PARENTS AND TEACHERS

WORKING TOGETHER FOR CHILDREN

Richland Two

Center for Child Development HANDBOOK 2019-2020

Dear Parents, Welcome to the Richland School District Two Cen-ter for Child Development! We believe that quality early education is critical in preparing our students to be successful and are looking forward to an experience-rich year with your child. In this handbook, you will find answers to a variety of questions related to the Child Development program and some important information about the year ahead. If you have additional questions, we invite you to contact us at any time and encourage you to be an active participant in your child’s education throughout the year. Your child’s success is best ensured when the family and school work together in partnership. CFCD is committed to the success of every student and we look forward to working with our parents and stu-dents year round! Again, welcome to Child Development! Quinne Evans Director Center for Child Development 803-699-2536

TABLE OF CONTENTS

4 Mission Statement

5 Welcome to Child Development

6 –7 Child Development Program Locations

8 Title I Parent Involvement Policy

9 Parent Involvement

10 Volunteers/Advisory Council

11 Teacher Qualifications

12 Educational Curriculum

12-14 Learning Centers

15 Daily Schedule/Field Trips

16 Screening, Assessment and Progress Reports

17-21 CFCD Student Procedures

21-23 Other Student Information

24 Richland School District Two Policy

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MISSION STATEMENT

The Richland Two Center for Child Development, in partnership with

families, caregivers, businesses, and the Columbia Northeast community,

prepares each child to be a successful, lifelong learner by providing

nurturing, experience-rich programs for young children and their families,

while in a safe and structured environment.

PURPOSE OF THE TITLE ONE PROGRAM

The Center for Child Development will provide:

Opportunities for our students to develop the knowledge and

skills needed for their future education

An enriched, accelerated educational program

School-wide reform that includes a reduced teacher-student ratio

for increased instructional time

Staff with substantial opportunities for specialized training

Meaningful opportunities for parents to participate in their

children’s learning at school and at home

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Welcome to the Richland Two Center for Child Development

A Title I Program

Richland Two’s Center for Child Development (CFCD) is funded by Title I of

the federal government and also utilizes some state funds to provide a full

school-day child development program at no cost to parents. CFCD fosters

children's’ development in four areas: cognitive, language, physical/motor,

and social-emotional development. Children are selected based on factors

that may negatively influence their school success and are admitted based

on greatest need.

Our goal is to provide a nurturing, experience-rich program for children and

to involve parents in the early education of their children. Parent

involvement is a prime factor in the degree and quality of a child’s

performance and achievement. In keeping with Title I guidelines, CFCD

provides a parent education program. Parents of children who are enrolled

in the CFCD program are expected to be involved by having personal visits

with our parent educators and participating in a choice of other activities

such as workshops, school events, field trips, and volunteering in

classrooms.

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Richland Two Title I

Center for Child Development

Title I Office: Richland Two District Office

Arthur Newton, Director of Elementary Instruction 803-787-1910

Center for Child Development Administrative Office:

9800 Dunbarton Drive (on the campus of Windsor Elementary) (803) 699-2536

Director: Quinne Evans

Instructional Coach: Terri Butts

Instructional Coach: Stephanie House

Interventionist: Mary Beth Nugent

Administrative Assistant/Bookkeeper: Tammy Jackson

Social Worker: Angela Hartwell

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Bethel-Hanberry Elementary Center 125 Boney Road Blythewood, SC 29016 803-691-6880 Principal: Mrs. Tracy Footman Bookman Road Elementary Center 1245 Bookman Road, Elgin, SC 29045 803-699-1724 Principal: Dr. Kendra Hill Bridge Creek Elementary Center 121 Bombing Range Road Elgin, SC 29045 803-462-3900 Principal: Mrs. Kristen Eubanks Catawba Trail Elementary Center 1080 Old National Highway Elgin, SC 29045 803-699-3501 Principal: Mrs. Jennifer Gillespie Conder Elementary Center 8040 Hunt Club Road Columbia, SC 29223 803-736-8720 Principal: Mrs. Paula China Forest Lake Elementary Center 6801 Brookfield Road Columbia, SC 29203 803-782-0470 Principal: Dr. Kappy Steck Jackson Creek Elementary 7150 Trenholm Rd Ext Columbia, SC 29223 803-79-3800 Principal: Dr. Sabina Mosso-Taylor Keels Elementary Center 7500 Springcrest Dr. Columbia, SC 29223 803-736-8754 Principal: Ms. Alvera Butler Killian Elementary Center 2621 Clemson Road Columbia, SC 29229 803-699-2981 Principal: Mr. Stacey Franklin Lake Carolina Elementary Center (Lower) 1151 Kelly Mill Road Blythewood, SC 29016 803-714-1300 Principal: Dr. Andrea Berry

Langford Elementary Center 474 Langford Rd. Blythewood, SC 29016 803-691-4091 Principal: Mrs. Kaseena Jackson Lonnie B. Nelson Elementary Center 225 Brickyard Road Columbia, 29223 803-736-8730 Principal: Mrs. Karen Beaman North Springs Elementary Center 1300 Clemson Road Columbia, SC 29229 803-736-3183 Principal: Mr. Rashad Adams Polo Road Elementary Center 1250 Polo Road Columbia, SC 29223 803-419-2226 Principal: Dr. Cassandra Bosier Pontiac Elementary Center 500 Spears Creek Road Elgin, SC 29045 803-699-2700 Principal: Dr. Katie Barber Rice Creek Elementary Center 4751 Hard Scrabble Road Columbia, SC 29229 803-699-2900 Principal: Mr. Stacey Gadson Round Top Elementary Center 449 Rimer Pond Road Blythewood, SC 29016 803-691-8676 Principal: Mrs. JeaneenTucker Sandlapper Elementary Center 1001 Longtown Road Columbia, SC 29229 803-691-4045 Principal: Mrs. Connie May

Windsor Elementary Center 9800 Dunbarton Drive Columbia, SC 29223 803-736-8723 Principal: Mrs. Denise Quickel

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Richland Two Center for Child Development

Title I Parent Involvement Policy

Parental involvement is a key element in the academic success of students.

The Center for Child Development, in accordance with Title I guidelines,

recognizes that parents play a significant role in helping their children

achieve high academic standards. According to the Title I Parental

Involvement policy, “when schools collaborate with parents to help their

children learn and when parents participate in school activities and decision-

making about their children’s education, children achieve at higher levels.”

In short, when parents are involved in education, children do better in

school. The Center for Child Development strives to ensure that all students

and parents feel welcomed and valued.

As part of a Title I program, parents are entitled to the following:

to know the qualifications of teachers in the program

to be a full partner in their child’s education

to be included in important decision making

to receive comprehensive reports and information about their child’s

progress during parent-teacher conferences in October, February, and

May and through communication with their parent educator

to have the opportunity to annually evaluate the program

Parents are invited to:

visit in the classroom for short periods of time

volunteer to help in classrooms

chaperone class field trips

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PARENT INVOLVEMENT EXPECTATIONS

The Center for Child Development provides a parent educator for each

family in the program who offers high-quality information and materials

designed to help with parenting skills as well as increased family literacy.

Each family is expected to meet with their Parent Educator for at least 2

personal visits and to participate in a choice of activities such as workshops,

school events and field trips with the child development class. The topics of

personal visits and workshops will range from nutrition to discipline to

educational activities. We will strive to offer time slots that work with your

schedule and ask that you make these involvement requirements a top

priority. This level of participation is mandatory for all families.

Parent commitments include:

Program Orientation, Home Visit, 3 Parent/Teacher Conferences, 2

Personal Visits, and a choice of 2 other activities for a total of 9.

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VOLUNTEERS

We encourage all of our parents to volunteer throughout the school year.

Your teacher and parent educator will discuss with you the various

opportunities for volunteer work and help to match your interests and talents

with the needs in our program. Here are some examples of volunteer

opportunities:

• Field trip chaperone

• Playground enhancement

• Arts and crafts projects

• Guest speaker

• Food preparation for student events

• Teacher Appreciation gifts

• Community relationships

PROGRAM SURVEYS

Through the use of online surveys throughout the school year, you will be

able to provide feedback for those things that are going well and

suggestions for growth.

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Teacher Qualifications

Richland School District Two is proud of the quality of our teachers. Parents have the right to request and receive information about the qualifications of their children’s teachers. This information includes: 1) Whether the teacher has met state certification requirements for the grade levels and subject areas in which he or she provides instruction. 2) Whether the teacher is teaching under provisional or emergency status through which some of the state’s requirements have been temporarily waived. 3) The college major, graduate certification or degree and the subject areas of the certification or degree. 4) Whether the parent’s children receive services from a teaching assistant and the qualifications of that assistant. If you would like information about the credentials of any teacher to whom your child is assigned, contact the Child Development Director.

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EDUCATIONAL CURRICULUM

All CFCD Staff strive to provide instruction that is child-centered and based

on meaningful learning experiences. We follow the South Carolina Early

Learning Standards and teach these through are adopted curricula.

Core Curriculum:

World of Wonders, a literacy curriculum that builds a strong

foundation for early literacy and provides developmentally appropriate

instruction for early learners, ages 3 to 5, including cross-curricular

activities, with a focus on social-emotional development and preparation

for kindergarten and beyond

Eureka Math, a math curriculum that is based on the principle that

math is most effectively taught as a logical, engaging story

Conscious Discipline, a social-emotional curriculum built on safety and

connection that enables children to become part of a positive school

family

Play Centers, hands-on activities/experiences to encourage self-directed

play and engagement to develop cognitive and social-emotional skills

LEARNING CENTERS

Writing Center:

Reading and writing support each other. The more children do of each, the

better they will be at both. During the year, the children will use pencils,

markers, crayons, writing paper, and journals. In addition to the writing

center, writing will be integrated across the curriculum and into all the other

centers in the classroom. This center will encourage children’s writing so

they will enjoy putting their thoughts and ideas on paper.

Technology Center:

Computers support the development and learning that occurs in the classroom. Developmentally appropriate software is utilized to enable each student to engage in problem solving. In addition, children can collaborate in making decisions and share their discoveries and creations. The use of technology is matched to each student’s unique special needs, learning styles,and individual preferences.

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Block Center:

Using blocks will help your child to develop perceptual skills needed for

reading and writing. He will discover whole-part relationships and experiment

with patterns. Your child will refine his hand-eye coordination by positioning

and balancing blocks. The child’s use of language will be broadened as

classifications are made by size and shape and constructions are labeled.

Book Center:

Reading is at the heart of all learning. In a relaxed and comfortable area, your

child will begin to understand and find pleasure in books shared with teachers

and friends. This experience will build a foundation for early literacy. Books

related to cultural relevance, science, social studies, careers, etc. will also be

available in other learning centers in the classroom.

Dramatic Play Center:

This center provides opportunities for children to explore the world around

them through special activities and props. As children grow in their

understanding of the world, the more independent and confident they become.

Manipulative Center:

Manipulative materials, include puzzles, dressing boards (buttoning, zipping,

snapping, lacing), Legos, tinker toys, bead stringing, etc. Through the use of

these materials, the child coordinates use of eyes and hands together, and

develops small muscles of the hands– important skills for reading and writing.

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Music Center:

Through music, your child will experience a variety of sounds and movement,

create rhythms with various instruments, and sing familiar songs. He will listen

for likenesses and differences, and through movement develop an awareness

of spatial concepts.

Sand and Water Play Center:

The sand and water play center provides experiences in measurement and

comparison of quantities. Children enjoy the sense of touch as they handle

wet and dry textures.

Math Center:

Math materials may include sorting trays, parquetry blocks, a wide variety of

objects for counting, pegs and pegboards, etc. Some activities in the math

center include sorting objects by shape, color, and size; matching objects one-

to-one; building math vocabulary– big, little, more, less, etc. Math center

activities are designed to provide the child with experiences that give meaning

to numbers and number relationships.

Science Center:

Science is one of the best ways to encourage a child’s natural curiosity about

the world around him. The child gains increased understanding through simple

experiments, utilizing trial and error, observation, predictions and discovery.

Art Center:

Every child needs to experiment with art media. Through painting, drawing,

cutting, pasting and manipulating clay, your child will learn to express his own

ideas through symbols which are a foundation for reading and writing. He will

develop small muscles, hand-eye coordination, visual perception and spatial

relationships. Frequent successful experiences in art help children develop

self-confidence.

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DAILY SCHEDULE The daily schedule is posted in each classroom. A sample schedule is as

follows:

7:30 am Arrival/Breakfast

8:15am Morning Meeting

8:30 am Outside Play

9:15am Book Time

9:45am Alphabet Time/Centers

11:00 am Math

11:30 am Lunch

12:00 pm Rest

1:00 pm Snack

1:30 pm Content Time/Centers

2:30 pm Closing Meeting

2:45 pm Dismissal

FIELD TRIPS

The CFCD Mission Statement says that we provide an “experience-rich

program for young children and their families”. By visiting a zoo, taking a trip

to a farm, or going to a play, children connect words and ideas to places,

actions, and events. Because of the value of first-hand experiences, each

class arranges several field trips a year. The value of a class field trip does not

end with the trip itself, but is continued through such classroom activities as

experience stories, discussion, creative dramatics, and art. In order for

students to attend field trips, parents must:

1. Sign a permission form in advance. 2. Provide a working phone number where a family member may be reached

in case of emergency. Parents are encouraged to chaperone field trips but no children other than CFCD students are allowed to go along. No siblings may attend field trips because parents will be busy supervising CFCD students. Parents must view a video of responsibilities before they can chaperone trips.

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SCREENING, ASSESSMENT and PROGRESS REPORTS

Each child’s development is evaluated through formal and informal

assessment. Formal screening takes place prior to admission into the program

This screening instrument is the DIAL-4 which assesses the child’s physical/

motor skills, concepts and language development. At the first conference, the

teacher will explain how the child development program will further develop

the child’s strengths and encourage development in any areas needing

improvement.

Ongoing assessments will happen formally and informally throughout the year.

Coupled with teacher observations, they will provide an overall picture of how

each child develops and how his or her skills compare to others of the same

age.

Parents and teachers communicate on a daily basis through the use of

communication folders. Teachers keep parents updated about student

progress and parents are encouraged to ask questions about their child or the

program, and to share information that would enable the teacher to better

serve the child. More formal progress reports will be provided during each of

the three parent conferences to be held at the following times: October,

February and May.

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CFCD STUDENT PROCEDURES

TOILETING

Children must be toilet trained and able to manage toileting independently

before entry into the program and in order to remain in the program.

Procedures for toileting incidents are as follows:

1. The child will clean himself and will change into clothes provided by parents and kept at school. 2. The parent will be called if the child is unable to clean himself properly. 3. The parent may clean the child at school or should take the child home if the accident is severe or if the child has diarrhea. 4. Staff members are not permitted to assist with toileting. 5. Chronic toileting problems may result in dismissal from the program.

ILLNESSES OF CHILDREN

It is important that your child attend school regularly but sick children should

stay home. Children must be free of fever without Tylenol, Advil, or other

medication for 24 hours before they return to school. If your child

becomes ill or injured at school, you will be notified immediately. Children will

be sent home with fever, diarrhea, and/or vomiting. Each school has

enrollment information that lists the names of individuals authorized to pick up

children. It is the parent’s responsibility to keep phone numbers up to date.

Your school should be notified IMMEDIATELY of any changes in contact

person, emergency numbers, doctor’s number or hospital care. Failure to

keep contact information current can jeopardize the health and safety of the

child.

TRANSPORTATION

Children who reside within their school’s attendance zone may ride the school

bus to and from school with permission from the school principal and as space

allows.

Child Development students must be met at the bus stop by a responsible

adult. If no adult is at the bus stop to take charge of the student, the student

will be returned to the school. Parents who want younger students to be

escorted home by an older sibling (without an adult present) or unescorted

must provide an authorization letter to the school for forwarding to

Transportation. Parents must also provide an authorization letter to allow an

adult not related to the child to accompany them from the bus stop.

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ARRIVAL AND DEPARTURE

All child development classes follow the same school hours as the school in

which they are located. Before and afterschool care is managed through the

school not CFCD. You will need to contact your school to see if before and

after school care is available to pre-k students. All schools require parents to

sign-out children if they’re picked up before dismissal. Parents or persons

authorized by the parent to pick up student must provide photo identification.

Child Development employees cannot sign a child in or out for the person

bringing or picking up the child.

The centers are not staffed to accommodate children before or after center

hours. Children will not be permitted to enter the classroom prior to the start

time and must be picked up by the ending time designated by each school.

Problems with early drop off or late pick-up will be reported to the Parent

Educator for intervention.

ABSENCES AND TARDIES

Good attendance is a habit that children need to learn early. Attendance is

related to a child’s ability to be successful in all areas of school: academics,

behavioral and social. Any time a child misses a day of school, it is a missed

opportunity to learn. Regardless of the reason a child is out of school, they

are missing instruction.

Children are expected to attend school everyday except when the student is

ill. Written documentation explaining why the child was out of school is

required for each absence. Keeping a child home for personal reasons such

as to be with a relative, to shop, for vacations, or because a parent is home is

not an appropriate reason for an absence. If a child is ill and will not be

attending for 2 or more days, the parent is expected to call the teacher.

Children should be in their classrooms on time each morning. Any child

arriving after the tardy bell rings will be marked tardy.

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The school attendance secretary will maintain records of all tardies and absences. Parent notification of absences will be sent by your child's school. Parents may receive contact from school staff such as Parent Educators, School Social Workers, School Administrators, Teachers, etc. if concerns arise regarding attendance. Excessive absences, tardies and/or early dismissals may result in the need to develop an Attendance Intervention Plan (AIP).

Unverified Student Absences 3rd absence First contact from school requesting documentation for absences 5th absence Second contact from school requesting documentation for absences 7th absence Development of an Attendance Intervention Plan (AIP)

HOMEWORK CFCD does not assign homework. Families may occasionally be asked to

complete a simple project together that the student will share in class. Staff

often include tips and optional activities for skill development in their

newsletters and other communication, but these do not include worksheets or

drills. Our program believes in the essential need for children to play, to enjoy

time with family and to have unstructured time to pursue their own interests.

DISCIPLINE The Center for Child Development uses a classroom management program

that relies on personal relationships and the classroom community.

The “school family” is held together by good communication and by positive

relationships that are developed through lessons and activities. We embrace

the philosophy and practice the strategies of “Conscious Discipline”, our

social-emotional curriculum developed by Dr. Becky Bailey. Children feel safe

and connected and learn how to control themselves, become problem solvers,

and respond with love for each other as the best motivator for growth and

learning. The seven basic social skills that are taught and encouraged are

1. anger management

2. helpfulness, kindness, and sharing

3. assertiveness

4. impulse control

5. cooperation

6. empathy

7. problem solving

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Sometimes children have difficulty in developing the social skills needed for a

positive school family. When children’s behaviors interfere with the safety and

learning of others, then more direct intervention may be needed. The following

is a list of unacceptable behaviors: biting, kicking, hitting, throwing objects,

running away, spitting, and repeatedly refusing to obey the teacher.

In the case of biting, parents of both children involved will be notified and

the child who has bitten will be sent home immediately.

Teachers are responsible for addressing behavior in the classroom. If a

teacher judges that an unacceptable behavior is significant or has persisted

for an undue length of time, the teacher has the responsibility to document this

and bring the child’s behavior to the attention of parent. Reports to the

director and/or principal could result in

1) additional parent conferences or

2) referral to the program’s Intervention Assistance Team (IAT) or

3) suspension

The faculty and staff of CFCD are willing to work with every child to overcome

behavior problems but must have the cooperation and efforts of the family in

order for the child to continue in the program. Families may be referred to

professionals within or out of the district for assistance in overcoming

problems and for the child to be allowed to remain in the program.

ADDRESSING CONCERNS

The Child Development administration and staff will strive to serve you and

your child in an excellent professional manner. If you have a concern you are

encouraged to set up a conference time with your child’s teacher. If your

concern remains unresolved, please contact the Program Director or School

Principal to discuss the issue. We are committed to hearing your concern and

promise to do so within three business days of receiving your request for a

conference.

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CHILD ABUSE AND NEGLECT

It is the policy of the Richland School District Two Child Development Centers

to report, as required by law, any suspected incidents of child abuse and/or

neglect. Suspected incidents will be reported by the teacher directly to the

Richland County Department of Social Services at 803-714-7300. The school

nurse may be consulted in matters of suspected abuse or neglect.

INTERVENTION ASSISTANCE TEAM

Our program has an Intervention Assistance Team which meets monthly and

accepts referrals from parents and teachers concerning students who are

experiencing significant educational and/or behavioral problems. If you feel

that your child has some type of disability and is in need of special education,

accommodations, or related services, please contact your teacher, the

program director, or the program interventionist listed at the beginning of the

handbook as soon as possible so that proper referrals can be made. Students

may be evaluated by professionals within the district free of charge and

children whose disabilities meet state and federal guidelines will be offered

special education services as determined by an individual education plan

(IEP).

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OTHER STUDENT INFORMATION

MEALS AND SNACKS

Good nutrition is a vital part of your child’s day. Breakfast and lunch are

served in all centers. The cost of student’s meals is:

∗ Breakfast: $1.25

∗ Lunch: $2.70

You may send your child’s breakfast or lunch, but it must not require heating

or refrigeration. This limitation is based on concerns for health and safety.

Children who are tardy should eat breakfast prior to their arrival at school.

Applications for free or reduced price meals are available on the district

website at www.richland2.org/departments/food services. If applications for

reduced price meals are approved, the cost is $.30 for breakfast and $.40 for

lunch. Parents are responsible for all meal costs until applications are

approved. Meals may be paid by cash or check at school or by credit card

through the district website.

Snacks will be provided by parent donations throughout the year. Teachers

will develop a system for snack donation and will be in charge of distributing a

list of approved foods and beverages and for collecting items. All families are

expected to participate in snack donation that adheres to the district’s

Acceptable Snack Policy. Special cooking activities are often planned

throughout the year to accompany specific units of study and we encourage

students to try a wide variety of foods. Please alert your child’s teacher to any

food allergies that your child has.

CHILDREN’S CLOTHING & PERSONAL BELONGINGS

Children should not bring toys or personal items to school except on special

occasions. Children may bring a towel that will be stored in the classroom

cubbies for use during rest time. Please send a towel to school every Monday

and it will be sent home for washing every Friday. All outer garments such as

hats, coats, and gloves should be labeled with the child’s name. Mats for

resting and book bags are furnished by the program. Please do not send other

items.

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BIRTHDAYS AND HOLIDAYS

Guidelines on non-school parties help to ensure that birthday and other

celebrations remain fun and do not inadvertently result in hurt feelings. With

this in mind, parents are required to send party invitations directly to individual

children’s homes, rather than distributing them in school. An exception can be

made to this policy when the entire class is invited. Please check with your

child’s school to find out their procedures and expectations for snacks, treats

and goodie bags.

VISITORS AND OBSERVERS

We welcome visitors to our schools and in our classrooms. Prior to your visit,

please check with your child’s school to learn more about guidelines and

procedures for student visitation.

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RELEASE OF STUDENT INFORMATION

Individual student records (grades, test scores, evaluations, etc.) are not available for public inspection. This information is available to the student’s parents, legal guardians, or to the individual student of legal age. However, the Family Educational Rights and Privacy Act (FERPA) 20 U.S.C. § 1232g; 34 CFR Part 99) allows student information that would not generally be considered harmful or an invasion of privacy to be disclosed. FERPA refers to this as “directory information.”

Federal laws require schools to provide military recruiters, upon request, with three directo-ry information categories—names, addresses, and telephone listings—unless parents have advised the school that they do not want their student’s information disclosed. The primary purpose of directory information is to allow Richland Two to include this type of information in certain school publications.

Examples include: Playbill showing a student’s role in a school or district play or drama production; annual yearbook, honor roll or other recognition lists; school or district websites; and graduation programs.

It is also very practical in working with the news media, allowing a student to appear in newspaper articles and on television. Student directory information is also used specifically for armed services recruiting purposes and for informing young people of scholarship op-portunities. Federal laws require schools to provide military recruiters, upon request, with three directory information categories—names, addresses, and telephone listings—unless parents have advised the school that they do not want their student’s information dis-closed.

Directory information includes the student's:

Name, address, telephone number, photograph, date and place of birth, Major field of study Participation in officially recognized activities and sports, weight and height of members of athletic teams, Dates of attendance Degrees and awards received, and the most recent previous school attended.

Parents objecting to the release of this information should notify the district Chief Communi-cation Officer in writing within 15 days of receiving notification to review the back to school handbook. Click here to see a sample notification letter. Parents can request a printed copy of the handbook from their child's school or by calling 803.738.3232.

If a written objection is not submitted to the Chief Communication Office, the district is free to release this information as is appropriate. The use of any information by Richland Two is for the promotion of our students’ and district’s welfare. Any questions concerning student records should be addressed to the guidance office of the individual school.

All district policies and the student handbook can be found at:

www.richland2.org