the staff will immediately report the incident to the local police.

HOLIDAYS

Campus Children’s Center is closed for 6 of the major holidays including 2 weeks during winter break. We do remain open during Spring Break. Please refer to your Calendar regarding these dates.

HEALTH PRACTICESHEALTH POLICIES

Exclusion Policy for Sick Children and Center Staff - When a child or staff member is known to have a communicable illness as outlined below, the child or staff member will be excluded from attendance at the Center for such time as is prescribed by the Center’s consulting physician. Any child or staff member who becomes ill while at the Center will be sent home as soon as possible. Ill children will be cared for in the Center office by the Director or Program Assistant until a parent/guardian can come pick him/her up.

Exclusion Policy for Under-immunized Children Because of a Medical Condition or Religious Beliefs – Because children who may be under-immunized are those at highest risk for illness of which they are not immunized, the center will exclude the child promptly if a vaccine-preventable disease to which children are susceptible occurs in the program. The child may return after all risk of exposure is eliminated as per consultation with the CCC consulting physician, health care consultant and if necessary the child’s

physician.

Symptoms That Indicate the Need for Exclusion – The following symptoms and illnesses indicate the need for a child or staff member to be excluded from the program temporarily.

1. The presence of a fever of 100 degrees or above taken under the arm. (the lack of fever does not necessarily mean the child is well enough to attend).

2. Vomiting within the last 24 hours.3. Diarrhea within the last 24 hours.4. Persistent cough and/or sore, reddened throat.5. Red, weeping eye(s) indicating potential conjunctivitis.6. Unexplained skin eruptions or rash that are resulting in discomfort.7. Extreme fatigue and/or malaise.8. The presence of head lice and/or nits.

In order for a child or staff member to be readmitted to the program, any symptoms listed above must be gone for at least 24 hours, without the aide of over the counter medication. Medication for bacterial illnesses should be administered for at least 24 hours before re-admittance.

Control Measures – The Center will make every effort to control the spread of communicable illness among the children and has established health policies and precautions directed to this end. Whenever exposure to illness has occurred in the Center, prompt notice will be given to all parents and staff members. The Center’s physician will be consulted and the ensuing instructions followed with respect to control measures. Such measures will include the disinfection of toilet facilities, furnishings, toys, or other articles that have been used by a child diagnosed as having a communicable illness and the effective disinfection and disposal of bodily discharges containing infectious materials. No other person will be allowed to use the facilities or articles mentioned above until they have been disinfected or it has been established that the child does not have a communicable illness.

Medication –A written order or prescription from your child’s physician is required before we can administer any medication to your child, including over-the-counter medications. The medication must be delivered to the center in its original container. If it is a prescription, the pharmacy label must show your child’s name, the physician’s name, the prescription number, the date it was filled, and instructions for use. If it is an over-the-counter medication, the written order from the doctor needs to include this information and why it is to be administered. Parents must sign a medicine release form in order for staff to administer any medication.

PHYSICALS AND IMMUNIZATIONSWithin 30 days of enrollment documentation of a physical that has a date of no longer than 12 months prior to admission and up-to-date immunizations must be provided for continued enrollment of the child. For children under two years of age, records of updated immunizations and physical shall be provided to the center after each Well Child visit. After age two, upon any immunization updates, records will be provided to the center. If a child has medical reasons for a delayed schedule for immunizations a note from the doctor must accompany the immunization record. For families who are choosing not to have their child immunized for religious reasons, a letter from the family must accompany the record of physical. In instances where a child is “under-immunized” because of a medical condition (documented by a licensed health professional) or the family’s beliefs, and a vaccine-preventable disease occurs in the program, the child(ren) will be excluded promptly from the program until the threat of exposure is over.

When a child is overdue for immunizations or routine health visit, the parent or legal guardian shall provide evidence of an appointment to ensure enrollment or continued enrollment, except for any immunizations for which a family has a religious or medical exemption.

SMOKE FREE ENVIRONMENTCampus Children’s Center follows the IU policy of a smoke free environment. No smoking is permitted on the premises (including in the family parking area) or in the presence of children.

HEALTH AND SAFETYOur health policies have been formulated to safeguard the health and safety of all persons who participate in our program. For your convenience, a quick reference summary is provided below:

We are a Smoke, Alcohol, Drug, Firearm, and Toxic Substance free environment. Please respect our policy regarding these items and do not bring them into the center.

Small AccidentsOur center is equipped with first aid supplies in all of the classrooms, the multipurpose room and the playgrounds. Backpacks equipped with first aid supplies are taken when the children go on walks or field trips. All staff members have been trained in basic first aid. Whenever an injury that causes bruising, bleeding, is related to the child’s head or face, or causes the child to be uncomfortable we will fill out an incident report and/or call the family. A copy will be placed in your child’s file and you will receive a copy.

More Serious AccidentsFamilies are contacted as soon as possible in the event of a serious injury to their child. We will make arrangements for you to pick up your child at the Center. In the case of an emergency for a child who needs immediate medical treatment, the Bloomington Ambulance will be called and will provide transportation for the child to Bloomington Hospital’s Emergency Department. Families will be called and instructed to meet the ambulance and a staff member from Campus Children’s Center at the emergency room. If you cannot be reached, an adult authorized by you will be contacted. For this reason, it is very important that you keep all emergency telephone numbers up to date.

Parental NotificationIn the case of serious illness, serious injury, or death of a provider, Campus Children’s Center will notify the families as soon as possible.

SAFETY PRECAUTIONSEach morning CCC staff and teachers walk through the center, classrooms, and playground to ensure that the environment is safe and healthy. If any hazards are observed they are removed and/or the appropriate department at IU is contacted to have the situation resolved. Throughout the day the teachers and staff ensure the health and safety of children and adults by conducting a non-intrusive health inspection upon children’s arrival, supervision, utilization of toys and materials that are appropriate for group care and the age being served, and the use of appropriate cleaning and sanitization methods.

All full time teachers and staff are trained in first aid and infant/child CPR through the American Red Cross. All part time aides are trained in first aid. First aid kits are located in each classroom, the multipurpose room, the office, playgrounds, and in each classroom’s emergency backpack.

EMERGENCY CLOSINGSWhile we plan to remain open year-round, with the exception of the Holidays and In-Service days listed on the calendar, there are times when we may need to close due to reasons out of our control. These reasons can include but are not limited to the following:

1. Weather related closings . The Center will be closed if the Indiana University Bloomington campus is closed; a weather emergency is in effect for Monroe County; or, the child care center staff cannot be present to provide appropriate staff to child ratios mandated by state child care licensing regulations.

2. Environmental Conditions that make the building unsafe such as, sewage problems, inadequate or unsafe water supply, no electricity, heating system problems, gas, carbon monoxide, or other noxious gases leak.

In the event that the center has an emergency closing, fees are still based upon a 5 day week.

EMERGENCY EVACUATION PLANIn the event of an evacuation of the Campus Children’s center building the staff will evacuate the children and first meet at the Campus Children’s Center sign by the parent parking lot to account for all teachers and children. We will then proceed to the Institute for Disability and Community. If there is need for further evacuation, we will be transported to Hoosier Courts Nursery School. A binder with emergency contact information for all of the children and staff and a cell phone will be carried by the Director, or in her absence, the person in charge or a member of the Emergency Control Committee. Once the children and teachers arrive at the evacuation location, the Director or person in charge will notify families and instruct them to pick up their child or children.

YOUR CHILD’S DAYAs stated in the our Philosophy of Education, we structure the day at Campus Children’s Center in a way that allows the children the opportunity initiate activities related to their interests. A large part of your child’s day is spent in free choice time offering them opportunities to learn through their play. Each classroom has a daily schedule posted, as well as curriculum plans that the teachers design according to their observations of the children and children’s interests.

WHAT TO BRINGYour child should attend each day dressed to play. A wide variety of activities take place at our center every day. We recommend clothes that allow for freedom of movement and full participation in messy activities. All your child’s belongings should be labeled if brought to the center. Please provide the following for your child while at the center:

At least one seasonal change of clothes We recommend safe footwear for children at all times Disposable diapers in unopened packages. Teachers will inform you when your child’s supply is

low. In the early stages of toilet learning, plenty of extra underwear! Comfort toy (stuffed animal, blanket)for resting and making the transition to school easier A small crib sized sheet and crib sized blanket. Sheets are provided in the infant & toddler room. Boots mittens, hat, warm coat and snow pants or snowsuit during cold weather. Scarves present a

choking hazard and are not recommended for young children. Swimwear, hat, water shoes, during warm weather for outdoor water play.

WHAT TO LEAVE AT HOMEWe ask that you leave candy, money, food, gum, electronic games, and toys (other than a soft friend for rest time) at home or in the car.

MEALS AND SNACKS Each day we serve a catered, nutritious lunch as well as morning and afternoon snacks in accordance with the Child and Adult Care Food Program (CACFP) guidelines.Children who arrive before 8 AM are offered a simple breakfast. All children are served a snack at 9:30 AM and at 2:30 PM (or upon waking from nap). Lunch is served at 11:40 AM. If you want your child to be served during these times, please ensure that she/he has arrived prior to serving.

Variations to a child’s diet due to allergies or medical reasons will be made with written instructions from the child’s physician. Variations to a child’s diet due to religious or personal beliefs shall be made with the written statement from the child’s parent. For special diets, the Center may request the family to supplement food served by the Center. On occasion, families request to bring foods from home for their child. Campus Children’s Center will work collaboratively with families regarding home food with the following guidelines:

Foods meet the CACFP guidelines Foods & beverages are labeled with the child’s name and date Foods are transported at a safe temperature and stored safely at the center

A Safe Transportation form is signed and in the child’s file. A note from the child’s doctor is provided.

For foods brought from home, we agree to: Ensure that food requiring refrigeration stays cold until serving Provide supplemental food if necessary. While food is not allowed for birthday celebrations, if you are interested in sharing food with the

classroom please first talk with the teachers. All food that comes from home for sharing among children must be either whole fruits or commercially prepared packaged foods in factory-sealed containers.

When eating snacks and meals at Campus Children’s Center children are encouraged to taste all foods on their plate. If they do not prefer a certain food, they are not required to eat it. Our desserts are usually fresh fruit or yogurt and are always offered regardless of the amount of food eaten during the meal.

Campus Children’s Center does provide the option of Organic Milk through an Organic Milk Co-op that is organized and managed by classroom parents. Organic milk costs are the responsibility of those involved in the Organic Milk Co-op. If you are interested in this option, please talk with your child’s teachers.

Because some enrolled children have severe allergies, foods from home should not be shared with other children. If a family is planning to do a cooking activity with a classroom, the classroom teachers will purchase the necessary ingredients for the activity.

If your child’s eating habits seem to be unusual or abnormal at any time, one of your child’s teachers will notify you. If you have a specific nutrition concern regarding your child, please consult with the teacher or Director.

BIRTHDAYSWe recognize that birthdays are very special occasions, especially for children, and we will work with you help recognize your child’s birthday in a simple, meaningful way. For birthday celebrations, due to serious food allergies, Campus Children’s Center invites you to share a non food item with your child’s class (child’s favorite book, flowers to be planted, favorite music).

We ask that “goody bags” are saved for celebrations held outside of the school.

OUTDOOR PLAYRegular outdoor play is an important part of your child’s growth and development. We follow the guidelines and accreditation criteria established by the National Association for the Education of Young Children (NAEYC). All age groups play outdoors except when the severity of weather or air quality poses a safety hazard.

In cold weather children will remain inside when the wind chill temperature is 25 degrees or below. The length of time spent outside will be gauged by the comfort level of the children. All children should come with appropriate outerwear to protect them in seasonal conditions. Snow pants and boots should be supplied on days when there is snow on the ground or in the forecast. Rain boots should be supplied to allow children the freedom to explore the puddles after a rain.

In extremely hot weather we will continue to go outside unless advised otherwise by the national weather service. Teachers will provide plenty of drinking water. Children should bring hats as well as swimwear and towels for water play. Throughout the summer months and beyond, we will apply sunscreen prior to each time going outside on children of SPF 30 or higher with UVB and UVA protection. This sunscreen is provided by the center unless parents provide an alternative.

If families prefer for their child over the age of 2 months to have insect repellents, staff will apply repellent supplied by the family one time a day. Due to health concerns with DEET supplied by valid research, all insect repellents need to be DEET free. Insect repellents should be lotions, not sprays.

When weather or air quality conditions keep us from going outside, the Center utilizes the Multipurpose

Room for gross motor activity. The Multipurpose Room has low, soft climbing materials that meet indoor equipment safety standards, space for ease of movement, and materials conducive to gross motor play (balls, whoops, music, etc) and staffing ratios remain the same as indoors and outdoors. Each classroom has 30 minutes scheduled of gross motor time at least 2x a day in the Multipurpose Room.

REST TIME PHILOSOPHYAt Campus Children’s Center, we believe that after a busy morning of high energy interactions in a classroom full of other children, rest is an important and necessary part of the day for every child, whether he/she is 1 year old or 5. Each classroom has a Rest Time that lasts approximately 2 hours. For the first half hour to 45 minutes of this time, children are lying on cots and encouraged to rest. During this time some children fall asleep, others do not. Teachers and rest-time aides are available to rub backs if requested by the child. Gentle music or stories are often played to help encourage a restful environment. After 30 minutes, those children who have not fallen asleep are offered opportunities for books, puzzles, journals and other quiet activities. After 45 minutes, those children who are still awake are offered activities around the room including, but not limited to, table choices, manipulatives, reading, and games. Please talk with the classroom teacher regarding your child’s sleeping needs, habits, and the classroom’s procedures.

BEDDINGA small blanket, small pillow (if desired) and cot sheet (crib sheets work best) should be brought from home on Mondays. These will be sent home on Fridays for laundering. Due to restrictions of our storage for cots, please make every effort to keep the blankets and pillows you provide child sized. We cannot accept sleeping bags. For Infants and Toddlers please refer to the INFANT/TODDLER section of the handbook.

DIAPERS AND TOILET LEARNINGFamilies supply diapers and diaper cream for children not yet toilet trained. The Center does recognize some family’s desires to use cloth diapers. Due to Accreditation Standards, we do need a doctor’s note if you are using cloth diapers. If using cloth diapers, families will provide an inner absorbent lining that is completely contained by an outer covering made of waterproof material. The diaper and outer covering are changed as a unit. Families will also provide an individual diaper pail with a hands free lid. Soiled diapers and clothing will be placed in a plastic bag and sent home for laundering.When considering Toilet Learning it is our philosophy that the cues of the child are followed as signs that he/she may be ready to begin the process. It is vital that families and teachers communicate with each other during this time and work to be consistent between home and school. Please Note: It is typical for a child who is toilet learning to do well at school and not so well at home. This is the result of fatigue in a young child who has worked hard all day to succeed at learning something new. It is also typical for a child who is going through changes (room transitions, a parent being gone, siblings being born etc.) to regress in their toileting abilities. It may take time, but through consistent, gentle guidance and reminders children will succeed in Toilet Learning. It is the professional opinion of our teachers that diapers and underwear are more effective in toilet training than pull-ups. Please speak with your child’s teachers regarding your child’s toilet learning and toileting needs and your family’s preferences.

TOOTHBRUSHINGWe understand that some families prefer for their child to have the opportunity to brush their teeth after the noon meal and therefore accommodate such requests. If this is a preference, please provide a tooth brush, a cup, and a plastic bag for storage (tooth paste is optional). Each child’s toothbrush kit will be stored in his/her cubbie and teachers will remind and assist tooth brushing as necessary after the noon meal.

FIELD TRIPSWe take regular field trips and nature walks in the Bloomington community to stimulate new interests and extend the children’s knowledge. Upon enrollment, families sign a blanket extra-curricular permission form for walks around the center. While taking walks, teachers carry first aid kits, emergency contact numbers for each child, cell phones and hand held “Stop” signs to assist if crossing a road. If a trip

should require us to cross a major road arrangements are made with the IUPD so they can assist us in crossing safely. We will notify parents prior to field trips that take us away from the general CCC vicinity and will ask you to sign a permission form specific to that trip.

During field trips we welcome and encourage families to join us. Your participation lowers the adult to child ratio and significantly enhances what the children gain from these enrichment opportunities. Transportation to and from field trips is arranged either through the use of IU Motor Pool vehicles or Bloomington Rural Transit. We take special precaution to ensure the safety of every child while on field trips. Thus every child participating in a field trip must have a car seat that meets the recommendations of the AAP (these are more stringent than the Indiana law). Teachers bring with them first aid kits, emergency contact numbers for each child, and cell phones. Alternative transportation will be arranged with the IU Motor Pool should there be a problem with the transportation during the field trip.

Field trips occur throughout the year. Some field trips are scheduled for a particular classroom based upon the current interest and curriculum. Other trips are scheduled as a result of events occurring in the community. Field trips may include but are not limited to Peden Farm, Touch-A-Truck, Post Office, Fire Stations, Library, Airport, Retirement Communities, etc.

GUIDANCE AND DISCIPLINEDISCIPLINE POLICY

The health, safety, and emotional well-being of children at Campus Children’s Center are our highest priorities. We view discipline as any other skill that must be developed, and we strive to help children learn and play, settle disputes, and interact with others peacefully and non-aggressively.

Discipline at the Campus Children's Center is developed with support and encouragement of positive behavior through a planned environment that provides a variety of activities from which children may choose, and includes smiles, and pleasant attention for appropriate behavior and positively stated alternatives when a conflict situation occurs. We regularly review the classroom rules with the children, encourage appropriate behaviors, model conflict resolution skills, and stay alert to situations in the room.

When inappropriate behavior occurs, it is dealt with immediately. Teachers individualize responses to the children's behavior, in relation to the particular child and the situation. They work to identify the cause of the inappropriate behavior and recognize that repeated challenging behavior may be the child's way of signaling that he/she needs help in dealing with a certain task or situation. Teachers can then modify the learning environment and/or activities to help resolve the situation.

When the teacher sees a conflict situation arising, he/she works to identify causes, and then responds by stating an alternative for the child. For example, "You can put the block here," instead of "Don't throw the block on the floor." If the inappropriate behavior continues, the teacher tells the child the rule, and the consequences of the behavior if it continues. For example, "Throwing blocks may hurt someone. If you throw blocks, you will need to make another choice." The teacher is careful to emphasize that it is the behavior that is unacceptable, not the child.

Physical punishment such as shaking, hitting, biting, spanking, excessive force or otherwise hurting a child is prohibited at Campus Children’s Center as well as psychological abuse, coercion, intimidation or humiliation. Center staff do not use threats or derogatory remarks and do not withhold nor threaten to withhold food or outdoor time as a form of discipline. These acts are grounds for immediate termination of staff members. All incidents of suspected child abuse will be reported to Child Protective Services as required by law.

When a child is being destructive to materials or harmful to another person, that child is redirected to a choice made by the teacher. In extreme situations, a child may need to be separated from the group to an individual activity to help her/him gain control. This should not be viewed as a “time out.”

Teachers observe and record challenging behaviors to identify events, activities, interactions, and other contextual factors that predict challenging behaviors and may result in challenging behaviors in individual children or groups.

If a child displays persistent, serious, challenging behavior, teachers, family members and other professionals work as a team to develop and implement strategies to support the child’s inclusion and success as well as those of the others in the classroom. Challenging behavior that warrants contacting the parents/legal guardians will be documented in writing, with a copy given to the family and one kept in the child’s file.

When at the Center, we ask that you follow the Center’s discipline policy with your child.  At CCC parents, relatives, and family friends participate within the program in formal and non-formal situations (visiting for lunch, assisting on field trips, during drop-off/pick-up times, etc.). Occasionally, an adult may observe children involved in a conflict or questionable behavior. In these instances we ask that parents, relatives, and/or family friends utilize positive redirection methods modeled by the CCC teachers (“when you swing a shovel, it may hit someone. Show me how you can use it to dig.”). If this is ineffective, the individual should talk with a teacher or staff person in the office so the behavior can be addressed in a manner that follows the CCC discipline policy. If while observing a conflict or questionable behavior you feel your child is at risk, we recommend that you remove your child from the situation and immediately inform a teacher.

If a child exhibits a challenging behavior on a continual basis that is not resolved through appropriate behavior management strategies as part of the CCC philosophy, the classroom teachers and Center director will begin Steps for Addressing Challenging Behaviors including meeting with the family, increasing communication with the family and written documentation of incidents. Further assistance and /or evaluation, through an outside party may be requested with parental consent.

Indiana University Bloomington Child Care CentersBiting Policy

Program PhilosophyBiting is a natural, developmental behavior in which many young children engage, especially during their second and third years of life. We recognize that biting is a distressing activity for parents, staff, and the child who has been bitten. Because biting is so distressing, everyone involved would like to eliminate it quickly. Unfortunately, a “quick fix” is not usually available. However, biting does require immediate action by staff to comfort the child who has been bitten, express disapproval to the biter, and to find the cause of the biting.

Children bite for a variety of reasons so it’s important for adults to get to the cause of the behavior. Most of the reasons for biting are not related to behavior problems nor does biting make the biter a “bad child”. Since biting is developmentally related, it is more common for toddlers to bite than for older preschool age children.

How Staff RespondStaff members respond to biting as they would other aggressive behavior – by:

calmly, yet firmly telling the biter that biting hurts and is not allowed by comforting the victim immediately and providing first aid if needed

o wash the bite with soap and watero apply ice to reduce swellingo if the skin is broken, universal precautions are followed and an injury report is

written by documenting the biting in an incident report

When a particular child bites on a regular basis, the center staff attempt to find the cause of the biting and take action to prevent future incidents. The staff look at:

the precipitating factors such as time of day, area of the classroom, the activity, other children involved, etc.

changes in the child’s life such as health problems, teething, the absence of a family member, the birth of a sibling, transitions, etc.

The staff then develop strategies to help prevent further biting. These might include: Ensuring that there are enough materials, including duplicates, for the children to use Ensuring that there is enough space in the classroom and that there are quiet times in the

schedule Shadowing a biter in situations and times when the child has bitten before Providing teething toys for children who are getting new teeth Showing disapproval of biting Working collaboratively with parents to reduce or eliminate biting

How Parents Are InformedThe parents of a bitten child are notified of the incident the day the incident occurred. Confidentiality prohibits the staff from divulging the name of the biter. The parents of the biter are informed personally and privately the same day.

How Biting is DocumentedAll biting incidents are documented by the teacher(s) in an incident report which is reviewed and approved by the center director. A copy of the incident report is given to the parents. The other copy is kept in the center’s incident report file. March 2005

IUB Child Care CentersSteps for Addressing Challenging Behaviors

(Approved January 16, 2001)

1. The behaviors of children shall be addressed by classroom staff as outlined by the discipline policy of the respective IUB child care center. This could include positive reinforcement for appropriate behavior, redirection, reminders of classroom rules, modifying the classroom environment and/or daily schedule, and providing a supervised quiet time for the child to gain control. Classroom staff shall observe all children and document these observations to help ascertain any patterns or precipitating factors of the challenging behavior. At no time shall staff use shaming, the withholding of food, or physical punishment of any kind.

2. When a child exhibits a challenging behavior on a continual basis that is not resolved through appropriate behavior management strategies, the classroom staff will meet with the center director to document the problem behavior and ask for further guidance.

3. If the challenging behavior is still not resolved, the center staff shall request a meeting with the child’s parent(s), to discuss the behavior. The center staff and parent(s) will collaborate on the development of strategies to resolve the behavior. During this process, the classroom staff will keep the center director and child’s parent(s) informed of progress in resolving the challenging behavior. Classroom staff will provide information to the parent(s) in written form with copies kept in the child’s file. If a child’s behavior results in an injury to another child or staff member, the child’s parents will be notified as soon as possible and written documentation of the incident will be provided to the parent(s) and placed in the child’s file.

4. If the center staff feels that they need further assistance in resolving the challenging behavior, the program may, with the parental permission, request the assistance of an outside party. If the center staff feels that the problem may be a result of a special need, the program may, with parental permission, refer the child for evaluation. If the parental permission is refused and the behavior continues, the continued enrollment of the child will be reconsidered in accordance with the provisions of paragraph 6 below.

5. If the results of an outside evaluation suggest the need for accommodations for special needs, the program will provide these or other appropriate, accommodations as long as they are not an undue hardship on the program as outlined in the Americans with Disabilities Act (ADA).

6. If all of the above steps fail to resolve the challenging behavior, the program may ask the parent(s) to obtain care for their child at another center. The program will provide the parent(s) with 4 weeks notice, except where such notice is not reasonable because of safety concerns, and will try to assist the parent(s) in obtaining alternative care.

7. Written documentation of all of the above steps will be provided to the parent(s) and placed in the child’s file.

FAMILY COMMUNICATION

At Campus Children’s Center we pride ourselves in the level and quality of communication we have with our families. We recognize that this is a joint effort, and offer many opportunities to share with you about your child’s experience at the CCC. We also

understand that we have many families whose first language is not English. We are fortunate to be a part of Indiana University and have many services available to us. CCC will provide an opportunity for written and verbal translation when necessary.

MORNING AND AFTERNOON COMMUNICATIONAs you drop-off your child each day, please check in with one of your child’s teachers to share information that may be relevant to the day. At the very least, please make sure that the teacher has recognized that your child has arrived.

When you pick-up your child, again, please check in with one of your child’s teachers. They may have information to share with you about what your child experienced during the day. At the very least, please make sure that your child’s teacher has seen you with your child.

WRITTEN COMMUNICATIONEach classroom has a family bulletin board where notices are posted. Each family has a “mailbox” outside each classroom where notes or reports are left by the Center staff. Please check each daily. We also frequently use e-mail to communicate with families. CCC News (a bi-monthly newsletter from the office) is distributed via e-mail.

CONFERENCES AND MEETINGSThree formal family/teacher conferences are offered each year. These take place in the fall, midwinter, and spring. During the winter and spring conferences, your child’s teachers will share with you a written developmental profile and your child’s portfolio. If you wish to talk to your child’s teachers at other times, please feel free to contact them to set up a date and time.

Family meetings are offered in the evenings according to interest. You are encouraged to attend and hear speakers talking on a variety of subjects related to the Center’s program. We will make every effort to provide child care at the Center during these meetings.

FAMILY INVOLVEMENTFamily involvement is an integral part of a quality program for young children. We encourage family involvement in our program in a number of ways. Parents can serve on the Campus Children’s Center Advisory Committee, donate materials to the classroom or help repair classroom materials, and accompany the class on field trips. Families are also very welcome to participate in the classroom. Classroom participation can take many forms and can include, but is not limited to the following examples: Storytelling and book reading, sharing musical instruments, cooking with children, sharing special interests and/or hobbies, and sharing information about your family’s cultural heritage. Please talk with your child’s teacher about opportunities for you to become involved in your child’s classroom.

Campus Children’s Center has an open door policy. You are welcome and encouraged to stop in at any time to visit your child, or to observe his/her room.

LUNCH/VISITSYou are welcome to join your child for lunch here at the center for a $1.00 contribution. Please sign up on the lunch sheet prior to 8:30 AM on the day you wish to join us. The lunch sign-up is located next to the daily sign-in forms on the office window. If you have a special dietary need (i.e. vegetarian) please make note of this next to your name.

FAMILY RESOURCESArticles on a vast array of subjects of interest to families are available in the Center office. Topics include but are not limited to:

Literacy Development Separation Anxiety Curriculum Child Care Issues Social Development Self Esteem Kindergarten

The Center maintains a library of resource books for use by staff and families. Please feel free to browse through the collection in the Staff Resource Room. Contact the director if you would like to borrow a book. Teachers may be able to assist you in locating information on specific topics.

Additionally, the Center has access to Community Resources that may be of assistance to you (health, mental health, oral health, nutrition, child welfare, parenting programs, early intervention-special education screening & assessment services, and basic needs such as housing and child care subsidies). We welcome the opportunity to discuss these resources with you. Additionally, a copy of a Monroe County Resource guide can be found at the following web address:http://bloomington.in.gov/sections/viewSection.php?section_id=214

INNER-CENTER TRANSITIONSDuring the Spring/Summer after your child has turned three he/she will transition into one of the 3-5 year old classrooms. Prior to decisions being made as to which classroom children will transition into, the center will request input from families regarding their child’s personality and special friends. The teachers and director use this information, suggestions from the child’s infant to 3 teachers, and current 3-5 year old classroom dynamics to decide which 3-5 classroom a child will be placed in. Because continuity of care is important, children who have/had older siblings enrolled at CCC will most likely be placed in the same classroom as their siblings are/were. When classroom assignments are made a meeting will occur between you, your child’s new teachers, and the infant to 3 teachers in an effort to share vital information about your child. The 3-5 teachers will also schedule a welcome meeting with you. It is our goal to offer continuity for the children and families and therefore it is typical that children will remain with in the same 3-5 year old classroom until she/he “graduates” from the program. If a family would like their child to transfer from one 3-5 classroom to the next they may request a copy of the Policy for Preschool Transfers from the office.

TRANSITION TO KINDERGARTENCCC recognizes that the transition to kindergarten is a big step for children and families and our goal is to be supportive through this process. Each spring the 3-5 year old teachers schedule a transition meeting for families to share information about kindergarten registration, how to advocate for your child, and what to expect. The 3-5 year old classrooms also schedule school visits each spring so that children can visit their perspective school, meet teachers, visit the kindergarten classrooms to help them become a little more familiar with the environment.

DEVELOPING RELATIONSHIPS WITH FAMILIES

As a child care center we are a community of children, families, and staff all interacting and sharing our lives together. In a community, people work closely together and hopefully interactions are positive, helpful, kind, and understanding. Yet, it is to be expected that from time to time people will experience some conflict, some concerns, and some difficulties.

We recognize that parenting is one of the most difficult, intense, and rewarding experiences in your life. We want you to share your thoughts, hopes, and dreams for your child. You want what is best for your child and we know it is your job to advocate and protect your child.

We as a staff, will at times make mistakes, create misunderstandings, and occasionally miscommunicate. When these mistakes occur, we want you to tell us. As a staff it is our goal to offer your family the best in early care and education and to support you in your child rearing efforts. In order to meet our goal, we need your input, your suggestions, your questions, and concerns.

When you have a concern please remember: Teachers want the families to feel very satisfied with the care their child is receiving. Communicate directly to the teachers whenever possible. Realize that if you have a concern with a teacher, and you feel the need to go to the

director, the director will need to investigate and talk with the teacher directly about your concerns and deal with the issue in a straightforward manner so that the teacher can improve her/his performance and/or correct any mistakes or misunderstandings.

Be assured that teachers do not hold a grudge against your child or “take it out” on your child after you have expressed a concern. We would not hire anyone at our center that would react in such an inappropriate manner. Actually, after expressing a concern, your child’s teacher will be more conscientious about the issue and try to improve.

Recognize that allowing concerns to build up can be counter productive. As concerns occur share them with the teachers.

Feel free to utilize the method of communication that you are most comfortable with to ensure that your concern is expressed (i.e. face-to-face, e-mail, written message, phone call).

Sometimes we cannot make the changes you may request due to other restrictions, but we ALWAYS want to hear your suggestions. We promise to consider them seriously and respond to you in a timely manner.

If your concern is regarding another child in the classroom/program, please understand that the teachers are legally bound to confidentiality and cannot discuss individual children with other families. The teachers will listen to your concerns, will focus on your child and how they are facilitating your child’s growth and development with specific situation as well as generally.

Formal Complaint Procedure - Parents

Philosophy High quality early childhood care and education is based on building positive relationships with families. In order to provide and maintain positive relationships with children and families, open communication between the center staff and parents is essential. Parents should always feel free to talk with their children’s teachers if they have any questions or concerns about their child or the Center. Sometimes the classroom will be very busy and teachers may ask parents to set up a time to meet or to talk on the phone. Arrangements should be made to talk within the Center’s hours of operation unless the teacher welcomes calls during non-school hours. Questions about the Center policies and procedures should be directed to the Director.

We are interested in your questions, opinions, and concerns. In order to efficiently address questions and concerns, the following is the recommended procedure for submitting questions and concerns.

Chain of Command for Addressing ConcernsSTEP 1: Classroom co-teacher(s) – parents with concerns about their child and their child’s classroom should first contact their child’s classroom co-teachers. Co-teachers will document the concern and will notify the center director about the parent concern(s). If desired, the parents can request a conference with the classroom teachers.

STEP 2: Center Director - if parents and co-teachers cannot reach a resolution, the parents should then contact the center director. Director will document the concern and will notify the Coordinator for Child Care Services about the parent concern(s).

OPTIONAL: Parents may also contact their classroom representative about bringing the concern to the center advisory committee. Due to confidentiality, personnel issues cannot be brought before the advisory committee.

STEP 3: Coordinator for Early Childhood Education Services – if parents and the center director cannot reach a resolution, the Coordinator for Child Care Services can be contacted by the parents. Coordinator will notify his supervisor about the parent concern(s).

Documentation and Follow-upAll concerns brought to center staff by parents will be documented by the individual to whom the concern was addressed. All documentation will be forwarded to the individual’s immediate supervisor. All concerns brought to the attention of the program will be recorded and kept in a file at each center.

Each center will keep a file regarding concerns that will be reviewed on a regular basis as part of the continuous improvement loop.

Once a decision has been made by the program regarding a concern, the parent will be notified in writing.

FAMILY RESPONSIBILITIES

The following are the responsibility of the parent or guardian upon enrolling their child at Campus

Children’s Center: Completing all forms for enrollment, health, registration and emergency. Arranging timely payment of fees with the Center Director in accordance with Payment

Policies. Signing your child in and out each day Informing the Center of illnesses, vacations and late arrivals. Informing the teachers of any changes at home that may affect your child. Notifying the Center if someone other than yourself will be picking up your child

(Notification of pick-up form must be filled out). Arriving to pick up children during Center hours. Providing the Center with a change of clothing and with disposable or cloth diapers if

needed. Picking up your child’s cot linens on Friday for laundering and returning them on Monday. Cleaning out your child’s cubby every Friday so that it can be disinfected by staff. Keeping sick children home in accordance with Health Policies Keeping emergency telephone numbers and other information up to date. Picking children up immediately if contacted by the Center due to illness or injury. Keeping your child’s fingernails clean and trimmed to reduce the possibility of your child

scratching her/himself and other children and dirt under nails can spread germs. Attending conferences and meetings. Keep the Family handbook for future reference.

PROGRAM EVALUATIONS

CCC utilizes the NAEYC family survey every spring for an annual evaluation tool. This survey evaluates the center on Relationships, Curriculum, Teachers, Assessment of Child Progress, Health, Families, Community Relationships, Physical Environment, and Leadership & Management; essentially looking at policies and procedures, program quality, children’s progress and learning, family involvement and satisfaction, and community awareness and satisfaction. The center takes the results of this evaluation to develop goals and objectives for the following year. Families receive results of the evaluation and the Center plan of action after the survey has been completed.

Exit Surveys are also provided to families whose children are leaving the program so that the Center can gather information about possible improvement.

TERMINATION POLICYApproved December 2008

The Center may terminate your child’s enrollment under the following circumstances:

1. Non-payment for child care services and/or lack of adherence to tuition payment policies.

2. Parents falsify information on enrollment forms or otherwise knowingly falsify information.

3. Parents do not agree or do not follow and comply with the policies set forth in this Handbook.

4. Lack of parental cooperation with the Center’s efforts to resolve differences and/or to meet the child’s needs through parent/staff meetings or conferences.

5. Inappropriate or abusive behavior and/or verbal abuse or threats by parents, relatives, guardians or other parties toward the Center staff, other parents or children.

6. Inability of parents to deal in a professional manner with Center personnel or other parents and children at the center.

7. The continued enrollment of the child poses a risk to the health and/or safety of other children, parents or center staff members or continued enrollment of the child constitutes an undue burden on the Center’s resources.

PROCEDURES FOR TERMINATION OF ENROLLMENT Step 1: If appropriate given the circumstances, the Center Director will provide the Parents a verbal warning notifying them of the circumstance above that warrants termination and providing them an opportunity to correct the situation.

Step 2: If the parent fails to correct the situation in a timely manner or the circumstances warrant immediate termination, the Center Director will notify the Parents in writing, as well as provide the opportunity for a face-to-face meeting, that the child’s enrollment will be terminated.

Under most circumstances the Center will provide four weeks written notice of enrollment termination. However, where the particular circumstances warrant, the Center reserves the right to terminate enrollment immediately or less than four weeks’ notice.

CHILD ABUSE AND NEGLECT POLICY

In accordance with State of Indiana law, the Center will report to Child Protective Services of Monroe County any suspicion of child abuse or neglect that involves enrolled children, their

families, or CCC teachers and staff.

CONFIDENTIALITY

As per the Family Education Rights and Privacy Act (20U.S.C. ~ 1232g) all information pertaining to the admission, health, assessment (developmental profile, screening), family, and/or discharge of a child is confidential. All confidential information is kept in the office file cabinet that is kept locked when no one is present in the office. Information is available to parents or legal guardians, administrators or teaching staff (with consent from parent or legal guardian for access to records), shared with teachers and staff only on a “need to know” basis, and regulatory authorities (i.e. state licensing consultant). Requests from third parties, including outside agencies, will be evaluated by center administrative staff (director), in consultation with University Counsel in appropriate circumstances, before any disclosure is made. In most cases, information will not be disclosed with any third party without the written consent from the child’s legal guardian. All teachers and staff have been informed of and signed the written policy for protecting the confidentiality of CCC children and families.

BUILDING AND MAINTAINING A POSITIVE ENVIRONMENT

It is the responsibility of each teacher, staff member and parent to work at building and maintaining a positive environment at Campus Children’s Center. If at any time you have a question or concern, the first step is to talk with your child’s teachers.

If, after discussion with the teachers, a parent still feels an issue is unresolved, the next step would be to talk with the Director. If after discussion with the Director, the issue is still unresolved, the parent should contact the Child Care Support Coordinator, Tim Dunnuck at 855-0789.

Constructive suggestions are always welcome. At Campus Children’s Center we believe that working together, families, teachers and staff can build an excellent program for our children.

NOTES

Please refer to the office or teachers with any questions you may have.

PARENT ’ S RECORD

Parents may use this page to keep a record of information they provide to the Campus Children’s Center. If any of this information changes, please notify the Center staff.

Date my child began attending the Center____________

I have given authorization for the following people to pick up my child at the Center:

I have given authorization for the following people to act in my behalf in the event of an emergency and I cannot be reached:

___________________________Telephone_____________

___________________________Telephone_____________

___________________________Telephone_____________

I have provided the following information:

Child’s Physician

Child’s Health Insurance

Emergency telephone numbers where parents can be reached:

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