11-12 preschool parent handbook

8/4/2019 11-12 Preschool Parent Handbook

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2011-2012HANDBOOK

FORPARENTS

Preschool Division

The Raleigh SchoolPreschool Division

1071 Raleigh School DriveRaleigh, NC 27607

919-828-5351919-534-2047 fax

www.raleighschool.org

The Raleigh School is accredited by the National Association for the Education of Young Children.


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TABLE OF CONTENTS

INTRODUCTION 4

MISSION 4

Abiding Values 4

Keystones 5

Diversity 6

HOW THE RALEIGH SCHOOL WORKS 6

Board of Trustees 6

Composition of Board 6

Nominations to the Board of Trustees 6

Membership Meetings 6

Administration 6

Committees 7

ENROLLMENT 7

MONEY: TUITION, FEES, & FUNDRAISING 8

Tuition and Fees 8

Preschool Financial Aid Fund 9

Annual Fund Drive 9

Childrens Library Fund 9

Carnival 9

EDUCATIONAL PROGRAM 10

Preschool Curriculum Description: Authentic Learning through Play and Discovery 10

A Few Words about Work at the Preschool 14

Respect for Diverse Home Cultures of Our Families 14

Principles for Teaching and Learning at The Raleigh School 14

Learning Outcomes Sought by The Raleigh School 15

School Communication 16

Clothing and Items from Home 17


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PARENT INVOLVEMENT 18

Helping Parents 18

Snack Guidelines 19

Class Parties 20

Gifts, Invitations, Floral & Balloon Deliveries 20

Field Trips 21

Workday Policies 21

HEALTH AND SAFETY 21

Certification of Asbestos-Free Construction 21

Privacy 22

Medical Examinations and Forms 22

Emergency Medical Authorization Form 22

When to Keep Your Child at Home 22

Administering Medication at School 22

Rubber Gloves 23

Diapers 23

Hand Washing 23

Playground 23

Parking and Raleigh School Drive 24

Arrival and Departure 25

Late Pick-Up Policy 26

Weather Related Changes 26

Emergency Safety Procedures 27

Policy Regarding Reporting Suspected Child Abuse 27

DISCIPLINE 28

WITHDRAWAL 28


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The Raleigh School is a cooperative community of children, parents, and teachers

that fosters a love of learning in an atmosphere of challenge, inquiry, and respect.

Dear Parents, Students, Faculty and Staff,

Welcome to the 2011-2012 school year at The Raleigh School! I am so looking forward to meeting

and getting to know you and your family in the months ahead. As I write this letter, I am just days

away from moving to North Carolina and joining you in the beautiful Tar Heel State.

The faculty, staff, and I are very excited about the upcoming academic year. We have 440

students enrolled school wide, representing 320 families. As always, we have an outstandinggroup of professionals working at The Raleigh School. Were thrilled to welcome back our

veteran faculty and staff. We also extend a warm welcome to our new faculty members,

Selden Steed (elementary), Stacey Petelle (preschool), and Sabrina Cash (preschool).

Were delighted that you have chosen The Raleigh School and we have every expectation that

your childs school experience will be productive and rewarding. In this booklet, you will find

important information for you and your family that we ask you to read over carefully. Of

course, no handbook can answer all of your questions or concerns; please consider your childs

teachers as your first resource for information and communication about your child and his or

her experience. Mary Golden, Elementary Director, Elizabeth Gilleland, Preschool Director, and

I are also available to answer questions and support your familys experience at The Raleigh

School.

Parent involvement is a central value of The Raleigh School. The more involved you become, the

more it will feel like your school. When you devote time to The Raleigh School, you send your child

the powerful message that his or her education is a priority for you. There are many ways for you

to be involved. Parents enrich classroom activities with their expertise, their talents, and their

presence. There are also many behind the scene jobs for willing volunteers. We are a community

with a shared purpose ensuring excellent schooling for our children. Thank you, in advance, for

making this work an important priority over the next ten months and beyond.

Look forward to working together,

Bud Lichtenstein

Head of School

919.546.0788 ext. 111

[email protected]
mailto:[email protected]:[email protected]:[email protected]


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INTRODUCTIONThe Raleigh School is an independent, co-educational day school with two divisions: preschool, eighteenmonths through five years, and elementary school, kindergarten through fifth grade. This handbook describespolicies and procedures for the preschool division.

Our preschool is a very special place! Since 1952, it has provided children with a child-centered environmentthat emphasizes parental involvement. It is a community of parents, teachers, and children dedicated to

excellence in early childhood education. Children sense the spirit of caring that exists and the lovingcommitment to the individual child. There is a strong bond among families and faculty that persists even after achild leaves the school.

Parental involvement is evident in all aspects of the preschool program. Parents take turns acting as the helpingparent in their childrens classrooms; each parent serves on one or more committees within the school; parentshelp with the physical maintenance of the school; and parents are involved with school planning andgovernance.

Children of all cultural, religious, racial, ethnic, and national backgrounds are welcome to all the rights,privileges, programs, and activities generally available to students at The Raleigh School. The Raleigh Schoolencourages a diverse student body and does not discriminate on the basis of race, gender, national and ethnicorigin, or religion in admission decisions.

The Raleigh School: A Brief History

The Raleigh School was founded as Raleigh Preschool in 1952 by a group of parents seeking cooperativeeducation for their young children. They had a vision of the type of preschool education they desired, but wereunable to find what they sought in Raleigh. Instead, they started a small play group that met in membershomes. It quickly outgrew the various playrooms, basements, and bedrooms. Charlotte Barnes was hired asteacher/director, and classroom space was rented from Frances Lacy Elementary School. The school became aformal entity with a constitution in 1953 and a state charter in 1955. In 1988, it was the first school in WakeCounty to be accredited by the National Association for the Education of Young Children.

In the fall of 1992, forty years after the preschools birth, another group of parents had a vision of what they

wanted in elementary education for their children, and again could not find it in Raleigh. With the approval ofthe membership, Raleigh Preschool became The Raleigh School with two divisions: preschool and elementaryschool. The charter first grade began classes in August 1993.

Shortly afterward, the board approved the addition of a second classroom for each grade from kindergartenthrough fifth, as well as the merger of the preschool and elementary school campuses. Expansion was plannedto accommodate the additional classes and the relocation of all preschool classes to the Edwards Mill Roadcampus. Groundbreaking for the elementary and preschool buildings was held on February 2, 2001, and the firstnew building was occupied in August of 2001. The preschool moved to its new campus in December of 2001.

In the past half century, the school has grown from five children to nearly 500. Throughout all this growth, thepurpose of the school has remained the same. It is outlined in the next few sections of this parent handbook.

MISSIONThe Raleigh School is a cooperative community of children, parents, and teachers that fosters a love of learning

in an atmosphere of challenge, inquiry, and respect.

Abiding Values

Educational practice is guided by knowledge of how children learn. Our approach is child-centered and developmentally appropriate. Teaching and learning are interactive processes emphasizing inquiry and exploration. Active involvement of parents is fundamental to successful education. Our community encourages respect of self and others. We value diversity and seek students of all racial, cultural, religious, and economic backgrounds. The Raleigh School is open to change, growth, and new ideas.


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Keystones

At The Raleigh School, children love to learn, discover, and grow.

curriculum is integrated, thematic, and connected learning is active, collaborative, and hands-on inquiry based investigations encourage exploration, and discovery critical thinking is emphasized basic skills are taught and practiced expectations for students performance are high but not uniform learning is extended according to childrens interests and abilities intrinsic motivation is nurtured knowledge and skills are shared and demonstrated within multiple contexts feedback is authentic, constructive, and informative progress reports are informative and do not rely on traditional grades the school experience is relevant, interesting, and fun students are encouraged to do their best work and to develop internal standards for quality work teachers are knowledgeable, talented and committed to education

At The Raleigh School, the social and emotional development of children is valued.

teachers care for and nurture children each child is known and valued as an important individual within the community teachers have an inherent trust and respect for children and actively engage children in the learning

process

each child is encouraged to be a good community member and is given many opportunities to developpositive communication and conflict resolution skills

the curriculum includes education in social skills to promote cooperation, assertion, responsibility,empathy and self-control

The Raleigh School community as a whole, and each of its parts, is respectful, cohesive, and emotionally

connected.

adults and children practice mutual respect adults have a high sense of personal ethics and responsibility to the community faculty and staff recognize and value parents as partners in the education process parents strong commitment and active contribution to the school promotes a supportive culture for success the school community provides a foundation for life-long friendships among children and adults

The Raleigh Schools physical environment is designed to enhance the performance and well being of students and

faculty.

village like campus: green and non-institutional indoor and outdoor learning environments large, bright, attractive classrooms specifically designed to optimize learning classrooms arranged to encourage active, hands-on, cooperative learning facilities for administration, library, physical education, art, music and language


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Diversity

Diversity is one of the core values of The Raleigh School. We believe that diversity, built on the strongfoundation of shared educational values, is central to our mission of providing the highest quality learningenvironment for children. The Raleigh School believes that building a diverse community requires decision,commitment, and action. We ask every member to actively invite diverse children, parents, faculty, and staff tocome to our school. The Raleigh School diversity committee can provide you with help, information, support,

and an opportunity to become part of this school-wide focus.

HOW THE RALEIGH SCHOOL WORKS

Board of Trustees

The Raleigh School is an independent, co-educational day school. A board of trustees made up of currentschool parents and up to three members of the community governs The Raleigh School. The board is elected atthe annual meeting. The board is responsible for the policies, property, affairs, and business of the school. Theschools by-laws are on file in the school office and on the Intranet.

Composition of BoardThe board of trustees includes five officers as follows: a chair, a first vice-chair, a second vice-chair, a secretary,and a treasurer. The board of trustees also includes the immediate past chair and nine trustees. Each of the ninetrustees holds oversight responsibility for one of the following areas:

development admissions personnel matters trustee development and nominations legal matters facilities diversity communications school life

Nominations to the Board of Trustees

The nominating committee chairperson distributes a form to each member of the school soliciting names for thevarious board positions. From these names a slate of nominees is developed by the nominating committee. Theslate of nominees is presented to the board of trustees and to the membership at the annual meeting.Nominations are also accepted from the floor.

Membership Meetings

Each spring an annual meeting of the membership is held for the primary purpose of electing officers andtrustees. Other topics may be presented for membership discussion. Occasionally, special meetings are called atother times during the year.

Administration

The administration is responsible for the management of The Raleigh School. This includes, but is not limitedto, planning for and deciding about day-to-day operations, personnel, admissions, and curriculum. The school isadministered by a leadership team, which consists of:

Head of SchoolBud Lichtenstein, 546-0788 ext. 111,[email protected] DirectorElizabeth Gilleland, 828-5351 ext. 302,[email protected] DirectorMary Golden, 546-0788 ext. 110,[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Other members of the administrative staff include:

Preschool Administrative AssistantIrene Milewski, 828-5351 ext. 300,[email protected] Elementary Administrative AssistantNorma Stewart, 546-0788 ext. 100,[email protected] Admissions DirectorSharon Mitchell, 546-0788 ext. 117,[email protected] DirectorKaren Green, 546-0788 ext. 118,[email protected] ManagerHeather Campbell, 546-0788 ext. 115,[email protected] Kartawira, 546-0788 ext. 116,[email protected]

Data EntryDiane Cloos, 546-0788 ext. 116,[email protected]

Committees

Before the beginning of the school year, the parent commitment committee members assign each parent to aschool committee based on preferences indicated on the Acceptance of Responsibilities form. Each committeehas a chairperson who reports to a board trustee. The school has many committees. Please refer to theCommittee Choice Booklet on the Intranet.

ENROLLMENTPlacement Priority. When placing children in classes, priority is given to, in order:

1. Familys total number of accumulated child years (one child year is credited for each year a ch ild in thefamily attends The Raleigh School). Application must be received on or before deadline.

2. Children who are currently enrolled. (Note: For kindergarten and elementary grades placement, currentlyenrolled [priority number 2] takes precedence over total number of child years [priority number 1].)Application must be received on or before deadline.

3. Date application is received in office once the deadline date has passed.4. Random choice if all priorities are equal.Special problems not covered by the priorities above are left to the joint discretion of the director and head ofschool.

For 2-, 3-, and 4-year classes, should it occur that there are more returning members than places at theappropriate age level, currently enrolled children will be given sufficient priority to be offered a class placement

at the preschool, though not necessarily in the preferred class. This ensures that a child who starts at thepreschool will be able to continue through the four-year level. This doesnt apply to kindergarten or elementarygrades.

Children of alumni will be given priority over new members when they are placed for the first time at thepreschool.

Other Placement Considerations.

We attempt to maintain a fairly equal gender balance in classes. Each group has an age requirement. Age guidelines will be strictly enforced when making class

placements.

Each group has a maximum class size established by the membership.There are usually more children wanting classes than there are places within the class. When a child cannot beplaced in the preferred class, he or she will be placed on a waiting list for that class. A child may be on severalwaiting lists. In order to maintain stability in classes, children will not be moved from one class to another tosatisfy placement preferences after July 31st. Children who are on waiting lists but have not been placed whenschool begins may be placed during the school year.

The Raleigh School will not act on the application of a member who is in arrears in tuition or fees. Thisarrearage will result in loss of priority, if it is not paid before the deadline.
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The director, along with the head of school, has latitude in screening and evaluating applicants and if anapplicant is felt to be unsuitable for admission that applicant may be turned down.

Racial Diversity. In each preschool class, slots will be set aside for children who are in our target admissionsgroup. This group comprises children who are or of whom at least one parent is African, African-American,Caribbean Islander, Asian/Pacific Islander, Asian-American, Hispanic/Latino/Spanish, or Native American.Two slots will be set aside in each class (Parent/Child, 2- year-old, and 3-year-old classes) and three slots willbe reserved in each 4-year-old class. If the set-aside slots are not filled by students who apply by the deadlinefor admissions, those slots will be opened up to children not in the target groups. This policy will be overridden

in any situation in which an enrolled child would not be able to be placed in any appropriate preschool class as aresult of the diversity policy implementation.

MONEY: TUITION, FEES, & FUNDRAISING

Tuition and Fees

The Raleigh School is a non-profit 501(c)(3) corporation. The money needed to operate its programs comesfrom tuition, fees, contributions, and fundraising. Tuition and fees are approved by the membership at the annualmeeting in the spring. All tuition and fees are nonrefundable except where otherwise stated.

Application Fee. A $90 application fee is payable with the application for enrollment or re-enrollment. The

application fee is nonrefundable. However, if the preschool is not able to place a child in the program byOctober 15th, $50 of the application fee will be refunded.

Facility Fee. Upon notification that a child has been accepted to a class at the preschool, a facility feeequivalent to one months tuition is due. This fee must be paid on or before the stated due date (usually abouttwo weeks after notification) in order to hold the childs position for the following school year. The facility feewill be credited to the Facilities Replacement Fund and may only be used for facility replacement or majormaintenance. The facility fee is nonrefundable.

Advance Tuition Deposit. Upon notification that a child has been accepted to a class at the preschool, a tuitiondeposit equivalent to one months tuition is due. This deposit must be paid on or before the stated due date(usually about two weeks after notification) in order to hold the childs position for the following school year.The advance tuition deposit is nonrefundable.

Tuition. Tuition must be paid according to one of the following three payment schedules:

Option 1: Full payment by June 1, 2012The Raleigh School will refund prepaid tuition upon receipt of written notice of withdrawal as follows:

Upon Withdrawal prior to June 1 8 Months Tuition RefundableUpon Withdrawal prior to July 1 7 Months Tuition RefundableUpon Withdrawal prior to August 1 6 Months Tuition RefundableUpon Withdrawal prior to September 1 5 Months Tuition RefundableUpon Withdrawal prior to October 1 4 Months Tuition RefundableUpon Withdrawal prior to November 1 3 Months Tuition RefundableUpon Withdrawal prior to December 1 2 Months Tuition Refundable

Upon Withdrawal prior to January 1 1 Months Tuition RefundableUpon Withdrawal after January 1 NonrefundableThe Raleigh School will not refund a partial months tuition.


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Option 2: A two-payment plan, with the first payment of 5 months tuition due June 1, 2012 and thesecond payment of 3 months tuition due November 1, 2012.The Raleigh School will refund prepaid tuition upon receipt of written notice of withdrawal as follows:

Upon Withdrawal prior to June 1 5 Months Tuition RefundableUpon Withdrawal prior to July 1 4 Months Tuition RefundableUpon Withdrawal prior to August 1 3 Months Tuition RefundableUpon Withdrawal prior to September 1 2 Months Tuition RefundableUpon Withdrawal prior to October 1 1 Months Tuition RefundableUpon Withdrawal prior to November 1 NonrefundableUpon Withdrawal prior to December 1 2 Months Tuition RefundableUpon Withdrawal prior to January 1 1 Months Tuition RefundableUpon Withdrawal after January 1 NonrefundableThe Raleigh School will not refund a partial months tuition.

Option 3: Multiple-payment plan: An eight-payment plan with payments starting June 1, 2012 andeach subsequent payment due on the first business day of each month, with the last payment for theschool year drafted on the first business day in January 2013. Families choosing this payment plan arerequired to pay by automatic bank draft.All multi-payment tuition payments are nonrefundable.

Preschool Financial Aid FundEconomic diversity is important to The Raleigh School. We have limited financial aid funds available. Financialaid is designed to cover tuition charges only. We use School and Student Services (SSS) to process our financialaid applications. SSS is a service of the National Association of Independent Schools. Based on the financialinformation you provide, SSS gives us an estimated amount that your family can contribute to educationalexpenses. This helps The Raleigh School make fair and objective financial aid decisions. Financial aidinformation is available from the preschool office upon request.

Annual Fund Drive

The development committee of The Raleigh School conducts an annual fund drive to collect money for schooloperations, financial aid, teacher endowment, new projects, facility needs, and other school requirements thatcannot be funded through tuition and fees alone. The goal is 100% membership participation. Families areencouraged to give generously. All gifts are appreciated. The board of trustees determines how the funds are

allotted each year. This annual fund drive replaces most of the fundraising that the school traditionally engagedin throughout the year (bake sale, casino night, book fair, cook book, calendar, craft fair, plant sale, etc.). Mostmembers will agree that the switch from many labor intensive and expensive fundraisers to one annual funddrive is a welcome change!

Childrens Library Fund

At or around the time of a childs birthday, parents may have a birthday book placed in one of the schoolslibraries in their childs name. In order to participate in the birthday book club, parents donate $25.00 to the

Preschool Library Fund in honor of their childs birthday. Child and parent then choose a book to give to theschool. They choose either from some actual books that are kept in the preschool library for this purpose or froma list of books that the school wants to acquire. A bookplate with the childs name and birthday will be placedin the front of the book and the book will be placed in the library.

Carnival

This is the one traditional Raleigh School fun/fund raiser that has been preserved. Its an all-school family dayin the spring in which everyone participates. International foods, games, childrens entertainment, kids

carnival food, and other activities centered around an annual theme make it a fun day for everyone.


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EDUCATIONAL PROGRAM

Preschool Curriculum Description: Authentic Learning through Play andDiscovery

At The Raleigh School, we feel it is important that the preschool curriculum address both what content shouldbe learned, and the processes of learning. We recognize that children learn about their world primarily through

exploration and play. Through exploration and play, children gain opportunities to solve problems, understandconcepts, develop creativity, gain self-understanding and self-confidence, enhance communication abilities,develop relationships, and practice motor skills. As children are naturally curious and have an innate love oflearning, we design curriculum to encourage and facilitate this motivation to learn and develop in a self-directedmanner.

Each Raleigh School preschool teacher generates curriculum that provides a broad range of experiencesappropriate for the children in his or her class. Recognizing that young children have individual needs, interests,learning styles, and developmental schedules, each teacher takes a balanced approach to curriculum thatprovides for the positive growth and development of the whole child, specifically considering childrens

cognitive development, social and emotional growth, fine and gross motor skill, and creative expression.Content domains (math, language, social studies, science, physical education, music, and art) are integratedwithin thematic curriculum units so children can learn about their world in a connected way.

Sample Thematic CurriculumExample Plan for Four-Year-Old Classes: Nocturnal Animals/Spiders

Theme EmphasisAllow children the opportunity to learn characteristics of different spiders.

Question of the Day at Check-in: Critical Thinking ExerciseDo you know how many legs a spider has?

(Child answers by writing name in either the yes, no, or not sure column.)

Must Do at Open Centers: Paper and Pencil/School-Prep ActivityDraw weblines to match the uppercase letters with their lowercase letters in the web

Circle Activities: Self-Expression, Listening to Others, Group Problem Solving

Content Activity: web childrens responses to the following question: What do you know about spiders?Facts to include: 8 legs, many eyes, orb weavers, poisonous, egg-laying, types of food sources,good for environment, not insects.

Movement Activity: use a ball of yarn to lay a web on the floor as children roll across the circle to oneanother

Drama: Exercises Imagination, Cooperative Creativity, Flexible ThinkingAct out The Very Busy Spider

Reading/Storytime: Theme Development, Reading Appreciation, Print Recognition, Vocabulary

Development, Follow the Development of Thoughts and Ideas in Plot Context, Event Memory,Auditory Discrimination

The Very Busy SpiderCharlottes WebSpooky Spider Saves HalloweenSpider FactsEensy Weensy SpiderAnansiSpider, Spider


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Music/Movement: Self-Expression, Creative Expression, Music Appreciation

Theres a Spider on the FloorEeinsy Weensy Spider5 Little SpidersSign Language for Spider

Centers: Theme Extension, Thinking, Practicing Skills, Working Together(Notes in parentheses describe some of the major developmental tasks that are generally practiced and

accomplished within the named center.)

Playdoughspider cookie cutters(develop fine motor strength and coordination, creative modeling and expression, opportunities

for conversation)

Sensory Tableshredded paper with small spiders tongs to move spiders(develop fine motor strength and coordination, explore attributes and functions of physical

materials, opportunities for conversation)

Mathpatterning with spider and insect play figures(opportunities to learn about symmetry, order, and design, to create and repeat patterns, to

classify objects by single or multiple attributes, to use logical reasoning)

FloorSpider/Insect puzzle(improve hand-eye coordination, develop understanding of space and size relationships, look at

relationship of part to whole, exercise body core muscles)

Literacywrite and add on story to create class book (Spooky Spiders Halloween)(experiment with writing letters and words, print recognition, theme development, expression of

personal ideas, ordering events, story illustration)

Artuse rolling marble/paint in a pan to make a web hand print for spider; weave webs usingpaper plates and yarn; stuff large trash bag to make giant class spider(self-expression and creativity, communicate ideas through concrete mediums, develop and

control small muscles, construct a design plan and attempt to implement that plan)

CookingRitz cracker spiders (peanut butter/pretzels for legs)

(practice following multi-step directions, opportunities to discuss nutritional concepts, exploreeffects of heat and cold on foods, try and appreciate new foods, practice with counting,

comparison, and measurement)

Example Plan for Three-Year-Old Classes: Leaves

Theme Emphasis

Children will observe:1. as native trees change colors over time2. how plants react to cold and decreased sunlight.

Children will gain greater appreciation for their natural environment.

Circle Activities (Self-Expression, Listening to Others, Group Problem Solving)Examine leaves collected by children:

Classify by color, freshness, size, shape, other categories named by childrenDiscuss origin, purpose of leavesAppreciate differences, beauty of leaves


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Reading/Storytime (Theme Development, Reading Appreciation, Print Recognition, Vocabulary

Development, Follow the Development of Thoughts and Ideas in Plot Context, Event Memory,

Auditory Discrimination)

Red Leaf, Yellow LeafLeaf ManAutumn LeavesTree for All SeasonsLeaf JumpersIts Fall

Music/Movement (Self-Expression, Creative Expression, Music Appreciation)

Leaves Are FallingI Like to Rake my Leaves



Playdoughleaf cookie cutters; leaves for impressions(develop fine motor strength and coordination, creative modeling and expression, opportunities

for conversation)

Sensoryleaves on light table; fill table with leaves collected on nature walk(develop fine motor strength and coordination, explore attributes and functions of physical


Mathbin of leaves for sorting/patterning(opportunities to learn about symmetry, order, and design, to create and repeat patterns, to


Literacynames on leaf shapes; paper bag leaf puppets; class book, What are the LeavesCovering?(experiment with writing letters and words, print recognition, theme development, expression of

personal ideas, ordering events, story illustration)

Artleaf rubbing; tree sponge painting; making leaf people; mount leaves on contact paper; leafwreath(self-expression and creativity, communicate ideas through concrete mediums, develop and


Example Plan for Two-Year-Old Classes: Apples

Theme Emphasis

In 2s classes, the themes are scaffolding for the larger goals of social development (attention to others,language usage, independence, self-help) and sensory exploration (using senses to explore anddiscover, developing and practicing fine and gross motor skills, beginning the processes of thinking andexperimenting). The focus of any theme is to have a concrete launching pad for communication,

thinking, and exploring.

Circle Activities (Self-Expression, Listening to Others, Group Problem Solving)

Look at different types of apples, examining and discussing size, color, texture skin, stem, meat, andseeds.


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Reading/Storytime (Attention to Adult, Reading Appreciation, Print Awareness, Vocabulary

Development, Picture Memory, Auditory Discrimination)

Apple Pie TreeTen Apples on TopApples & PumpkinsFarmer AnnieLittle Mouse and the Big Red Apple

Music/Movement (Self-Expression, Creative Expression, Music Appreciation)

Two Little ApplesMove to Apple Poem



Sensoryapple washing, peeling, mashing; tasting different types of apples and applesauce;washing apples in water table; plant seeds(develop fine motor strength and coordination, explore attributes and functions of physical


Mathapple puzzles; sorting apples by color/size; floating apples in water table(opportunities to learn about symmetry, order, and design, to create and repeat patterns, to


Cookingapplesauce; apple muffins/bread(practice following one-step directions, opportunities to discuss nutritional concepts, explore

effects of heat and cold on foods, try and appreciate new foods, practice with counting,

comparison, and measurement)

Artmaking apple stamp pictures; apple collages with tissue paper/glue(self-expression and creativity, communicate ideas through concrete mediums, develop and


Sample Daily Schedule

At The Raleigh School, we believe that children learn best within the context of a stable community group thatfollows a stable and predictable daily routine. Therefore, each teacher generates and follows a daily schedule togive structure to the learning environment. The following schedule is an example of what a typical daily routinemight look like for our preschool children.

9:00 Arrival Children enter the classroom and are greeted by teachers, helped to put away personal itemsin cubbies, and begin work in open centers

9:30 Circle Children and teachers come together for group time: share news, sing songs, count children,talk about the topic for the day, read a book, begin an investigation

10:00 Centers Children choose from activities prepared for them by the teachers within the context of theclassroom centers (blocks, books and reading, creation station, dramatic play, easels,gardens, math/manipulatives, sensory bins, scribble/writing table, science/discovery, patioplay, project work, woodworking)

11:00 Snack Children and adults sit together for family-style snack and conversation

11:15 Outside Children play together outside while supervised by adults

11:45 Close Children return to classroom for closing circle, review, and goodbyes


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In addition to the daily schedule, the music & movement specialist visits the class at least once each week.During this time children are exposed to basic rhythms and melodies and introduced to movement activities thatencourage large and small muscle development, body awareness, self-control, and self-confidence.

A Few Words about Work at the Preschool

When preschool children engage in art, building, and problem solving activities, they are primarily interested intheprocess (not theproduct) of their work. Preschoolers enjoy exploring the textures, colors, and properties ofart media more than they enjoy copying an adult craft item. They are more interested in seeing how blocks willstack together than in creating a replica of a building. They profit more from moving creatively to music thanfrom learning adult dance steps. Curiosity, creativity, and intellect develop naturally in the preschooler who isallowed to explore materials with adult supportrather than adult direction.

In light of our understanding of the way preschoolers learn, we encourage process-oriented learning. In art areas(easel, workshop, playdough), children are encouraged to create and explore, rather than instructed to reproducea craft. Similarly, when children are building with blocks, working puzzles, or using manipulatives, weencourage and assist children as they try to solve problems, instead of solving the problems for them.

Children learn by exploring. Adults should serve as work facilitators rather than supervisors.

Respect for Diverse Home Cultures of Our Families

The Raleigh School is a non-sectarian institution. In accordance with this policy, specific religious holidays,symbols, beliefs, and observances will not be emphasized. However, we do believe that curriculum should bebuilt around childrens needs and interests. We want children to learn about peoples customs, including

holidays, and to appreciate the cultural diversity in our community and the world. Therefore, there will be timesduring the year when children and visitors share information about their culture, customs, holidays, and religiousobservances.

Principles for Teaching and Learning at The Raleigh School

Each student is a valued individual with unique intellectual, physical, social, and emotionalcharacteristics.

The learning environment, curriculum, and teaching strategies are responsive to childrens growth,personality, interests, and family backgrounds.

Children share responsibility for their own learning and are active participants in the teaching andlearning process. Together, teachers and students initiate inquiries, set objectives, and meet newchallenges.

The school experience is built on and mirrors real-life experiences as much as possible. There is activeexploration of materials. Learning often involves trial and error, and mistakes are regarded as an

integral part of the learning process.

The rewards of learning are intrinsic. Within each child is an innate desire to make sense of the world and learn more about it. Authentic

learning produces its own rewards.

Learning is connected and integrated. Childrens learning does not occur within isolated subject areas. Subject matter is integrated, reflecting

the natural way children live and learn. Learning builds on childrens experiences and interests.

Children learn best in a respectful, nurturing environment. Childrens feelings and ideas are respected,and their work is valued. There is a spirit of caring commitment to each child. Parents, teachers, andstudents create a learning community, sharing a strong bond.

Parents are involved partners in their childrens education. Parents are encouraged to participate in classroom and school activities. Extensive communication between parents and teachers supports and extends the childs learning.


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The curriculum is balanced to develop the whole child. Curriculum and instruction are designed to foster all areas of development: cognitive, social, emotional,

physical, and aesthetic.

The curriculum includes the widest possible range of learning opportunities. Basic skills are important. Basic skills are crucial tools that are learned and applied throughout the curriculum. Learning focuses on concept formation, decision-making, and problem solving. Students are

empowered through the learning process to be confident, independent thinkers and to develop complex,higher order thinking skills. They are encouraged to plan, consider alternatives, make choices, andsolve problems.

There is a mastery approach to learning. Learning fosters the development of collaboration and cooperation. The school experience offers

opportunities for working together to solve problems and achieve goals.

Students learn from each other and stimulate each others interests. They practice effective leadership,and they have ample opportunities to be cooperative team members.

The learning environment fosters the growth of childrens self-discipline. Children are expected to take responsibility for their own actions. Children are encouraged to exhibit fairness and self-control. The learning environment fosters respect for self and others and an appreciation of the similarities and

differences among people. Students, faculty, staff, and parents are expected to treat each other withkindness and respect. Children are encouraged to appreciate their own heritage and the cultures ofother people. With appropriate modeling and guidance, children come to value the ways people arealike and different.

Assessment provides information needed by teachers, parents, and children to guide the learningprocess.

Assessment is integral to curriculum and instruction. It is an ongoing process that helps in makinginformed decisions about mastery and future activities. In reporting to parents, information is

meaningful and descriptive.

Students are encouraged to extend their learning as far as possible. Learning is seen as a life-longprocess. Expectations are high, and all students are encouraged to do their best work and to develop totheir fullest potential.

Learning Outcomes Sought by The Raleigh School* Note that these outcomes apply to the entire school, parent/child class through fifth grade. The expected manifestation of these

outcomes varies and is consistent with the developmental capabilities of children as they mature.

The school is committed to nurturing the growth of children as they become:

Independent, active learners who

Are eager to explore and learn Know the joy of learning Are self-motivated and self-directed Use a variety of strategies to learn Gather and use information effectively.

Complex thinkers who

Reason, use judgment, make decisions, form concepts, and solve problems Inquire, create, analyze, synthesize, and evaluate Integrate knowledge and experiences Transfer learning to a variety of situations.


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Quality producers who

Set goals Monitor and evaluate progress Apply knowledge and skills to produce intellectual, practical, and creative products and services Take pride in their work and strive for excellence.

Competent, caring, and self-affirming persons who

Are confident of their abilities

Understand and affirm the uniqueness of themselves and others Recognize and address personal strengths and weaknesses Develop, refine, and work toward personal goals Accept responsibility for their actions Adapt to change Achieve self-control and self-discipline Respect themselves and others Value similarities and differences among people Feel concern for the well being of others Develop healthy personal relationships.

Collaborative team members who

Communicate effectively Make decisions and solve conflicts cooperatively Work together effectively.

Responsible citizens who

Exhibit ethical behavior Recognize the meaning and value of community Contribute actively to their communitylocal, national, and global Understand the interdependence of people throughout the world Act to enhance the well being of others.

Preschool Evaluation Methods and Processes

Periodic assessment of children is an important function of a quality preschool. The purposes of assessmentinclude evaluation of the child's developmental progress, understanding of the child's temperamental/learningstyle, and identification of the child's developmental needs.

Raleigh School preschool teachers observe what a child chooses to do in the classroom, how and with whom thechild plays, and where the child's strengths and needs are. They use various methods, including informal notes,anecdotal records, and work portfolios, to keep track of the progress of each child. They employ developmentalchecklists to help themselves understand each individual child more comprehensively.

Parent-teacher conferences are held in November and March. These conferences provide formal opportunitiesfor parents and teachers to discuss their impressions of the child and to address any concerns that either mayhave. In preparation for conferences, teachers complete a developmental checklist (with narrative comments) foreach child. The checklist evaluates the child's progress in 5 areas of development: social/emotional, cognitive,communication/language, fine/gross motor, and approach to learning. The checklist serves as the foundation for

parent-teacher conferences. At the end of the year, the checklist is completed for a third time and sent to theparents as a year-end evaluation.

School CommunicationDaily Interactions. There are many opportunities for parents and teachers to interact on a daily basis. Parentsare in the classroom as helping parents about once each month. Parents and teachers may have briefconversations at arrival and dismissal times. Parents have access to teachers phone numbers and emails and arewelcome to contact teachers. The faculty feels that this access is very important and wants to be available toparents. Of course, we do ask parents to be considerate of the fact that teachers have families and lives apartfrom The Raleigh School and not to take undue advantage of faculty availability. Teachers also communicatewith parents through regular class newsletters, notes on the door, and notes in tote bags.


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School Correspondence. The Raleigh School delivers most correspondence to parents with email notices.Parents will receive class letters from their childs teacher, communications from their childs class room

parents, notices from committee chairs, Preschool Notes newsletters from the director, and all-school memosfrom the head of school, all via email. Many of these emails contain important information that parents shouldview, and sometimes act on, promptly. Please be sure that the school office has up-to-date email addresses forboth parents and notify Diane Cloos [email protected] soon as possible if your contact informationchanges. Modify your spam blockers so that correspondence from Raleigh School email addresses (general

format:[email protected] ) is accepted. Please check your inbox frequently for schoolmessages.

Community Matters. The newsletter committee publishes a school-wide newspaper several times each year. Itwill be delivered to you via your childs tote bag.

Clothing and Items from Home

Clothing. The preschool is an active, busy place! Children should wear clothing that is comfortable andappropriate for the weather. Please dont send your child in clothes that cant get dirty, because they probably

will!

Shoes. Children need to wear shoes that are safe for running and climbing. Sneakers are best. Cowboy boots,

crocks, flip-flops, sandals, clogs, and dressy shoes with slippery bottoms are unsafe and unacceptable at

preschool.

Tote Bags. Children need an open tote bag to bring items to and from school. Please mark the outside of totebags with your childs name in large print. These bags are used for school-parent communication. Notes fromthe teacher and office will go home in the tote bag along with artwork (and an occasional leaf or rock from theplayground). You can send items or notes to school in the tote bag. A Raleigh School bag can be purchased, oryou can choose another open tote bag. Back packs do not work very well in our classes. (Youll see what we

mean the first time youre helping parent and try to get all the bags loaded with artwork, notices, and treasures.)

Please do not send a back pack.

Toys and Other Items from Home. It is not a good idea to bring toys to school. There is a pretty good chancethat they will be lost or broken. Many preschoolers have a hard time sharing personal items at school. All itemsthat your child brings to school (or wears and is likely to take off) should be labeled with his or her name.

A few of the younger children may need to bring a special lovey or security item to school. Usually they arewilling to leave it in their cubby. Parents need to make sure that the beloved item makes it home and doesnt getleft in housekeeping. The teacher will not be able to keep up with each childs belongings. Bottles and

pacifiers should be left at home.

Guns (toy or real), knives, weapons, violent toys, and dangerous items may not be brought to The Raleigh

School.

Children and adults may not have any prescription or non-prescription medication anywhere in the classroom,including cubbies and tote bags. All medications are administered through the office. (See AdministeringMedication.)

Diapers. Children in 3-, 4-, and 5-year classes are expected to be potty trained. For children in parent/child and2-year classes who are not potty trained, disposable diapers are sent to school in the tote bag. When diapering achild at school, the official diapering procedures must be followed.

Change of Clothing. Children in all classes need to bring a change of clothing that is kept at school. Pleaseinclude underwear and socks and update the clothing as the weather changes and the child grows.

Outer Wear. Your child will need a warm coat to go outside in the winter. So will you when you are thehelping parent! Be sure to send mittens and hats. Those tricycles and metal climbers get very cold in January!
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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PARENT INVOLVEMENT

Helping Parents

Parents are required to help in the classroom on a regular basis. Helping days are scheduled at the ParentOrientation meetings before school starts and typically occur about one day per month for a given parent. Thehelping parent acts as an assistant to the teacher, participates in classroom activities, helps with art and cookingprojects, helps supervise the classroom and playground, and provides an extra pair of eyes and hands throughoutthe day. The helping parent day also gives the parent the opportunity to spend time at school with his or herchild, observe the child in a group setting, get to know the other children in the class, and know first hand whatthe child is doing at school.

New parents are sometimes a little overwhelmed by the idea of being the helping parent. Relax, its fun.

Remember that the teacher is in charge. Your role is one of helper. The teacher and assistant teacher plan andimplement the program for the day, handle discipline, and let you know what they need you to do. If you arent

sure, ask. Of course, in an emergency you need to jump in before someone gets hurt or a disaster occurs. Theteacher is an excellent model for you to follow in the classroom. When you are having trouble getting a child tocooperate, ask the teacher to help. Let the teacher be the one who communicates with other parents about theirchildrens day at preschool. Please dont ask the teacher to discuss other children with you.

Responsibility. It is the helping parents responsibility to come on the scheduled day and remain for the entire

time. A parent who cannot come on a scheduled day should arrange to swap with another parent as far inadvance of the helping day as possible. The change should be noted on the classroom helping parent calendar.If a true emergency comes up at the last moment and the parent cannot find someone with whom to switch days,he or she may call the room parent or teacher for assistance. If an assistant has to be hired by the school, theparent will be billed for the cost of assistant and snack.

Parents in the class are expected to cooperate with people who have scheduling conflicts and exchange dayswhen needed.

Parents are expected to arrange their schedules so they are available to fulfill their helping parentresponsibilities.

Other Children. Parents may not bring siblings (including babies) when they are helping in the classroom oron field trips.

Helping Parent Hints. Here are some things you can expect to do before and on your helping parent days: Bring a healthy snack for the children, teacher, assistant teacher, and Meredith students. Record the

snack served on the class calendar.

Greet the children and assist them as they enter the room (unzip coats, help with gloves and boots, besure bags and garments are stored in cubbies).

Mingle with all the children at the beginning of class, introducing yourself while playing with them. During clean-up time, assist the children with straightening up the entire classroom. Help the children when they go outside if they need assistance with clothing. Be sure all shoes are tied. Set up for snack while children are on the playground.

Clean up after snack: wash and dry pitchers and other reusable items, wipe tabletops with disinfectant,redistribute chairs (if necessary) and push them up to the table.

After circle time, ask the teacher where she needs your help. Help children label art projects with theirname and date. Make sure all projects and handouts are in childrens bags.

After class: check the bathroom to be sure the toilet is flushed, the sinks arent dripping, and paperproducts are stocked; sweep the classroom floors; tie off trash bags and take them to the dumpster; putnew trash bags in the cans; sweep the sidewalk.

Using a cell phone during your helping parent day is not permitted.


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The Helping Child Syndrome. Being the helping child is very special to preschool children. Your childwill eagerly anticipate your day at school, have very definite ideas about what he or she wants to serve for snack,and feel very important enjoying the helping child perks such as ringing the bell, leading the line, or setting upfor snack. Dont be surprised to discover that on that special day your child exhibits a case of helping child

syndrome the first few times you come. Symptoms may include whining, crying, clinging, withdrawing, temper

tantrums, or refusal to cooperate. Dont despair! The condition is temporary. Once children are accustomed toparents coming to school as helping parents, the behavior usually goes away. Believe the teacher when sheassures you that your child doesnt usually act that way and ask for suggestions to handle the be havior.

Snack Guidelines

The helping parent provides a nutritious snack for the children, teacher, teaching assistant, and Meredithstudents. Because children will often try something at school that they would not have eaten at home, considerbringing something a little out-of-the ordinary from time to time, and involve your own child in selecting andpreparing the class snack. If you enjoy cooking, and your teacher approves, you could even plan a cookingexperience during class time. Do check with your teacher to find out whether there are any children with foodallergies.

Always post on the classroom snack calendar what was served for snack.

The following recommendations are made to ensure our continued NAEYC certification.

Snack Components. The snack must include either milk or water and at least two of the following:

Fruits and/or vegetables Meat, fish, or meat alternatives Dairy products Breads and cereals

Other foods may also be served, but they must be in addition to the required components. Any food that a childmay choke on should be avoided, such as nuts or popcorn.

Food Storage and Preparation.

Helping parents, staff, Meredith students, and children must wash hands before preparing, serving, oreating food.

Plastic utensils must not be reused, but disposed of after use instead.

Food must be stored and refrigerated appropriately. Milk must be dated and may not be served past the freshness date. Children bringing individual snacks may use thermoses.

Snack Suggestions.

Keeping in mind the required snack components, the following list has been prepared to provide you with avariety of appropriate choices.

Fruits and/or vegetables:

apples applesauce pearspeaches mandarin oranges grapesblueberries honeydew melon oranges

fruit cocktail watermelon strawberriescherries cantaloupe kiwibanana pineapple 100% fruit popsicles

carrot sticks broccoli green beanscucumber cauliflower asparaguscelery mushroomshalved cherry tomatoes avocado


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Meat, fish, or meat alternatives:

beans peanut butter chicken nuggetstuna fish (sandwiches or crackers) meatballs tacos

Dairy products:

cheese (cheddar, Swiss, etc.) cottage cheese deviled eggsgrilled cheese sandwiches hard-boiled eggs yogurt

egg salad sandwiches

Breads and cereals:

whole grain or enrichedbread or toast

biscuits cornbread

crackers (graham, saltine, etc.) muffins bagelscheese bread or toast pretzels banana breadcooked enriched pasta or noodles rolls corn gritszwieback rice bulgur

Restrictions: colas, sugared drinks, drinks containing caffeine, cookies, chocolate.

Suggestions for Special Day Snacks, Class-time Preparation, and Cooking Experiences.

Special day snack ideas:

shape sandwiches muffins (healthy version) bagel bitesfruit kabobs flavored cream cheese pizzapudding fruit smoothies

Class-time preparation:

apples cored and stuffed with peanut butter, raisins, granola, etc. celery stuffed with cheese, cream cheese, peanut butter mini pizzas (whole wheat dough as an option) fruit and cheese kabobs French toast or waffles topped with cinnamon and honey, peanut butter, or jelly

Cooking experiences:

quick breads biscuits or muffins pasta/noodles fruit or milk shakes stone soup applesauce grilled sandwiches

Class Parties

The class may have several parties during the school year. Usually, there is a Halloween party, winter party,Valentine party, and spring outing. Each parent helps with one of these events. The teacher and partycommittee plan and oversee the party. Siblings and other children may not be brought along for these events.

Gifts, Invitations, Floral and Balloon Deliveries

In order to be considerate of all students and avoid hurt feelings, please do not deliver party invitations, flowers,balloons, gifts or other celebratory items to students at school.


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Field Trips

A variety of field trips may be planned, especially for the older classes. Parents will be asked to providetransportation. Seat belts are required for each child and car seats are necessary for all preschool children.Please do not bring siblings or other children on class trips. Parents will be given prior notice of any trip thatrequires vehicular transportation.

Workday Policies

At The Raleigh School, the participation of parents is one of the most valued and important aspects of theschools operation. Parents who enroll a child in one of our preschool programs sign an acceptance of

responsibilities form by which they agree to fulfill several obligations to the school. Among those

responsibilities is participation on the designated maintenance workdays.

All-School Workdays (preschool).

Every Raleigh School family who has one or more children enrolled in the preschool must send at least

one parent to participate in the preschool All-School Workday. This is a one-parent-per-family obligation,regardless of the number of children that the family has enrolled at the preschool in a given year. The All-SchoolWorkday is always held on the Saturday that falls prior to the Labor Day Weekend. (For the 2011-2012 schoolyear, that date is August 27th.)

Class Workdays (preschool).

There are three class workdays that occur during the school year. At parent orientation, parents must sign up

for one class workday for every preschool child that they have enrolled in the school. This is a one-parent-per-class obligation that is separate from the All-School Workday obligation.

All of the preschool workdays are important to the upkeep of the school. We need them despite the fact that wehave custodians who keep the floors and bathrooms cleaned (daily); we have a lawn service that keeps the grassin check (weekly); and we have the Preschool Building and Grounds Committee that handles global inspectionand upkeep of our property (monthly). The following is a list of some of the many things that are accomplishedat the workdays (quarterly):

Scrubbing and sanitation of all toy, furniture, and window surfaces Mulch and sand spreading Gardening and weeding Touch ups and repairs (buildings, trikes, furniture, equipment, toys) Decorative improvements (bulletin boards, plant hooks, picture hanging) Furniture building Calibration of clocks; setting of thermostats; checking of light bulbs Teacher projects and more

As an added bonus, the workdays are fun adult time during which you may just meet and ge t to know yourclose friends of the future! Do the right thing: go to the workdays!

HEALTH AND SAFETYThe first concern of preschool parents is that their children be kept healthy and safe. The Raleigh School sharesthis concern and does everything possible to provide a safe and healthy environment for young children. All

faculty members are certified by the American Red Cross in CPR and First Aid.

Certification of Asbestos-Free Construction

This is to inform our school community that no asbestos containing materials have been specified and none havebeen incorporated into any of our buildings. We can attest that we have not used building materials that containasbestos in any of our construction renovations or upgrades.


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Privacy

There are times when, due to safety, health or other concerns, the school must inspect or monitor the contents ofstudents cubbies, lockers, backpacks, clothing, bags, desks, and other items or storage sites at school or at

school events. In light of this, no student should have an expectation of privacy in this regard or in any of theseobjects while at school or at a school function. By attending The Raleigh School, parents and students consentto the inspections described in this policy.

Medical Examinations and FormsA health form signed by a licensed physician is required to be filed in the school office annually. The form mustindicate that the child has been examined by his or her physician within six months of beginning school and hasbeen immunized against chicken pox, diphtheria, whooping cough, German measles, measles, polio, and HIBaccording to the recommended time schedule.

Emergency Medical Authorization Form

Parents must sign a release form that authorizes the school to seek emergency medical treatment, if necessary.

When to Keep Your Child at Home

Children who are not feeling well need to stay at home. Sick children are not comfortable at preschool.

Keeping your child home is better for him or her and shows consideration of the other children, parents, andteachers. The teacher and director, and their appointed representatives, are authorized to send a child home if itis their opinion that the child is not well enough to be in school. The school will attempt to reach the parents.However, if the parents cannot be reached, the school will call one of the people authorized by the parents onthe application, release form, or emergency form. Children must be kept at home when any of the followingsymptoms or conditions is present:

fever within the last 24 hours / children may return after 24 hours fever-free without the use of fever-reducing medications

vomiting or diarrhea within the last 24 hours open herpes sore cold, severe sore throat, earache unidentified rash chicken pox: children remain home for seven days head lice: until treated by physician strep throat: until treated by physician and on medication for 24 hours conjunctivitis: until treated by physician and on medication for 24 hours.

Please call to notify the school if your child has an infectious condition such as head lice, conjunctivitis, chickenpox, or strep throat. Well send a note to the class families letting them know that the condition exists (withoutnaming the child) so that they can watch for symptoms.

Administering Medication at School

If a parent requests that medication be administered, the request must be submitted in writing, signed by theparent, and dated. The medication mustbe administered by the childs teacher, the preschool director, or the

preschool administrative assistant. All medications must be in their original container with the childs name onthe container. Medications are to be stored in the medicine cabinet in the faculty break room in the preschooladministration building. If refrigeration is required, the medication will be stored in a locked box in therefrigerator in the staff break room. A parent must sign a Medication Authorization form and also a Permissionto Administer form in the Medication Log book located in the faculty break room before any medication is firstadministered. Under no circumstances is a medication to be kept in a childs tote bag. Children may not

administer medication to themselves at school.


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Rubber Gloves

Staff and parents should use rubber gloves whenever coming into contact with blood, urine, fecal material, orother body fluids. There are rubber gloves in each classroom near the sink, in the diapering bags, and in theoffice kitchen near the first aid materials.

Diapers

Children in the Parent/Child and two-year classes may need diapering while at school. Each room with childrenin diapers has a diaper changing area with written instructions posted. Please follow the diapering

instructions. Teachers do not anticipate needing to diaper children in three-, four-, or five-year classes.

Hand Washing

Hand washing is the most effective mans of controlling disease in a child-care setting. Everyone at thepreschool washes hands all the time! Children, parents, and faculty do it before and after everything.

Playground

Everyone in the school community must take part in keeping our playgrounds and gardens safe, clean, and

beautiful.

Children must be supervised at all times, and paren ts must to do their share when they are on duty as helping

parent and when they are with their own children before or after school.

The following are playground safety rules for parents and guardians outside of a childs class time:

Once a childs teacher has released a child to a parent or guardian, that adult must be responsible forthe childs behavior and for enforcing all regular preschool playground rules.

Children must be actively supervised on the playground by an adult at all times! Adults mustcontinually watch their children and be prepared to intervene if the children are setting up a dangerous

situation or a situation of conflict. Adults should stay close to climbing equipment that is challenging

for young children and be ready to provide physical assistance.

If a preschool class is using a playground, any children who are not in that class must move out ofand/or stay out of that playground area.

Children may not play behind or in any classroom or behind or in the administrative building before orafter class.

Trikes, wagons, and scooters may be ridden only during class playground times and with a childspersonal helmet. Older and younger siblings may not ride; children enrolled in classes may not ride

before or after their class hours.

Aggressive behavior is not allowed on the preschool grounds. Do not permit children to tackle, hit,kick, or otherwise threaten other children. Encourage the resolution of conflicts with words. Do not

allow children to pretend to fight or spar with other children.

Children may not wear necklaces or drawstring jackets around their necks when playing on playstructures.

Children must wear closed-toed athletic shoes. (No clogs, sandals, cowboy boots, or other shoes thatimpede climbing, running, or pedaling.)

One-way slide rule: down only, on your bottom, and feet first! Weapons are not allowed at the preschool, including pretend or self-constructed ones! Please do not

allow children to use sticks, shovels, rocks, sand, etc. as weapons. Please do not allow children to

pretend to have a gun, knife, etc.

Objects are not to be carried onto the play structures; sand stays on the ground (or in appropriatecontainers); and equipment should not be moved.


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Snacks/drinks may only be served to children who are sitting down with an adult on a bench or blanket.Food and drink may not be carried onto the playgrounds or gardens.

It is the responsibility of the supervising adults to ensure that the playground is clean prior to theirchildren leaving the campus:

o Any trash created by the children should be packed-out of the campus.o Any toys removed from bins for play should be returned to those bins prior to leaving the

playground.

o If children spill food, or make any kind of mess on the playground or sidewalks, it should becleaned up by adults.

o If the sidewalks become covered with sand as the result of childrens before or after schoolplay, they should be swept.

The natural areas of the playgrounds and gardens should be respected. Children should not bepermitted to trample, tear, throw objects at, or hit trees or vegetation. Children should be taught to

gently enjoy the natural aspects of the playgrounds and gardens.

The playground may not be used as a bathroom or diaper changing area.Children whose behavior is inappropriate should be removed from the playground by their parents. Parents who

are not adequately supervising their children will be asked to leave the playground.

Please do your part to keep our playground a safe and fun place to play. Thank you.

Parking and Raleigh School Drive

Safety is our first concern at The Raleigh School. All drivers on our campus play a part in ensuring that ourparking lots and road are safe for children. Please be cautious, courteous, and patient in the carpool lines,parking areas, and road. Help us by remembering the following guidelines and by sharing them with all yourdrivers:

THE SPEED LIMIT ON THE ROAD IS TEN MILES PER HOUR! Drive carefully and stay alert. Turn off your cell phone. It would just take a moments distraction for a

tragedy to occur.

The youngest children on our campus are barely two years old. Be aware of them as well as the olderpreschoolers and elementary aged children as you use the road and especially as you approach parkingareas. Small children may dart out from between parked cars. Parked cars may back out as you areapproaching.

Raleigh School Drive is two lanes in one direction. It is a one-way road. Enter the campus at the elementary school end (the entrance with The Raleigh Schools sign.) Exit at the preschool end. Use the leftlane for slow through traffic. Be prepared to stop for cars or children. Use the right lane for slowdrop-off and pick-up. Be prepared to stop for cars or children. Children enter and exit cars on the right (passenger side) only. Drivers are to remain in their cars in the

drop-off/pick-up areas.

Parents should hold small children (preschool and kindergarten) by the hand as they walk in the roadand parking areas.

Never leave a child unattended or a car running in the parking lot or road. Elementary drop-off is at the elementary drop-off area in front of the elementary office. Preschool families use the preschool drop-off/pick-up area in front of the preschool office. Once in the drop-off/pick-up lane area, do not try to pass cars in front of you.


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Arrival and Departure

Arrival. Preschool classes begin at the following times:

School Day Fours 8:40 a.m. (drop off period is from 8:40-8:45 a.m.) Morning Preschool 9:00 a.m. (drop off period is from 9:00-9:05 a.m.) Afternoon Preschool 1:00 p.m. (drop off period is from 1:00-1:05 p.m.)

Children must arrive at preschool in one of the two following manners:

Parent (or responsible adult) walks the child to classroom and helps the child greet his/her teachers.(Teacher must be notified of childs arrival.)

Child (3-, 4-, and 5-years-old only) is dropped off to designated gate greeter during the drop-off periodand allowed to walk to his or her classroom while gate greeter supervises visually. (See Before SchoolDrop-Off formore information regarding drop-off.)

Before School Drop-Off. Drop-off encourages independence in older preschool children and helps themtransition to school more easily. At the beginning of the school day, children (3s, 4s, and 5s) may be driven tothe main preschool gate by their parents to be greeted, helped from their cars, and supervised visually as theywalk to their classrooms. At least two greeters (Elizabeth, assistant teachers, parent volunteers) should be

present at the main gate to facilitate drop-off. The following are drop-off guidelines:

4- and 5-year-old children should be dropped off on a regular basis. 3-year-old children who are readymay also be dropped off, at their parents and the teachers discretion. 2-year-old children may not bedropped off.

Please be sensitive to the emotional readiness of your child for drop-off. If your child is hiding in theback of the car and needs significant assistance to get out, he/she may not be ready for drop-off. Wait aweek or so and try it again. You may even take some time to drive through the drop-off lane withoutthe intent of dropping off, to help your child become comfortable with the idea.

Greeters will be present at the gate to facilitate drop-off promptly at the start of the class (8:40am,9:00am, or 1:00pm) and for five minutes thereafter.

When you enter the drop-off lane, pull your car forward as far as you can. For safetys sake, always have your child exit the car on the passenger side. Children may not be dropped off at any time when an adult is not present to greet him/her at the

gate. If there is no greeter present, you MUST walk your child to his/her classroom.

Departure. Preschool classes end at the following times:

Morning Preschool 12:00 noon Lunch Bunch 1:00 p.m. School-Day Fours 2:40 p.m. Afternoon Young 2s only 3:30 p.m. Afternoon Preschool 4:00 p.m.

Children must be picked up promptly at the close of the school day in one of the following two manners:

Parent (or other adult specifically designated on the childs dismissal form) walks to the classroom andpicks up the child, notifying the childs teacher before leaving with the child.

Parent (or other adult specifically designated on the childs dismissal form) drives through the pick upline and picks up the child from the teacher (4s classes only).

Authorization is required in writing when anyone other than those designated on the dismissal form willbe picking up a child. A photo-ID may be requested by a teacher or the director, and must be presentedby any adult wishing to pick up a child.


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Late Pick-Up Policy

The Raleigh School publishes hours of operation for each class. Parents are expected to know the hours ofoperation for their childrens classes. Parents are also expected to ensure that their children are delivered to theirclassrooms within the designated drop-off period and are picked-up from school promptly when the school dayends. Parents proper attention to school hours reflects:

concern for the best interest of the child. (Children are aware of and affected by their parentscompliance with school hours.)

respect for the schools faculty. (Teachers have both professional and personal responsibilities beforeand after school that do not include before and after school childcare.)

acceptance of parental responsibilities to the school.Although the school understands that a parent may be late in picking up a child on rare occasions withextenuating circumstances, chronically late parents present a significant problem to the school. The followingsteps will be taken in order to encourage prompt pick-up of children at the end of the school day:

Teachers will keep a record of all late pick-ups of children in their classes. When a child has been picked up late three times in one semester, the teacher will make the parent

aware of the concern about the developing tardiness problem. The teacher will present the parent withthe following two documents at this time:

copy of this policy, and form letter that states the childs name, the dates that the child has bee n picked up late, and the

times at which the child was picked up.

The form letter will be copied to the appropriate office (elementary or preschool). It will be placed inthe childs permanent file and will trigger a call from the director or Head of School to the parent.

If the child is picked up late again, the childs parents will be fined $25 for every 15 minutes (or partthereof) that the child remains at school past the end of the school day. A record of this (and anysubsequent) fine will be copied to the childs permanent file, the schools bookkeeper, and the boardchair.

A family that is persistently and chronically late for pick-up and/or that fails to pay late pick-up fees in a timely

manner may be subject to the following actions by the school:

The family will not be permitted to re-enroll children for the following school year at The RaleighSchool.

The family will not be accepted from the preschool to the elementary school. Involuntary withdrawal procedures will be initiated.

Weather Related Changes

The Raleigh School no longer uses Wake Countys closing decisions as our default position. The RaleighSchools closings and delays will be posted on the school web sitewww.raleighschool.organd on localtelevision stations. You may also check our status by calling the schools weather hotline (919) 546-0788,ext. 500.

When we have an unexpected mid-day school closing, we will notify parents by utilizing the Saf-T-NetALERTNOW Emergency Notification Service. This service will allow us to send a message to all of our

parents on all of their contact numbers. Remember that the delivery success of the ALERTNOW message isonly as successful as the contact information we have for our students, so please make certain that we have yourmost current and up-to-date contact information. If this information changes throughout the year, please let usknow immediately by contacting Diane Cloos [email protected] (919) 546-0788, ext. 116.
http://www.raleighschool.org/http://www.raleighschool.org/http://www.raleighschool.org/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.raleighschool.org/


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Some details:

When shown on TV, we are usually listed with Schools or Private Schools under the Ts for TheRaleigh School, but some stations list us under Rs (Raleigh School).

If we need to delay the morning opening, we will usually announce a two-hour (or occasionally one-hour) delay. This will mean that:

Elementary school will be on a two-hour (or one-hour) delay from the normal morningschedule. For example, if there is a two hour delay, children may arrive at 10:20 and need tobe in their rooms by 10:40.

Preschool will open at 10:30 whenever there is a delay and regardless of what the TV delaymessage says. The morning preschool classes will dismiss at regular time. Lunch bunch andafternoon classes will not be affected.

If weather conditions make your trip to school unsafe, please use your own best judgment as to whetheror not you should bring your child to school.

If you are concerned about weather conditions during the school day and want to come pick up yourchild, please feel free to do so.

Please do not call the school during the school day to ask if we are planning to close. We will useALERTNOW to call you.

We realize that school closings are an inconvenience for parents, especially working parents, and that everyoneis anxious for school to reopen. We also know that sometimesespecially in hindsightthese decisions seemflawed. Please be patient with us! Its hard to totally avoid confusion and equally hard to always make the

perfect decision. Sometimes school is closed when it seems like it could have been open or open when maybe itshould have been closed. Understand that we try to make the best possible decision with the information athand. We cannot open or reopen until roads are clear for faculty, parents, and students, and our driveways andwalkways are safe. We must err on the side of caution. Safety is our primary concern for families, faculty, andstaff. We appreciate your understanding and cooperation.

School days at the preschool will be made up after five school days have been missed due to weather.

Temporary School Closures. The Raleigh School reserves the right to make adjustments to the school calendar,as necessary, due to forces beyond its control, necessitating a temporary closure. Such forces beyond theschools control include, but are not limited to, closures due to pandemic virus in the school or community,

destruction of facilities due to fire, weather or other factors, other threats to the safety of students, nationalemergencies, and other issues that cause the schools Board and/or Administration to decide that a temporary

closure is in the best interests of the school and/or students.

Emergency Safety Procedures

The preschool has explicit safety guidelines that address each of the following:

Fire. Evacuation drills are practiced on a quarterly basis. These drills give everyone the opportunity topractice quick and safe exit procedures.

Weather emergencies. The faculty is trained in correct procedure for taking cover in case of a weather-related emergency.

Critical incidents on campus (e.g., person with a gun). The faculty is trained to quickly implementCode Red lockdown procedures in the event that a threat is identified on campus.

Policy Regarding Reporting Suspected Child Abuse

The Raleigh School is required by law to report any suspected cases of child abuse or neglect to the WakeCounty Child Welfare Services. The faculty has been instructed to notify the director whenever there is areasonable suspicion of neglect or abuse. The director will notify the Wake County Child Welfare ServicesDepartment and will notify the family that this report has been made.


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DISCIPLINEThe learning environment at The Raleigh School fosters self-discipline. Children are encouraged to takeresponsibility for their own actions. Each child is helped to learn respect for self, others, and the environment.Clear, consistent rules are developed in conjunction with children. Teachers promote discipline through positiveguidance, redirection, and conferences. Logical or natural consequences are applied as appropriate. Parentswill be notified if children are physically or verbally aggressive, disruptive, or destructive. The family andschool will work together to find a solution to the problem. Family cooperation is required. Our goal is to

provide a positive learning environment for all children.

At The Raleigh School, we:

DO treat children as people and respecttheir needs, desires, and feelings.

DO NOT spank, shake, bite, pinch, push,pull, slap, or otherwise physically punishthe children.

DO speak respectfully to children, listen tochildren, and reason with children.

DO NOT make fun of, yell at, threaten, ormake sarcastic remarks about, useprofanity toward, or otherwise verballyabuse the children.

DO model appropriate behavior for thechildren.

DO NOT treat bathroom accidents asmisbehaviors.

DO set up the classroom environment toattempt to prevent problems before theyoccur.

DO NOT punish a child with solitaryisolation or confinement. DO set developmentally appropriate limits

for children. DO NOT relate discipline to eating,

resting, or sleeping.

DO provide the children with natural andlogical consequences of their behaviors.

DO NOT leave the children alone,unattended, or without supervision.

DO praise, reward, and encourage positivebehaviors of children.

DO NOT allow discipline of children bychildren.

DO redirect inappropriate behavior to thechildren.

DO NOT criticize, make fun of, orotherwise belittle childrens parents,families, or ethnic groups.

DO ignore minor misbehaviors.

WITHDRAWALAny student may be asked to withdraw from the school for any of the following stated reasons, or for any othergood cause as shall be determined by the school director with the concurrence of the teacher and Head ofSchool. The stat

11-12 preschool parent handbook

Documents