Procurement Department (MC 0333) !l!VirginiaTech I North End Center, Suite 2100, Virginia Tech 300 Turner Street NW Blacksburg, Virginia 24061 540/231-6221 Fax: 540/231-9628 www.procurement.vi. edu
May 6, 2014
Kristi Snyder Rainbow Riders 307 North Knollwood dr Blacksburg VA 24060
Dear Ms. Snyder:
Subject: Virginia Tech Contract# TS-003-09 Commodity/Service: Child Day Care Access
Thank you for responding lo my leller of April 15, 2014 and agreeing lo renew the contract for an additional five year. The contract will now expire July 1, 2019.
The allached form shows your company information as listed in the university's vendor database. If any of this information changes, please make corrections directl y on the fo rm, and return lo me. ll is essential that this information be accurate in order fo r payments to be processed in a timely manner.
We look forward lo working with you for an additional year.
Sincerely, ~ imberly Dulan ~ Assistant Director & Contracts Ma~r Telephone: (540) 231-8543
KDD/kbl
c: F.M. Pro Cathy Kropff
VIRGINIA P OLY TEC HNIC I NS T I T U TE AND STA T E UNIV ERS I T Y An equal opportunity, affirma tive action institution VENDOR INFORMATION FORM 4/30/2014
TS 003 09 ------for office use ------Kim Dulaney
Rainbow Riders Childcare Center, Inc. FULL LEGAL NAME FEDERAL TAXPAYER NUMBER (Company Name as it appears with your Federal Taxpayer Number)
Rainbow Riders
BUSINESS NAME/ OBA NAME/TA NAME FEDERAL TAXPAYER NUMBER (It different than Full Legal Name) (If different than ID# above)
Rainbow Riders Childcare Center
BILLING NAME FEDERAL TAXPAYER NUMBER (Company name as it appears on your invoice) (if different than ID# above)
PURCHASE ORDER ADDRESS: PAYMENT ADDRESS:
Same P 0 BOX ADDRESS 1 PAYMENT P 0 BOX ADDRESS 1
307 North Knollwood Dr
STREET ADDRESS 2 PAYMENT STREET ADDRESS 2
Blacksburg CITY CITY
VA 24060 STATE ZIP CODE STATE ZIP CODE
Kristi Snyder CONTACT PERSON PHONE NUMBER
[email protected] TOLL FREE NUMBER EMAIL
540-951-1132 FAX NUMBER •
Procurement Department (MC 0333) !If VirginiaTech I North End Center, Suite 2100, Virginia Tech 300 Turner Street NW Blacksburg, Virginia 24061 540/231-6221 Fax: 540/231-9628 www.procurement.vt.edu
April 25, 2014 Kristi Snyder Rainbow Riders 307 North Knollwood Dr Blacksburg VA 24060
Dear Ms. Snyder:
Subject: Virginia Tech Contract# TS-003-09 Commodity/Service: Child Day Care Access
This is to inform you that the subject contract expires July 1, 2014. Since the university would like to renew the contract for an additio nal five years, please advise concerning your intention by signing in the appropriate space listed below. Pl ease return one sig ned copy of this leller to me by May 16, 2014.
Please review the allached form, which shows your company information as listed in the university's vendor database. If any of this information has changed, make corrections directl y on the form, and return with this leller. It is essential that this information be accurate in order for payments to be processed in a timely manner.
Thank you for your attention to this mailer. &i14P~ Assistant Director & Contracts Manager Telephone: (540) 231-8543
Rainbow Riders agrees to renew the contract for an additional five years in accordance with the terms and conditions of the subject contract.
Authorized Signature: Date: t.\ - 30 - 1Lf
~ • \ -1..,..... -L-.. Name: Title: ~hUMS11.u.YL..
Rainbow Riders does not agree to renew the contract for an additional five years.
Authorized Signature: Date: ______
Name: Title:------
KDD/khl c: FMP
Approved: _ ,
Date:
Invent the Future
VIRG INI A POLYTEC HNIC I N ST I T UTE AN D STATE UN I VERSITY An equal opportunity, affirmative action institution VENDOR INFORMATION FORM 4/25/2014
TS 003 09 ------for office use ------Kim Dulaney
Rainbow Riders Childcare Center, Inc. FULL LEGAL NAME FEDERAL TAXPAYER NUMBER (Company Name as it appears with your Federal Taxpayer Number)
Rainbow Riders
BUSINESS NAME/ OBA NAME/TA NAME FEDERAL TAXPAYER NUMBER (If different than ID# above) {If different than Full Legal Name)
Rainbow Riders Childcare Center
BILLING NAME FEDERAL TAXPAYER NUMBER (Company name as it appears on your invoice) (if different than ID# above)
PURCHASE ORDER ADDRESS: PAYMENT ADDRESS:
Same P 0 BOX ADDRESS 1 PAYMENT P 0 BOX ADDRESS 1
307 North Knollwood Dr
STREET ADDRESS 2 PAYMENT STREET ADDRESS 2
Blacksburg CITY CITY
VA 24060 STATE ZIP CODE STATE ZIP CODE
Kristi Snyder CONTACT PERSON PHONE NUMBER
[email protected] TOLL FREE NUMBER EMAIL
540-951-1132 FAX NUMBER COMMONWEALTH OF VIRGINIA
STANDARD CONTRACT
Contract Number: TS-003-09
This contract entered into this lOth day of September 2008 by Rainbow Riders Childcare Center, Inc. hereinafter called the "Contractor" and Commonwealth of Virginia, Virginia Polytechnic Institute and State University called "Yirginia Tech."
WITNESSETH that the Contractor and Virginia Tech, in consideration of the mutual covenants, promises and agreements herein contained, agree as follows:
SCOPE OF CONTRACT: The Contractor shall provide access to child day care services to Virginia Tech as set forth in the Contract Documents.
PERIOD OF CONTRACT: From June 30, 2009 through July 1, 2014.
COMPENSATION ANB METHOD OF PAYMENT: The Contractor shall be paid by Virginia Tech in accordance with the contract documents.
CONTRACT DOCUMENT: The contract documents shall consist of this signed contract, Request for Proposal (RFP) number 645328A dated April10, 2008, together with Addendum Number 1 To RFP dated April 22, 2008, the proposal submitted by the Contractor dated May 12, 2008, email letters from the Contractor dated May 26, 2008, June 11, 2008, and July 29, 2008, and the Virginia Tech's letter dated June 11, 2008, all of whjch contract documents are incorporated herein.
EXECUTION OF CONTRACT: This contract is subject to financing approval.
In WITNESS WHEREOF, the parties have caused this Contract to be duly executed intending to be bound thereby.
Contr~ctor . ~ Virginia Tech By: kAAL}!ii!U)._' ~dJA By:------(9i'gnWri) > jLrf!:tl vJ.~nyacr, Adbnitfi'QrdDr- W. Thomas Kaloupek Name and Title Director of Purchasing Purchasing Department !I Virginia Tech [ 270 Southgate Center (0333) Blacksburg, Virginia 24061 540/231-6221 Fax: 540/231·9628 www.purch. vt.edu
April 10, 2008
Dear Prospective Offeror:
Subject: RFP# 645328A
Virginia Tech is re-soliciting proposals for child day care services as described in the attached request for proposali (RFP). lf you are interested in submitting a proposal, please provide the information request~d in Section VL of the RFP and submit it to the Virginia Tech Purchasing Department by 3:00p.m. on May 1, 2008, 2008.
Please note that Virglnia Tech originally solicited proposals for child day care services in an RFP dated August 6, 2007. However, after a lengthy evaluation, a decision has been made not to accept any of the proposals received under that solicitation. This decision was based on the university's desire to expand the scope of the proposal to include employees of Virginia Tech's affiliated corporations,' which includes the Virginia Tech Foundation, the University Bookstore, and other entities, among those eligible to participate in services provided by the resulting agreement. Accordhlgly, a revised RFP is being issued, a copy of which is attached.
Although fundamentally the same, the RFP has had several revisions. Differences worthy of note are described below:
• Section II. Tjle initial contract term (five years) and contract renewal provisions may be negotiated. • Section V. The annual contribution from Virginia Tech is now stated as up to $100,000 per year rather than requesting proposals for services at different annual contribution levels of $50,000, $75,000 and $100,000. • Section V. Virginia Tech is seeking a guaranteed minimum number of day care slots in exchange for \:his annual contribution. • Section V. Elnployees of affiliated corporations of Virginia Tech may participate. • Section V. Sbrvices are requested by August 2009 if possible. • Section VL (B.) (4.) The Virginia Tech Foundation may enter into negotiation for lease of property it owns on Ramble Road, if desired.
c______Invent the Future
VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY An equal opportunity, affirmative action institution • Section VI. (B.) (4.) (f.) Bidders are asked to comment on their willingness to expand management oversight and services to additional facilities in the future, should such become available. • Section VII. (A.) The maximum points for several of the five evaluation criteria have been changed.
Thank you for your ,attention to this matter.
W. Thomas Kaloupek Director of Materials Management
WTK!kbl
VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY An equal opportunity, affirmative action institution 2 •.rnnnv· 1rgin1a . . ] ech .
Request for Proposal# 645328A
for
Child Day Care Services
April 10, 2008 RFP 645328A GENERAL INFORMATION FORM
OUESTJONS: All inquiries for infonnation regarding this solicitation should be directed to: W. Thomas Kaloupek, Phone: (540) 23 l-6221, e-mail: [email protected].
DUE DATE: Sealed Proposals will be received until May 1, 2008, at 3:00 PM. Failure to submit proposals to the correct location by the designated date and hour will result in disqualification.
ADDRESS: Proposals should be 1mailed or hand delivered to: Virginia Polytechnic Institute And State University (Virginia Tech), Purchasing Department, 270 Southgate Center i(0333), Blacksburg, Virginia 24061. Reference the Opening Date and Hour, and RFP Number in the lower left corner of the return envelope or pac~age. ln compliance with this Request For Proposal and to all the conditions imposed therein and hereby incorporated by reference, the undersigned offers and agrees to furnish the services in: accordance with the attached signed proposal and as mutually agreed upon by subsequent negotiation.
TYPE OF BUSINESS: (Please cheCk all applicable classifications)
Large.
SmaD business - An independently owned and operated business which, together with affiliates, has 250 or fewer employees or average annual gross receipts of $10 million or less averaged over the previous three years. Department of Minority Business Enterprise (DMBE) certified women-owned 8.nd minority-owned business shall also be considered small business when they have received DMBE small business certification.
Women-owned business'- A business concern that is at least 51% owned by one or more women who are U.S. citizens or legal resident aliens, or in the case of a Corporation, partnership, or limited liability company or other entity, at least 51% of the equity ownership interest is owned by one or more'- women who are citizens of the United States or non-citizens who are in full compliance with the United States immigration law, and both the management and daily business operations are controlled by one or more women who are U.S. citizens or legal resident aliens.
Minority-owned busineSs- A business concern that is at least 51% owned by one or more minority individuals (see Section 2.2-1401, Code of Virginia) or in ihe case of a corporation, pannership, or limited liability company or other entity, at least 51% of the equity ownership interest in the Corporation, partnership, or limited liability company or other entity is owned by one or more minority individuals and both the management~ and daily business operations are controlled by one or more minority individuals.
COMPANY INFORMATION/SIGNATURE: In compliance with this Request For Proposal and to all the conditions imposed therein and hereby incorporated by reference, the under:signed offers and agrees to furnish the services in accordance with the attached signed proposal and as mutually agreed upon by subsequent negotiation.
FULL LEGAL NAME (PRINT) FEDERAL TAXPAYER NUMBER (ID#) (Company name as it appears with your Federal Taxpayer Number)
BUSINESS NAME/DBA NAME/rA NAME FEDERAL TAXPAYER NUMBER (If different than the Full Legal Name) (If different than ID# above)
Bll.LING NAME FEDERAL TAXPAYER NUMBER (Company name as it appears on your invoice) (If different than ID# above)
PURCHASE ORDER ADDRESS PAYMENT ADDRESS
CONTACT NAME/TITLE (PRJNT) SIGNATURE (IN INK) DATE
E-MAIL ADDRESS TELEPHONE NUMBER TOLL FREE TELEPHONE NUMBER FAX NUMBER TO RECEIVE E-PROCUREMENT ORDERS
2 I. PURPOSE:
The purpose of this Request for Proposal (RFP) is to solicit sealed proposals to establish a contract through competitive negotiations for child day care services by Virginia Polytechnic Institute and State University (Virginia Tech), an agency of the Commonwealth of Virginia. ll. CONTRACT PERJOD:
The term of this contract is for five (5) years, or as negotiated. Contract renewal provisions may be negotiated. ill. BACKGROUND:
Virginia Tech and its affiliated corporations have approximately 5,800 full-time employees working in Blacksburg, Virginia, and 4,300 on-campus graduate and professional students. Of increasing concern to all types of employees and students with families is the availability, quality, and affordability of local day care. The university finds this to be a compelling priority of new faculty recruits, and the availability of high quality day care is viewed as a positive incentive to candidates with young children. It is also a great need for existing employees of all types. Many students with families also struggle to fmd appropriate care for their children. Care for infants is a particularly pressing concern.
Insufficient availability of quality day care has been well documented by two recent university-sponsored surveys of employees and ",graduate students: a need assessment conducted in spring 2004 (see htto://www.advance.vt.edu/Measuring' Progress/Child Care Report/Child Care.html) and a utilization analysis conducted in May 2006. In the second study, of the 688 employees or graduate students reporting a current child care arrangement, 48% intlicated that there were aspects that they would like to change about that arrangement. 67% reported difficulty fu\.ding childcare that meets their quality standards, and many comments were made concerning quality issues in the open-ended sections. 64% have difficulty finding childcare without being put on a wait list. The summary findings of this survey may be obtained from Ms. Cathy Jacobs, Director, Work/Life Resources, cajacobs @vt.edu, 540-231-3213.
To respond to this long-standing need for more quality child care, the university converted its campus Jab school program in January 2005 to a full-day program for toddlers through 5 year olds, serving about 40 children. The center has a wait list of more than 30 children. This small program did not add net new spaces for day care to the community since it was previously serving even more children on a part-day, part-year basis. In addition, given its enriched program, it is the most expensive day care provider in the region, and therefore, clearly not a viable option for many Virginia Tech families.
In examining options 'for expansion of day care, the university is confronted with serious budgetary constraints, given the limitation on use of educational and general funds for such purposes and major conunitments on scarce unrestricted private funds. Partnership with a private vendor appears to provide the most expeditious and cost effective way to stimulate expansion of day care slots in the local community, thereby addressing some of the great need expressed by Virginia Tech families.
N. CONTRACTPART!Cll'ATION:'
Virginia Tech's affiliated corporations shall have access to any contract resulting from this solicitation.
V. STATEMENTOFNEEDS:
A. Overview:
The university seeks a partnership with a licensed day care provider with the goal of increasing the number of day care slots for children of employees and graduate students. The exact nature of this partnership is negotiable but is expected to involve the following: the university will provide an annual contribution of up to $100,000 to support an expanded or new day care facility to be operated and managed by the selected vendor in exchange for a guarantee of day care slots for chlldren of Virginia Tech employees, employees of Virginia Tech affiliated corporations, and. Virginia Tecb graduate students over the life of the contract. The intent is to provide a stable and secure source of revenue to supplement the fees paid by families in order to encourage the expansion of available, high quality day care to serve Virginia Tech. The university is interested in partnering to provide day care at a level of quality that is expected to meet, or has met, the standards for accreditation by the National Association for the Education of Young Children (NAEYC), National Early Childhood Program Accreditation (NECPA), or any voluntary Quality Rating System put in place by the Commonwealth of Virginia.
Virginia Tech is also interested in a child care cooperative licensed by the state to serve 20 - 50 children from birth to 5 years, and including participation by parents in the classroom or other aspects of operation in exchange for reduced tuition. The program should work to address child care needs particular to graduate students including alternate hours, part-day and affordability.
The contractor should:
1. Provide day ,care services for children in a safe, healthy and nurturing environment that meets or exceeds all requirements for licensure by the Commonwealth of Virginia.
2. Provide a plan for achieving or maintaining accreditation by the NAEYC, NECPA. or for participation;\n any voluntary Quality Rating System put in place by the Commonwealth of Virginia.
3. Provide a plan for recruitment and retention of experienced, well-trained teachers and aides, including strategies for suitable compensation and professional development opportunities.
4. Have a facility located within close proximity to the Virgirtia Tech campus in Blacksburg, Virginia, with convenient O:ccess to bus service if possible. The facility should offer an indoor and outdoor physical environment; supporting developmentally appropriate learning, and accessibility for children of all ability levels.
5. Utilize a strong communication strategy which will encourage active engagement of families in the care and education of \heir children.
6. Be responsive to the diversity ex1stmg among all children and families, including but not limited to socioeconorrric, developmental, cultural, linguistic, racial, and religious.
7. Guarantee a minimum of day care slots for children of Virginia Tech employees, employees of Virginia Tech affiliated corporations, and Virgirtia Tech graduate students.
8. Provide expabded day care services in partnership with Virginia Tech by August 2009 if possible. I VI. PROPOSAL PREPARATION AND SUBMISSION:
A. General Reauirements
I. RFP Respon~e: In order to be considered for selection, Offerors must submit a complete response to this RFP. One original and four copies of each proposal must be submitted to:
Virginia ffech Purchasibg Department (0333) 270 Southgate Center Blacksburg, VA 24061
Reference tlie Opening Date and Hour, and RFP Number in the lower left hand corner of the return envelope or package.
No other distribution of the proposals shall be made by the Offeror.
2. Proposal Preparation
4 a. Proposals shall be signed by an authorized representative of the Offeror. All information requested should be submitted. Failure to submit all information requested may result in Virginia Tech requiring prompt submission of missing information andJor giving a lowered evaluation of the proposal. Proposals which are substantially incomplete or lack key information may be rejected by Virginia Tech at its discretion. Mandatory requirements are those required by Jaw or regulation or are such that they cannot be waived and are not subject to negotiation.
b. Proposals should be prepared simply and economically providing a straightforward, concise description of capabilities to satisfy the requirements of the RFP. Emphasis should be on completeness and clarity of content.
c. Proposal! should be organized in the order in which the requirements are presented in the RFP. All pages of the proposal should be numbered. Each paragraph in the proposal should reference the paragraph number of the corresponding section of the RFP. It is also helpful to cite the paragraph number, subletter, and repeat the text of the requirement as it appears in the RFP. If a response covers more than one page, the paragraph number and sub letter should be repeated at the top of the next page. The proposal should contain a table of contents which cross references the RFP requirements. Information which the offeror desires to present that does not fall within any of the requirements of the RFP should be inserted at an appropriate place or be attached at the end of the proposal and designated as additional material. Proposals that are not organized in this manner risk elimination from consideration if the evaluators are nnable to find where the RFP requirements are specifically addressed.
d. Each copy of the proposal should be bonnd in a single volume where practical. All documentation submitted with the proposal should be bound in that single volume.
e. Ownership of all data, material and documentation originated and prepared for Virginia Tech pursuant to the RFP shall belong exclusively to Virginia Tech and be subject to public inspection in accordance with the Virgirtia Freedom of Information Act. Trade secrets or proprietary information submitted by an Offeror shall not be subject to public disclosure under the Virginia Freedom of Information Act. However~ to prevent disclosure the Offeror must invoke the protections of Section 2.2-4342F of the Code of Yirginia, in writing, either before or at the time the data or other materials is submitted. The written request must specifically identify the data or other materials to be protected and state the reasons why protection is necessary. The proprietary or trade secret material submitted must be identified by some dis~nct method such as highlighting or underlining and must indicate only the specific words, figures, or paragraphs that constitute trade secret or proprietary information. The classification of an entire proposal document, line item prices andJor total proposal prices as proprietary or trade secrets is not acceptable and may result in rejection ofthe proposal.
f. Virginia 1'ech is a public urtiversity, subject to the laws of the Commonwealth of Virginia. Among these is the Conflict of Interest Act. The Conflict of Interest Act may be accessed at http://Jegl.state.va.us/cgi bin/Jegp504.exe?OOO+cod+2.2-3100. You may wish to consult the provisions of the Conflict oflnterest Act before submitting a response to the Request for Proposal.
3. Oral Presentation: Offerors who submit a proposal in response to this RFP may be required to give an oral presentation of their proposal to Virginia Tech. This will provide an opportunity for the Offeror to clarify or elaborate on fue proposal but will in no way change the original proposal. Virginia Tech will schedule the time and location of these presentations. Oral presentations are an option of Virginia Tech and may not be conducted. Therefore, proposals should be complete.
B. Specific Requirements
Proposals should ;be as thorough and detailed as possible so that Virginia Tech may properly evaluate your capabilities to provide the required services. Offerors are required to submit the following information/items as a complete proposal: 1. Facility, Number of Children to be Served, and Fees:
Identify and describe the proposed facility.
Identify the total number of net new slots in the new or expanded facility by age group (infant, toddler, 2-3, 4-5, school-aged) and the number of slots to be guaranteed for Virginia Tech families. Of particular interest is expanding care for infants due to the documented demand for service in this age group. Provide a detailed list of all proposed fees by age group and comment on plans for maintaining price firmness during the initial contract period as well as any renewal periods. The proposal should assume that most parents would pay market rate fees for child care.
Please describe any programs to make child care more affordable for lower income families.
Describe the process by which a parent cooperative would reduce tuition rates for graduate students while meeting their specialized needs.
2. Plan for Providing Services, including timeline:
Provide a detailed plan for providing day care services for children of Virginia Tech employees, employees of Virginia Tech affiliated corporations, and Virginia Tech graduate students. Include information that will clearly addrbss each of the needs described in Section VI, including the feasibility of a parent cooperative, as well as any: other information (days and hours of operation, holiday closures, employee to child ratio, financial stability, etc.) that will assist the university in evaluating your plan for providing services. Provide a timeline e:rlvisioned for the commencement of services.
3. Qualifications and Experience:
Provide a detailed description of the qualifications and experience of the offeror and its employees. Outline the extent to which the offeror's standards exceed those required by the Commonwealth of Virginia for licensure. Discuss other certifications that the offeror has obtained or any future plans to obtain certification if the offeror is selected for this opportunity. Provide a plan for achieving or maintaining accreditation by the National Association of Young Children (NAEYC), National Early Childhood Program Accreditation (NECPA), or for participation in any voluntary Quality Rating System put in place by the Commonwealth of · Virginia. Provide three (3) recent references for whom you have provided the type of service described herein. Inciude the date(s) the services were furnished, the client name, address and the name and phone number of the individual Virginia Tech has your permission to contact. Alternatively, business references may be prov]ded.
4. Features of Partnership with Virginia Tech:
The anticipated annual contribution from Virginia Tech is up to $100,000 to be provided in exchange for a guarantee of a minimum number of day care slots for Virginia Tech families. In addition to guaranteed slots, Virginia Tech is interested in a partnership with the provider that may include some or all of the following possibilities:
a. Including Virginia Tech in name of the facility b. Working closely with a designated university liaison in order to assure interests of Virginia Tech are taken into account. c. Creation of an advisory board, including parents. d. Serving as a site for approved VT-related research projects or student internships. e. Interest in future collaborations to increase availability of quality care in the area. f. Willingness to expand management oversight and services to additional facilities if available in the future.
The Virginia Tech Foundation may enter into negotiation for lease of a property it owns on Ramble Road in Blacksburg, !if desired. The terms and conditions of such lease will be similar to those of other leased sites in the Corporate Research Center. Comment on your willingness to engage in any or all of the above aspects of a partnership with Virginia Tech.
5. Small, Women-Owned And Minority-Owned Business (Swam) Utilization:
Describe your plan for utilizing small businesses and businesses owned by women and minorities if awarded a contract. Describe your ability to provide statistical reporting on actual SWAM subcontracting when requested. Specify if your business or the business or businesses that you plan to subcontract with are certified by the Virgiiiia·Department of Minority Business Enterprise.
6. Return the General Information Form and addenda, if any, signed and filled out as required.
VII. SELECTION CRITERIA AND AWARD:
A. Selection Criteria
Proposals will be evaluated by Virginia Tech using the following:
Maximum Point Criteria Value
I. Facility, N~ber of Children to be Served, and Fees 35
2. Plan for Providing Services, including timeline 25
3. Qualifications and Experience 20
4. Features offartnership with Virginia Tech 10
5. SWAM Utilization 10
Total 100
B. Award
Selection shall be made of two or more offerors deemed to be fully qualified and best suited among those submitting proposals on the basis of the evaluation factors included in the Request for Proposal, including price, if so stated in the Request for Proposal. Negotiations shall then be conducted with the offerors so selected. Price shall be considered, but need not be the sole determining factor. After negotiations have been conducted with each offeror so selected, Virginia Tech shall select the offeror which, in its opinion, has made the best proposal, and shall award the contract to that offeror. Virginia Tech may cancel this Request for Proposal or reject proposals at any!time prior to an award. Should Virginia Tech determine in writing and in its sole discretion that only one offeror1has made the best proposal, a contract may be negotiated and awarded to that offeror. The award document will be a contract incorporating by reference all the requirements, terms and conditions of this solicitation and ihe Contractor's proposal as negotiated. See Attachment B. for sample contract form.
VIII. ADDENDUM:
Any ADDENDUM• issued for this solicitation may be accessed at http://www.purch.vt.edu/html.docslbids.html. Since a paper copy of the addendum will not be mailed to you, we encourage you to check the web site regularly.
IX. CONTRACT ADMINISTRATION: ! A. Cathy Jacobs, J:!irector, Family Work/Life Resources, at Virginia Tech or her designee, shall be identified as the Contract Administrator and shall use all powers under the contract to enforce its faithful performance.
7 B. The Contract Administrator, or her designee, shall determine the amount, quantity, acceptability, fitness of all aspects of the services and shall decide all other questions in connection with the services. The Contract Administrator, or her designee, shall not have authority to approve changes in the services which alter the concept or which call for an extension of time for this contract. Any modifications made must be authorized by the Virginia Tech Purchasing Department through a written amendment to the contract.
X. TERMS AND CONDITIONS:
This solicitation and any resulting contract/purchase order shall be governed by the attached terms and conditions.
XI. ATTACHMENTS:
Attachment A - Terms and Conditions Attachment B - Standard Contract Form ATTACHMENT A
TERMS AND CONDITIONS
RFP General Terms and Conditions
See http://www.ourch.vt.edu/html.docs/terms/GTC RFP 01 1008.pdf
Special Terms and Conditions
1. ADVERTISING: In the event a contract is awarded for supplies, equipment, or services resulting from this solicitation, no indication of such sales or services to Virginia Tech will be used in product literature or advertising. The Contractor shall not state in any of the advertising or product literature that the Commonwealth of Virginia or any agency or institution of the Commonwealth has purchased or uses its products or services. 2. AUDIT: The Contractor hereby agrees to retain all books, records, and other documents relative to this contract for five (5) years after final payment, ror until audited by the Commonwealth of Virginia, whichever is sooner. Virginia Tech, its authorized agents, and/or the State auditors shall have full access and the right to examine any of said materials during said period. 3. AVAILABILITY OF FUNDS: It is understood and agreed between the parties herein that Virginia Tech shall be bound hereunder only to the extent of the funds available or which may hereafter become available for the purpose of this agreement. 4. CANCELLATION OF CONTRACT: Virginia Tech reserves the right to cancel and terminate any resulting contract, in pan or in whole, without penalty, upon 60 days written notice to the Contractor. In the event the initial contract period is for more than 12 months, the resulting contract may be terntinated by either party, without penalty, after the initial 12 months of the contract period upon 60 days written notice to the other party. Any conttact cancellation notice shall not relieve the Contractor of th_e obligation to deliver and/or perform on all outstanding orders issued prior to the effective date of cancellation. 5. CONTRACT DOCUME~S: The contract entered into by the parties shall consist of the Request for Proposal including all modifications thereof, the proposal submitted by the Contractor, the written results of negotiations, the Commonwealth Standard Contract Form, all of which shall be referred to collectively as the Contract Documents. A separate contract will be' executed by each agency, institution or public body wishing to use any contract resulting from this solicitation. 6. INDEPENDENT CONTRACTOR:, The contractor shall not be an employee of Virginia Tech, but shall be an independent contractor. Nothing in this agreement shall be construed as authority for the contractor to make commitments which shall bind Virginia Tech, or to otherwise act on behalf of Virginia Tech, except as Virginia Tech may expressly authorize in writing. 7. INSURANCE: By signing and submittingia proposal under this solicitation, the Offeror certifies that if awarded the contract, it will have the following insurance coverages at the time the work commences. Additionally, it will maintain these during the entire term of the contract and that' all insurance coverages will be provided by insurance companies authorized to sell insurance in Virginia by the Virginia :state Corporation Commission. During the period of the ,contract, Virginia Tech reserves the right to require the Contractor to furnish certificates of insurance for the coverage required. INSURANCE COVERAGES AND LIMITS REQUIRED: A. Worker's Compensation- Statutory requirements and benefits. B. Employers Liability- $•1 00,000.00 C. General Liability - $500,000.00 combined single lintit. Virginia Tech and the Commonwealth of Virginia shall be named as an additional insured with respect to goods/services being procured. This coverage is to include Prentises/Operations Liability, Products and Completed Operations Coverage, Independent Contractor's Liability, Owner's and Contractor's Protective Liability and Personal Injury Liability. General Liability shall also include coverage for claims of abuse; physical, mental or sexual. D. Automobile Liability - $500,000.00 The contractor agrees to be responsible for, indemnify, defend and hold harmless Virginia Tech, its officers, agents and employees from the payment of all sums of money by reason of any claim against them arising out of any and all occurrences resulting in bbdily or mental injury or property damage that may happen to occur in connection with and during the performance of the contract, including but not lintited to claims under the Worker's Compensation Act. The contractor agrees that it will, at all times, after the completion of the work, be responsible for, indemnify, defend and hold
9 harmless Virginia Tech, its officers, agents and employees from all liabilities resulting from bodily or mental injury or property damage directly or indirectly arising out of the performance or nonperformance of the contract.
8. MINORITY BUSINESS, WOMEN-OWNED BUSINESSES SUBCONTRACTING AND REPORTING: Where it is practicable for any portion of the awarded contract to be subcontracted to other suppliers, the contractor is encouraged to offer such business to minority and/or women-owned businesses. Names of firms may be available from the buyer and/or from the Division of Purchases and Supply. When such business has been subcontracted to these firms and upon completion of the contract, the contractor agrees to furnish the purchasing office the following information: name of fmn, phone number, total dollar!amount subcontracted and type of product/service provided. 9. NOTICES: Any notices to' be given by either party to the other pursuant to any contract resulting from this solicitation shall be in writing, hand delivered or mailed to the address of the respective party at the following address
If to Contractor: Address' Shown On RFP Cover Page Attention: Name Of Person Si!!Iring RFP
If to Virginia Tech:
Virginia Polytechnic Institute and State University Attn: W. Thomas Kaloupek Purchasing Department (0333) 270 Southgate Center Blacksburg, VA 24061
and
Virginia Polytechnic Institute and State University Attn: Cathy Jacobs Director Family W orkJLife Resources 133 Southgate Center (0537) Blacksburg, VA 24061
10 ATTACHMENT B
Standard Contract fonn for reference only O!Ierors do not need to f"tll in this form
COMMONWEALTH OF VJRGINIA STANDARD CONTRACT
Contract Number: ______
This contract entered into this __ day of 20_, by , hereinafter called the "Contractor" and Commonwealth of Virginia, Virginia Polytechnic Institute and State University called "Virginia Tech".
WITNESSETH that the Contractor and Virginia Tech, in consideration of the mutual covenants, promises and agreements herein contained, agrees as follows:
SCOPE OF CONTRACT: The Contractor shall proyjde the ______to Virginia Tech as set forth in the Contract Documents.
PERIOD OF CONTRACT: From------through------
COMPENSATION AND METHOD OF PAYMENT: The Contractor shall be paid by Virginia Tech in accordance with the contract documents.
CONTRACT DOCUMENT: The contract documents shall consist of this signed contract, Request For Proposal Number -:----:---- dated , together with all written modifications thereof and the proposal submitted by the Contractor dated and the Contractor's letter dated , all of which contract documents are incorporated herein.
In WITNESS WHEREOF, the parties have caused this Contract to be duly executed intending to be bound thereby.
Contractor: Virginia Tech By: ______By: ______
Title·. ______
11 VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY (VIRGINIA TECH) PURCHASING DEPARTMENT 0333 270 SOUTHGATE CENTER BLACKSBURG, VA 24061
April 22, 2008
Addendum Number 1 to Virginia Tech Request for Proposal (RFP) Number 645328A.
1. Change the date for receipt of proposals (Due Date) from May 1, 2008 at 3:00 PM to May 12, 2008 at 3:00PM.
All other terms, conditions and descriptions remain the same. ' The RFP due date and hour is now 3:00 pm on Monday, May 12th, 2008. Request for Proposal #645328A
for
Child Day Care Services
AprillO, 2008
Submitted May 12, 2008 - • Table of Contents • • • I. Facility, Number of Children to be Served, and Fees ...... 3 • • l.A Proposed Facilities ...... 3,4 • l.B Number of Slots Guaranteed to VT ...... 4 • l.C Fees, Parent Co-op, Scholarship Program ...... 6,7 • • -2. Piau for Providing Services ...... 7 • 2.A Proposed Timeline ...... 7 • 2.B Program Information ...... 7 • 2.C P,lau for Recruitment and Retention of Teaching Staff...... 8 • • 2.D Family Engagement and Communication ...... 9 2.E Responsiveness to Diversity ...... 9
3. Qualifications and Experience ...... I 0 .
3.A Licensure, Accreditation, VA Star Quality System ...... 1 0
3.B Experience of Administration and Teaching Staff...... ll
3.C Philosophy ...... 12
3.D References ...... 13
4. FeaturesiofPartnership with Virginia Tech ...... l3
5. Small, Women-Owned And Minority-Owned Business Utilization ...... 14
6. Genera! Information Form ...... 15
Additional Material;
Appendix 1: The Reggio Emilia Approach to Early Childhood Education ...... 16
Appendix2: Tuition lnformation ...... l7,18
Appendix 3: Salary Scale ...... l9,20
Appendix 4: Benefits at Rainbow Riders ...... 21
Appendix 5: Administrator's Resume ...... 22,23
Appendix 6: Letter ofReference ...... 24,25
Appendix 7: Rainbow Riders Family Handbook ...... 26-48
2 PROPOSAL BY RAINBOW RIDERS CIDLDCARE CENTER, INCORPORATED TO PROVIDE CIDLD DAY CARE SERVICES FOR VJRGINIA TECH (VT) (Request for Proposal #645328A) Introduction
An Opportunity for Partnership
For 21 years, Rainbow Riders has provided high quality early learning experiences for young children age six weeks to 12 years. With an emphasis placed on warm, friendly interactions, individualized, creative curriculwn, and. the development of trained teachers, we strive to integrate children, families, and teachers.mto a caring community of learners. Accreditation by the National Association for the Education of Young Children (NAEYC) is evidence of our commitment to the highest standards of quality childcare. Rainbow Riders was one of the first programs in the country to receive accreditation under the newly revised system. Only seven percent of early childhood programs nationwide achieve this recognition. The intent of this proposal is to outline a partnership between Rainbow Riders and Virginia Tech that will increase the number of high quality childcare slots available to the employees and graduate students at Virginia Tech and its affiliated corporations. 1 -Facility, Number of Children to be Served, and Fees: l.A Facilities
The partnership that Rainbow Riders proposes includes primary preference for Virginia Tech families at both the current facility at 307 North Knollwood Drive and at the new, proposed facility. Rainbow Riders plans to negotiate a land lease with the VT Foundation and to design and build an optimal early learning facility on the Corporate Research Center (CRC) property. This proposal will be contingent on the negotiation of the land lease and an agreement with the VT CRC to offer preferential enrolhnent in a ProPOrtionate way. This additional agreement will make the new facility affordable while maintaining the overall goals for this partnership.
The current facility on Kno!lwopd Drive serves approximately 215 children and the new facility is expected to accommodate at least 200 children. Annual tu!nover varies each year based on enrolhnent however, at least 20 new slots may be expected at each site. The facilities will both be located in close proxhnity to the Virginia Tech Campus, the CRC and the Virginia College of Osteopathic Medicine. Blacksburg Transit serves both sites.
Proposed Facility
The new facility will be comprised of the same age groups as in the Knollwood site. Based on facility design, land space, and layout, a larger concept wili be considered. State and National standards will be following in designing the new facility. See Table 1 for the age groups planned including teacher to child ratios, group sizes and cost per age group.
The new facility will be modeled after the existing Program including the hours of operation, holiday closures, teacher to child ratios and overall philosophy.
Table 1. Enrollment in Propos~ Facility
Group Age Teacher:Child Group Size Rate 8/1/09 Ratio Infants 6 wks -12 mos 1:3 6 $655 Infants 6 wks-12 mos 1:3 6 $655 Toddlers 12 mos- 24 mos 1:4 8 $645 Toddlers 12 mos- 24 mos 1:4 8 $645 Two's 2's ' 1:5 10 $620 Two's 2's 1:5 10 $620 Three's 3's 1:7 14 $620 Three's 3's 1:7 14 $620 Four's 4-5's 1:9 18 $600 Four's 4-5's 1:9 18 $600 Part Time 3-5's 1:9 18 $325 Part Time 3-5's 1:9 18 $325 Schoo!-al!e 1 K- 1st orade 1:12 24 $305/$330 School-age 2 2"' ~des I :15 30 $305/$330 Total: 14 grouns 202 children 3 I I Existing Program and Facllity on Knollwood Drive
Rainbow Riders moved into its current building on North Knollwood Drive in January, 1999. The structure was specially designed and built with influence from the Reggio Emilia Approach (see Appendix 1) to early childhood education. Many low windows, areas for people to gather, and an art studio reflect the Reggio Emilia inspiration. Families and teachers also contributed ideas to create a safe and aesthetic, child-centered learning environment where children, families, and teachers feel respected, welcomed, and an important part of our shared community. 1n the classrooms, at least 35 square feet of usable playroom floor space is available per child. Outside, three separate playgrounds provide more than 75 square feet per child for infants/toddlers, preschoolers, and school-age children. There are thirteen class groups serving over 200 infants through school-age children. See Table 2.
Table 2. Current Enrollme~t- Rainbow Riders at Knollwood Drive
Group Age (approx.) Teacher: Child Group Size Rate 3/l/08 Rate 3/1109
I Ratio White - infants 6 wks -6.mos 1:3 6 $625 $655 White- crawlers 6mos-12mos 1:3 6 $625 $655 Orange 12 mos - 24 mos 1:4 8 $615 $645 Maroon 12 mos- 24 mos 1:4 8 $615 $645 Blue 2's . 1:5 15 $595 $620 I Yellow 3's 1:8 16 $595 $620 Red 4-5's 1:9 18 $575 $600 I Green 4-5's 1:9 18 $575 $600 I lniliRo 3-5's . 1:9 18 $575 $600 Violet- part time 3-5's 1:9 18 $315 $325 Jade- part time 3-5's 1:9 18 $315 $325 I Clubhouse K-1 grades 1:12 36 $290/$315 $3051$330 Farside 2-5th !ITades 1:15 30 $290/$315 $305!$330 Total: 13g;:;)lips 215 children
• l.B Number of Slots Guaranteed to VT
Upon initial enrollment, proposed for Augnst, 2009, it is estimated that the new facility will have 200 slots for new enrollment. VT will be given 60% of the available slots at initial enrollment (approximately 120 slots) in the new facility. Another 24% of new enrollment will be allocated for additional partners (including VT College ofEngineering (COE) and/or VT CRC). Finally, 16% will r'emain available to families within the community for new enrollment over the five years for this proposal.
Each year when there is natural turnover at both sites, VT will also be given 60% of these available slots. This may be estimated at about 24-36 slots ~er year for VT fiunilies.
2009-2010 :. 2010-2011 2011-2012 2012-2013 2013-2014 New Knollwood New K.nollwood New Knollwood New Knollwood New Knollwood Facilitv Facilit" Facilitv FaciJitv Facilitv Child care -120 -12'18 -12-18 -12-18 -12-18 -12-18 -12-18 -12-18 -12-18 -12-18 slots for slots slofs slots slots slots slots slots slots slots slots VT
4 How Enrollment Works
Balancing group sizes, staff to child ratios, and existing family needs while planning enrollment for new children is a challenge that Rainbow Riders manages effectively. Teachers and families provide input as administration works to manage the exact nnmbers in each group. Children move up to the next group based on enrollment availability, developmental readiness, and peer groupings.
A plan should be established tha,t weighs the priorities of Virginia Tech including: new recruits, families on the list generated by VT, current VT families already on Rainbow Riders waiting list, and the current, community waiting list at Rainbow Riders. Rainbow Riders' largest enrollment period for new children is with the start of the Fall Program. Ideally, decisions are made about placement at least three months prior to the start date. Therefore, VT waiting list names should be submitted within three months of the desired enrollment date for consideration. Otherwise, Rainbow Riders will enroll from the community waiting list. Due to!the necessity of maintaining financial stability, Rainbow Riders will not hold slots open in the program.
Names from the waiting lists will be accepted in the following priority: Tier I: Current Rainbow Riders Families or Teachers Tier 2: VT and VT COE and/or CRC (percentages stated above) Tier 3: Past Rainbow Riders Families or Teachers Tier 4: Community Waiting List
A Model to Build On: Partnership with VT College of Engineering (COE)
Rainbow Riders was awarded a grant from the VT COE in August, 2003. This partnership has been mutually beneficial to the COE as well as to Rainbow Riders. According to Ed Nelson, Associate Dean in the COE, it has been a "worthwhile investment. Reviews have been :very positive and faculty are very appreciative for the partnership." Currently, the 2008- 2009 school year is being planned. This is the final year of the five-year agreement. Another request for proposals by the COE may be issued in the next year to continue the preferential enrollment as it currently exists. Rainbow Riders intends to respond to this next round if the proposal is made available again.
The COE Grant funding has assisted Rainbow Riders in several ways, mainly in supplementing teacher salaries. The greatest obstacle to recruiting and retainillg the best quality teachers is fuir compensation. Rainbow Riders has utilized COE grant funding to add an incentive at the end of each school year. In the Fall, contracts are signed with all teaching staff with their commitment to teach for the upcoming school year. Three-quarters of the grant is set aside for an end-of-year bonus and is divided among the teaching staff based on their performance. When teachers complete their full year's commitment, they are eligible for the COE bonus. Teachers created this annual evaluation based on their expectations for each other. This numeric system allows for administrators ;to rate the teachers based on criteria established together. Comments from teachers indicate that this bonus is very appreciated and makes a significant difference in their tight budgets. The reduction in teacher turnover over the recent years may be attributed to this financial incentive. The remaining funds assist with ollr scholarship program, supports staff development, and the addition of new technology in the program. These funds benefit the teachers, children and families directly. '
The COE established a priority system to manage their waiting list for Rainbow Riders. This may be a helpful guide to refer to as an enrolhnent process is developed with regards to this proposal. Each Spring, COE has a "call for interest", collects the names of interested families, and:sorts them by department and priority. Recruits are given a rating of one as the highest priority, a two may be for retention, and so on. This proven process will be very helpful to consider with this larger VT partnership.
Over the past three years, Rainbow Riders has provided between 5-10 new slots per year based on the need ofCOE and availability in the program. In retorn, COE provided Rainbow Riders with an annual contribution of $20,000 per the agreement.
5 l.C Finances
Managing the business with a carefully planned budget and full enrollment keeps finances stable. The owner's commitment to high quality programming, teacher salaries, benefits, and affordable tuition keeps the profit margin low while sustaining the company. The waiting lists for the full-time childcare and part-time preschool programs currently exceed 1,200 names ensuring that classrooms are always full. Each year, at the Annual State of the Center Meeting, the financial standing is disclosed to families and open for discussion.
The monthly tuition .JJ-om families is the primary source of income for Rainbow Riders. The rates are competitive, yet the highest in the community besides the Virginia Tech Child Development Center for Learning and Research. A strong commitment exists to keep the tuition costs affordable for families of all economic backgrounds. The Parent Teacher Association (PTA) administrates a scholarship program, the Tuition Supplement Program (TSP). Families are able to make tax-deductible donations to the ~PTA to support the TSP. Each year, families most in need are selected through an application process and have their tuition supplemented.
Fees
The Tuition Schedule with a breakdown of fees by age group for March 1, 2008 is attached in Appendix 2. Also included are the rates scheduled for next year beginning March I, 2009. Rainbow Riders Family-Teacher Advisory Council's Finance Committee determined the increases based on the recent and upcoming changes in Federal Minimum Wage. The Committee presented their recommendations at an open meeting in the Fall of2007. Tables 1 and 2 above show the rates planned for the respective age groups.
Tuition can be expected to increase annually around 3-5% based on cost of living increases. If additional increases take place due to renovations, gas prices, security modifications, etc. then a committee consisting of families will be established to determine those changes.
Feasibility for Parent Co-op
A parent co-op can effectively r~duce tuition for families while supporting the overall program. Providing a Tuition Reduction Option (TRO) of $50 per month may be feasible with specific duties defined by the program. A list of duties determined by the program at e~h site will be made available to families who are interested in participating. A TRO "managef' will be assigned to o~ersee that the various tasks are completed. The work completed by families will off-set program expenses, thereby supporting the overall program.
In order to put this program into place, Rainbow Riders has established a committee through the PTA Advisory Council. Parents have been asked to closely examine what jobs are feasible for families to do at a tuition savings of $50 per month. Initially, a cap will be placed on the number of families permitted to participate in the parent co-op to determine the success, participation, and impact on the programs. Some of the duties already determined as possible ways to snpport the programs are: lunch set-up, planning time aides, website manager, program cleaning "events", recycling/grounds work, and office assistants.
The parent co-op will be in place for the Fall2009 Program at both locations for a limited number of families. Annually, it will be determined if this option:is successful in supporting parents with their tuition responsibilities and with supporting the overall program's needs. Priority can be given to Virginia Tech graduate students for their participation. Rainbow Riders is looking forward to this new way of including families in our program.
Scholarship Program
Currently, the PTA Tuition Supplement Program (TSP) is available to all families who are enrolled at Rainbow Riders. The Program year is from Septembei I to Au,"USt 31 of each year. The Family-Teacher Advisory Council's Finance Committee is drafting an option to take thqllace of the TSP for the 2009-2010 school year. The PTA will continue to support the scholarship and for at least one more year, the VT COE grant will provide a small amount of funds. The PTA hosts an annual auction to raise funds for the sch6Jarship as well as other PTA activities.
It has been determined that if 5% of the children enrolled at two Rainbow Riders sites with 8 children participating at the I 0% level and 8 children participating at the 20% level, it would require an additional $18,000. Approximately $13,200 from the VT grant would be budgeted to fund the scholarship in the first year. See Table 3 for the initial draft of the scholarship options. The Finance Committee will present this proposal for families to consider. Rainbow Riders is committed to ensuring that families from a lower income level have access to the Programs. This scholarship would be made available to all families at Rainbow Riders, including the VT families.
6 • • Tbl31"flDa e.m•a ra ft 0 fShlc o ars h"•P 0.lpbons Household Size: Levell Level2 • 2 Under $30,000 $30,000- $45,000 3 Under $35,000 $35,000 - $50,000 • 4 Under $40,000 $40,000- $55,000 • 5+ Under $45,000 $45,000- $60,000 • Discount: 20% • 10% • 2 - Plan for Providing Services • 2.A Proposed Timeline: • June 2008- Receive notification from VT•; Negotiate land lease with VT Foundation and discuss options with CRC • July 2008 -Apply for Special Use Permit with the Town of Blacksburg; Begin building design October 2008 -Begin constrUction • January 2009- Request fundS for start-up • April 2009 - Begin staff recruitment July 2009- Finalize building; Furnish/supply new facility; Hire staff • August 12-21, 2009- Orient and train new staff, set up new facility and classrooms • August 24, 2009- Open new facility • August 26,2009- Begin Fall •Program at Knollwood (when Montgomery County Public Schools re-open) *If notification regarding this proposal is received in June, then the rest of the timeline should be feasible for an August, 2009 • start date. The longer this is delayed, the more difficult it will be to stay within the timeline described. Other details could • potentially delay the process but this timeline is reasonable to propose . • • Anticipated Date for Service to Begin It is estimated that the new facility will be designed, built and ready to be occupied by August 24, 2009. Many critical details • will have to fall into place sucb as negotiation of land lease, town approval, meeting building code requirements, hiring, • orienting, and training new teachers, purchasing equipment and supplies, set-up, emollment and orientation of new families . The current families, teachers,' and administration who have met at various meetings of the Family-Teacher Advisory • Council, State of the Center, staff meetings and retreats believe that this can be accomplished . • • Organizational Structure Rainbow Riders is committed to the opportunity to serve more families and recognize that the more experienced staff will • have to "spread out" throughout both facilities to ensure that program quality remains intact. In, an expansion, Rainbow • Riders will remain one organization. The planned and proposed emolhnents are outlined in Tables 1 and 2 for each site. The Knollwood site, while fully emolled now, will experience the typical turn-over for rising Kindergarteners in the Fall of each • year, thus allowing for new enrollment at both facilities. The goal will be to balance the emollment so that one site is not just • for VT families and the other just for rest of the conununity. Having access to two facilities will provide more flexibility to • Virginia Tech for enroliment, especially in subsequent years . • 2.B Program Information Full-thne programs are availab)e for infants through preschool children, Monday through Friday, 7:15am -5:45pm. Part • time morning preschool programs are available from 8:30am- 12:30 pm for children two and a half through five years of • age, following the Montgomery County Public School (MCPS) schedule. Before- and after-school programs are available for children attending kindergarten through fifth grade. Full day programs keep our school-age children engaged in a variety of • activities and field trips on days MCPS is closed, including during the summer. The center is open year-round except for the • following days: New Year's Day; Memorial Day; one week during the July 4"' holiday; one professional work day; Labor Day; two days at Thanksgiving; and one week in December during the Christmas holiday. In addition, Rainbow Riders closes • for a Professional Workday each year. This is announced each Fall on the Calendar of Events and typically falls in the Spring • for the annual state early chilcthood conference . • • • • 7 • I 2.C Plan for Recruitment and Retention of Highly Qualified Teaching Staff
Staffing a new site is the number one concern of the cnrrent staff and administration. Recruiting and retaining highly qualified teachers is the most challenging aspect to maintaining an excellent program. Teacher turnover in childcare nationally averages 40-50 percent annually, more than 60 percent with school-age childcare. Recruiting and keeping teachers who have strong educational backgrounds and experience is extremely difficult. This is mostly due to low pay, lack of benefits, and stressful work environments.
Changes in teachers can cause many difficulties for young children. They need consistent, caring adults whom they can trust to be their caregivers on a daily basis. When frequent turnover happens, quality experiences for children are greatly affected. New teachers have to get to know each child, family members, co-teachers, routines, and many different policies and procedures. The transition can cause an enormous amount of stress for children and families, not to mention the stress on the program. In 2007-2008, Rainbow ruders experienced the lowest teacher turnover for full time teachers ever, with the departure of only three teachers. Two of the three staff who left their full time positions continue to work at least part time in the program.
Rainbow ruders has created a Family-Teacher Advisory Council under our Parent-Teacher Association (PTA) that began a strategic planning process in March 2007. Goals for growth were identified as well as the need for salary increases, scholarships, and the importance of recruiting and retaining teachers who embrace our philosophy. A Personnel Committee and a Finance Committee have' emerged from the Family-Teacher Advisory Council to address these immediate concerns.
The Personnel Committee has been charged with developing a staff recruitment and retention plan. It will work with the Finance Committee to ensure that the salary scale and benefits fit into the overall budget changes. Plans will be made to attend job fairs and connect with early childhood /child development classes at New ruver Community College, Radford University and Virginia Tech.
The Finance Committee outlined a plan for a scholarship program that will provide discounted tuition based on the number of people in the household and the combined family income. This plan has been developed using the median income for a family of four residing in the Town of Blacksburg as a basis for the calculations. Teaching staff will also be able to take advantage of this scholarship in: addition to the staff discount of 25%.
Salary and benefits are critical aspects of a strong staffrecruitmentfretention plan. Even though more than 70 percent of the company's expenses are devoted to employee pay and benefits each year, paying teachers a livable wage is ahnost impossible. Teachers with a bachelor's degree in early childhood start at $8.00 per hour. This poverty level wage, typical nationally in the field of childcare, makes it extremely difficult to recruit and keep the best teachers. With the increase in the Federal Minimum Wages, the Finance Conunittee at Rainbow ruders has developed a tuition increase that will increase wages by $1.40 over two years raising the entry level for degreed teachers to $9.40. This proposal was approved in Fall, 2007. The Finance Committee is also considering alignment of staff benefits. This was outlined as a goal for the upcoming year at the Annual State of the Center Meeting in April, 2008. See Appendix 3 and 4 for salary scales and benefits. See Table I and 2 above for currentand upcoming tuition rates.
Professional development opportunities are an important component to Rainbow ruders' retention strategy. Each year, Rainbow ruders closes for a professional workday. Typically, we attend the Virginia Association for the Education of Young Children Annual Conference or the National Association for the Education ofYouog Children Conference. Some years, we have sponsored a couple of teachers to attend study tours in Reggio Emilia, Italy. This February, 27 staff attended the local early childhood conference. Thb Early Childhood Endorsement Program through the Virginia Department of Social Services is giving nine teachers an opportunity to achieve this certificate and college credit by taking Saturday morning classes. We are fortuoate that our teachers value these opportuoities and Rainbow ruders budgets each year to ensure that education and training keep teachers challenged at all levels.
After the first year, a portion of grant funds will be devoted to teacher training, recruitment, and retention. Teachers are asked to sign a new contract each year from the beginning ofFal! Program through the end of Summer Program. Teachers that meet their commitment with the Rainbow ruders receive an end-of-year bonus. Th.e teaching staff will be convened to discuss how they would like to see the funds dispersed. If based on performance, as it cnrrently works with the VT COE Grant, then the evaluation system will be revisited to ensure that it best meets current standards. Rainbow Riders is sincerely committed to reward the dedicated and talented teaching staff who work so hard to ·serve our fumilies and children.
8 2.D Family Engagement and Communication
One of the greatest strengths of the program's philosophy includes involving families as partners in their child's early education experience. This is accomplished through many different strategies. First, daily communication is essential. Building trusting relationships by documenting and sharing information regarding health, development and experiences happens every day. Individual charts and journals are written each day for infants and toddlers. Daily write-ups about the group's experiences are written for families in older age groups, two through five year olds (and school-age children during the summer months). Develop~ental, assessment portfolios are developed for all infants through preschool aged children. These include anecdotal records,' observations, work samples and pictures to illustrate children's development and progress. Families and teachers share goal~ for the child during formal conferences when the portfolio is presented to the family twice a year, informal conferences or home visits are offered two other times during the school year or whenever requested by families. These meetings give families and teachers time to talk about the child, the classroom, and ways that they can work together to best challenge and mket the needs of the child.
The "open-door policy'' for families lets parents 'know that they are welcome to be at Rainbow Riders any time. The lobby area with couches invites them to come in and make themselves at home. Teachers make special efforts by planning room socials at least once a year and by inviting families to come to share about a special family tradition, an interest or just to read a book to the classroom. Projects are also planned throughout the year asking families to share and to participate in the life of the classroom.
Rainbow Riders has a nationally irecognized PTA. The purpose of the PTA is to promote the well being of the children, families and teachers at Rainbow Riders. They plan several family activities including potluck dinners, family nights and other special events. Families arid teachers work together each year to identifY goals and projects for the upcoming year. Parent-Teacher Lecture Series are scheduled throughout the year to provide educational opportunities. Topics last year included: Children and Trauma, !Kindergarten Readiness, Developmental Delays, Positive Discipline, Working Moms and Breastfeeding, and Good Nutrition for Children.
Annually, families provide feedback to the classroom and the overall Center through written evaluations. Results are tallied, goals are determined, and information is shared at the Annual State of the Center Meeting. Also at this meeting, staff evaluation results and the Program budget and tuition increases for the upcoming year are shared. Families have opportunities to ask questions and to share their opinions.
The Family-Teacher Advisory Council provides an additional way that families can be involved with Rainbow Riders. The strategic planning and decision-making support of this Council keeps family and teacher perspectives as a driving force behind the organization as it evolves.
Governing the Center with a democratic approach, listening to families and truly respecting the culture of each family helps Rainbow Riders to achieve a cliffiate of respect and a strong sense of community. The Rainbow Riders Family Handbook in Appendix 7 outlines more about the philosophy with respect to communication and engagement of families. Our attitude and experience working with diverse'families makes Rainbow Riders an excellent choice for partnership with Virginia Tech.
2.E Responsiveness to Diversity among Families, Children and Staff
In the early stages of Rainbow Riders' development as a program serving children and families in the New River Valley, it was realized that special attention to diversity was essential to develop the trusting, caring relationships needed for a high quality program. To reflect this philosophy, a Multicultural Position Statement was crafted with families and teachers in the late I 980's. Families and teachers revisited and revised this statement just a few years ago. Virginia Tech brings such diverse families into our community. Ensuring that staff recognize and respect this diversity has been critical in building reciprocal relatiollships of mutual respect. The following is an excerpt from that Position Statement. The full statement is in Appendix 7 in the Rainbow Riders Family Handbook where examples of respect for diversity are embedded throughout the document.
Rainbow Riders is committed to creciting an environment/or children, families and teachers where each individual is valued. We strive to provide an environment in which similarities and differences are celebrated and respected. We recognize that children are aware at very young ages that color, language, getider, family makeup, and physical ability differences are connected with privilege and power. We appreciate Louise Derman-Sparks philosophy that says "children learn by observing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences. Racism, sexism and handicapism have a profowul influence on their developing sense qf selfand others.'~
At Rainbow Riders we are committed to assisting children to learn to value, to accept, and to comfortably interact with diverse people. We hope to challenge "pre-prejudice'' ln children including their "misconceptions, discomfort, fear, and rejection ofdifferences that may develop into real prejudice if parent; and teachers do not intervene" (Derman-Sparks, 1990).
9 ------
3 - Qualifications and Experience
3.A Licensure and Accreditation
In addition to meeting, and in s~me cases exceeding, all requirements by the Commonwealth of Virginia's Department of Social Services, Rainbow Riders is also accredited by the National Association for the Education of Young Children (NAEYC). Rainbow Riders is the only non•academically affiliated program in the New River Valley that has attained this level of excellence. NAEYC accreditation is a rigorous, voluntary process by which early childhood programs demonstrate that they meet national standards of excellence.
The accreditation process involyes an intensive self-study, including collection of information from families, teachers, and administrators, classroom observations, and documentation in the form of portfolios for each classroom and for the overall program. Early childhood professionals, trained by NAEYC to validate the self-study results, conduct an on·site assessment visit. An independent team of national experts independently reviews all of this information and grants or defers accreditation. Focusing on the child's experience, accreditation carefully considers all aspects of a program including health and safety, staff qualifications, training, curriculum, interactions, and physical environment. The greatest emphasis is on the children's relationships with the teaching staff and how the program helps each child grow and learn intellectually, physically, socially, and emotionally. Rainbow Riders has been accredited since 1989.
A revised accreditation system launched in December, 2006 includes more evidence-based standards that are current with the profession's knowledge of best practices. The Knollwood site achieved accreditation under the new system, January 2, 2008. The rigorous process placed enormous challenges to the staff in compiling the evidenced-based documentation taking teachers away from their classrooms. The staff and administration will continue to reflect on the new system to determine whether the process has provided the positive outcomes that the previous system afforded.
Plan for Achieving NAEYC A~creditation or Participation in Virginia Star Quality System
Rainbow Riders has been actively involved in the New River Valley Coalition for Children and Families (NRVCCF), a local organization designed to bring together agencies and advocates that share a common goal to support children and families in the community. Through the work with this group, Rainbow Riders is collaborating on a pilot project to help launch Virginia's new Quality Rating and Improvement System (QRIS) in the New River Valley. The initial phase to train Raters has already been completed. In the second phase, the development of a mentoring system to assist programs that are interested in achieving a Star Rating will be implemented. Rainbow Riders Mentor Team. has begun to develop the mentoring piece of this project. ifhe administrator, Kristi Snyder, has undergone one part of the Rater training to establish a strong understanding of what this Quality Rating System will entaiL Under the pilot program, one classroom at Rainbow Riders was 'rated' and received high remarks. Star ratings are not being given at this stage of 1he pilot program.
It is expected 1hat Rainbow RidefS will eventually pursue a Star Rating at the current facility. The new facility will likely work towards achieving this Quality Rating prior to attempting the more rigorous standards set forth in the new NAEYC Program Standards.
The expansion outlined in this proposal may very well impact Rainbow Riders current status ofNAEYC Accreditation. The NAEYC teaching staff qualification standard indicates that at least 75% of staff must meet a high level of education in early childhood education and/or experience in an accredited program. When expanding to a new fucility, the more experienced and highly qualified teachers will spread out across both fucilities to ensure that quality is sustained in both programs. The staff qualification standard alone :makes it difficult for many programs to achieve accreditation under the new system. It may take several years before both programs are fully staffed with highly qualified teachers.
Teacher-to-Child Ratios
The teacher-to-child ratios at Rainbow' Riders follow the recommendations from NAEYC Accreditation and exceed the standards required by the Commonwealth of Virginia.
At Rainbow Riders: Virginia Department o(Social Services Standards: Infants 1:3 Infants 1:4 Toddlers 1:4 Toddlers 1 :5 Two's 1:5 Two's 1:8 Three's 1:8 Three's 1:10 Four's/Five's 1:9 Four's/Fives 1:10 Schoolers (K-1) 1:12 Schoo1ers (5-8yrs) 1:18 Schoolers (2-5"') 1:15 Schoolers (9-12) 1:20
10 3.B Administration and Teaching Staff
Rainbow Riders has been successful in its efforts to cultivate a skilled, caring, and professional team of teachers. The program views its teachers as the key to creating high quality child care. Recruiting and retaining well-educated, experienced teachers is a high priority. Low compensation in the childcare field makes achieving this priority a challenge. A chart showing the full time retention rates is shown below (See Figure I). Rainbow Riders invests a great deal of effort to create an environment where teachers feel supported, challenged, and encouraged professionally. A primary goal from this partnership is to increase the retention by providing additional resources focused at compensating the teaching staff at Rainbow Riders.
Years Employed at Rainbow Riders
~ 7~~-c~T7~~~~~~~~~ .:: 6 ~2¥c~2+ "'(,) "' 5~~~g ~ 4~~ 0 3 jll!l Number of Teachers j '- 2 .c"' 1 E 0 z"
Years Teaching at Rainbow Riders
Figure 1
Rainbow Riders' Mentor Team, ,established in 1994, supports new teachers in their critical first year. The Mentor Team consists of experienced teachers :who possess the commitment and desire to go "above and beyond" the normal workday, striving to make Rainbow Rideci a positive environment for everyone. The Mentor Team also works with other programs in the community to provide training and/or mentoring. This team leads Center-wide projects and consults about specific center issues.
The teaclting staff is assisted finimcially and logistically to continue their education by attending conferences, workshops, and college level classes. They are encouraged to take responsibility for identifYing professional development goals and seeking specific training in areas identified for growth. Currently, there are 18 teachers and administrators at Rainbow Riders with a Bachelors Degree or Associates Degree in Child Development or a related field and one with a Masters Degree in Child and Family Studies. Nine full-time teachers are currently working on the Early Childhood Endorsement Program developed by Virginia Department of Social Services in collabomtion with the Virginia Community College System. An additional seven teachers are part time and are currently students pursuing their degrees.
The Administrative Team at Rainbow Riders works together to provide leadership to all elements of the program. Four of the five members of this team have earned at least a bachelor's degree in Child Development or a related field and have a combined experience of more than 65 years at Rainbow Riders. A team approach has helped the organization to keep teachers challenged and encourages retention. Monthly staff meetings and annual staff retreats provide opportunities for training, team building, committee work, and individual classroom goal setting. Annual Center evaluations by teaching staff allow administrators and teacherl to identify and improve in specific areas. Teachers are evaluated at least once annually. The teacher evaluation process gathers multiple sources of evidence including: observations, self-evaluation, peer evaluations, parent feedback, and the development of an individualized training plan.
The owner and administrator of Rainbow Riders, Kristi Snyder, began work at the center in !987 when she was in high school. That experience was the impetus for her education in the field of early childhood education. After graduating from Virginia Tech with a B.S. in Family and Child Development, she served as center director for three years. In 1996, she acquired ownership of the facility. With experience at all levels and as a parent of two children in the program, Kristi Snyder provides support, experience, Jmowledge, theory, and vision as she democratically leads with a high level of expectations. She provides leadership, is highly involved in severn! professional organizations and has recently been re-appointed by Governor Kaine to serve a second four-year term on the Virginia Child Day Care Council. Please see resume (Appendix 5).
11 ------
3.C The Philosophy of Rainbow Riders
Rainbow Riders is inspired by the Reggio Emilia Approach to early childhood education. Through an ongoing collaborative process, families, teachers, and children have contributed the ideas towards these images we embrace: Our Image ofthe Child We view children as strong, competent, and active learners. We value their artistic, creative endeavors and believe that they deserve sincere encouragementifrom the adults in their lives. We respect children by listening, observing, and interacting as they work to constrnct theories ~bout their world. We share in children's excitement as they learn to solve problems and live in a community. We recognize':children's need to learn and their right to reach their fullest potential. Our Image ofthe Family We value families as partners in their child's experience at Rainbow Riders. Recognizing that each family has traditions and values that are unique, we encol!rage them to share their cultures. This enables us to celebrate each child and his or her family. We believe that families are the center of the child's life and therefore the best resource and support system. Our collaboration requires ongoing communication between families as we share ideas, methods, and values. We strongly encourage participation in the various opportunities available throughout their family's experience in our community. Our Image ofthe Teacher We view teachers as lifelong learners, risk takers, and collaborators with co-teachers, families, and children. Teachers must provide safe, healthy environments, and loving, nurturing interactions with creative and challenging opportunities for every child. We respect families, teachers, and children as partners as we spend our days together growing and learning from each other. Teachers must possess certain dispositions including: careful listening abilities; tactful communication skills; an enjoyment of children; a good sense of humor; common sense; and the ability to multi-task. In our work with young children, a professional attitude and commitment help create a positive work enviroument. This in turn benefits everyone in our program. The Role ofEnvironment We believe that the environment is a critical component to a successful experience in our program. It must be clean, safe, child-centered, and aestheticallyiinviting. The space should also offer challenges and choices that stimulate children to think and to solve problems. When th~ children, families, and teachers feel a sense of ownership and of belonging to the space, it results in a higher level of involvement. This may be accomplished by creating a comfortable, home-like enviromnent reflecting the history of the program, as well as current children, families, and teachers. The Role ofDocumentation Documentation is our window into the children's perspectives and experiences. From one angle, it is able to reflect what the child sees. From another, it opens up our view to the environment, curriculum, and relationships. The written words capture the moment, allowing children to revisit the experience, and to give insight to the teachers for future planning. For families, documentation provides an in-depth view into the children's days and experiences. It illustrates learning, growth, socialization, and cognitive epiphanies as they occur. The Role ofCurriculum We believe that the curriculum provides a path for learning to take place. In relationship with documentation, it becomes a guide for focusing on the interest~ that emerge from the children. This allows teachers to celebrate individuals and to provide a stimulating curriculum for all. 'It communicates to families about their child's interests as they evolve, and it reflects the classroom community.
3.D References:
Elena Serrano and Todd Distler Heidi and Kevin Gilmore
Lisa and David McNair Audrey and Allen McElroy
12 4 - Features of Partnership with Virginia Tech
Rainbow Riders welcomes the opportunity to partoer with Virginia Tech and will be happy to indicate the affiliation on literature, website and brochures. Rainbow Riders will work as liaison with Virginia Tech to assure that the interests of Virginia Tech are considered .. VT related research projects and student interns have been involved in our program for many years. We welcome any possibilities that will facilitate student learning about child development, best practices and the field of early childhood education. Some of Rainbow Riders' most experienced teachers started as interns. They are considered critical to our recruitment process and we strive to ensure that students have a positive experience at Rainbow Riders.
As mentioned above, the PTA 'and the Family-Teacher Advisory Council work together to support the overall vision and mission of Rainbow Riders. Growth into a new facility will provide a new challenge that our families and teachers continue to discuss so that it happens in the most successful way possible.
Rainbow Riders remains active in the community by advocating for early childhood/child care issues. Involvement in the New River Valley Coalition for Children and Families (NRVCFF) is one way that this is achieved. This collaborative group has defined its mission and hop,es to work together to positively impact children and their families in this community.
Recently, Rainbow Riders was contacted by a local childcare center fur training. In their director's words, "These teachers are just babysitting." Twelve members of our mentor team provided a half-day training to address primary concerns with regard to classroom environment and curriculum. A morning ofteam-building activities, training, and individual classroom mentoring ended with hugs of thanks and exchanging of information for futnre support. It is the desire of the Rainbow Riders Mentor Team to provide' on-going mentoring to local providers and to expand this work to other programs through the QRIS Demonstration Pilot. Approximately $8,000 has recently been designated for this project by the Virginia Early Childhood Foundation but local funding is needed to sustain this project.
This proposal provides a unique opportunity for Rainbow Riders' growth in the community. Willingness for futnre expansion will be measured by the success of this partnership. Finding ways to assist local providers to improve quality, for example, through mentoring initiatives may be another way for VT impact the childcare crisis in this community in the short term. Other suggestions include reiostating an early childhood program at VT so that a workforce is being developed and the creation of an endowment within the VT Foundation that may provide resources to fund early childhood initiatives in the futnre.
Funds Requested:
Plans will be to devote around $50,000 per year to recruit, retain and provide training to teachers. Annual teacher bonuses will be a primary way this is achieved after initial start up costs are covered. These will be given at the end of the school year, encouraging the completion ofthe full contract year. Arouod $20,000 will be budgeted to continue developing the scholarship program. Finally, funds will be devoted to make an impact on the facilities budget to enable a sustainable business model where teachers and families can both afford to work.
Opening a new facility responsible for the care and education of an additional 200 infants through school·age children is an enormous uodertaking that Rainbow Riders considers very seriously. We have the highest regard for our families whom we view as partners in our learning community. With the financial challenges to pay teachers adequately and to keep tuition affordable we recognize this opportunity as a way to make our organization stronger and more sustainable while meeting Virginia Tech's goals to increase :quality childcare.
Funds requests: J!ll'luary 2009: $50,000 July 2009: $50,000 Augnst 2010: $100,000 August2011: $100,000 August2012: $100,000 August 2013: $100,000
13 7 ·Small, Women-Owned and Minority-Owned Business (SWAM) Utilization:
Rainbow Riders Childcare Inc. is a small, woman-owned, corporation owned by Kristi W. Snyder and is certified by the Virginia Department of Minority Business Enterprise (#665036). Rainbow Riders has employed one female sub-contractor over the past nine years for music curriculum.
It is likely that Snyder & Asso~iates General Contractor will be employed to build the new facility if this proposal is awarded. They provide services when special maintenance projects are necessary at the Knol!wood site. They are SWAM Certified (#S-6502) and their office assistant will assist Rainbow lliders in preparing statistical reporting if requested.
Conclusion
Rainbow Riders is enthusiastic about the opportunity to serve more children and families through a partnership with Virginia Tech and its affiliate corporations. Our history and reputation in the community make us the ideal organization to expand child daycare services convenient to Virginia Tech. As reported in the Advance-VT 2004 Childcare Surveys, "A childcare center is a fundamental need at any college or university and is a marker for the quality of the institution. If Virginia Tech truly wants to be considered student -and family friendly and a model employer, it should ensure that a top-notch childcare facility is available and accessible to the whole university." We believe that we can accomplish the goals outlined in this proposal in keeping with our high standards for quality care and education. We are confident that supporting the Virginia Tech faculty, staff, graduate students, and employees of its affiliated corporations through this partnership will have a direct and positive impact on recruitment, retention, and job satisfaction within the Virginia Tech community. We look forward to the opportunity to work together to serve the children and families of the university community.
14 RFP 645328A GENERAL INFORMATION FORM
QUESTIONS: All inquiries for info~ation regarding this solicitation should be directed to: W. Thomas Kaloupek, Phone: (540) 231-6221, e-mail: [email protected].
DUE DATE: Sealed Proposals will he received until May 1, 2008, at 3:00PM Failure to submit proposals to the correct location by the designated date and hour will result in disqualification.
ADDRESS: Proposals should be rllailed or hand delivered to: Virginia Polytechnic Institute And State University (Virginia Tech), Purchasing Department, 270 Southgate Center (0333), Blacksburg, Virginia 24061. Reference the Opening Date and Hour, and RFP Number in the lower left corner of the r~tum envelope or pacKage.
In compliance with this Request For: Proposal and to all the conditions imposed therein and hereby incorporated by reference, the undersigned offers and agrees to furnish the services in accordance with the attached signed proposal and as mutually agreed upon by subsequent negotiation.
TYPE OF BUSINESS: (Please check all applicable classifications)
Large.
~ Small business - An independently owned and operated business which, together with affiliates, has 250 or fewer employees or average annual gross receipts of$10 million or less averaged over the previous three years. Department of Minority Business Enterprise (D:MBE) certified women~owned ahd minority·owned business shall also be considered small business when they have received DMBE small business certification.
_}__ Women~owned business:_ A business concern that is at ieast 51% owned by one or more women who are U.S. citizens or legal resident aliens, or in the case of a corporation, partnership, or limited liability company or other entity, at least 51% of the equity ownership interest is owned by one or more Women who are citizens of the United States or non~citizens who are in full compliance with the United States immigration law, and both the management and daily business operations are controlled by one or more women who are U. S. citizens or legal resident aliens. ·
Minority~owned business- A business concern that is at least 51% owned by one or more minority individuals (see Section 2.2M 1401, Code of Virginia) or in the case of a oorporation, partnership, or limited liability company or other entity, at least 51% of the equity ownership interest in the corporation, partnership, or limited liability company or other entity is owned by one or more minority individuals and both the management and daily business operations are controlled by one or more minority individuals.
COMPANY INFORMATION/SIGNATURE: In compliance with this Request For Proposal and to all the conditions imposed therein and hereby incorporated by reference, the underSigned offers and agrees to furnish the services in accordance with the attached signed proposal and as mutually agreed upon by subsequent negotiation.
FULL LEGAL NAME (PRINT) FEDERAL TAXPAYER NUMBER (ID#) (Company name as it appears with' your Federal Taxpayer
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BUSINESS NAME/DBA NAMEffA NAME FEDERALTAXPAYERNUMBER (If different than the Full Legal Name) (lf different than ID# above) R.evi'"' bow R\ de.rs
BILLING NAME FEDERAL TAXPAYER NUMBER (Company name as it appears on yOur invoice) Of different than ID# above) t<..oJ (\ b {l VJ Q.; {UA""' Cvl '; I t\c.o.Yt. L'e-V~T€¥
PURCHASE ORDER ADDRESS · PAYMENT ADDRESS 30'7 N. kr\oliwood. br, S CONTACT NAMEffiTLE (PRINT) SIGNATURE (IN INK) DATE K~" \9ft Sny d.tr /A Clmi n\s-Jn::cfv,..- o/l;r. a'i{ E-MAIL ADDRESS 'TELEPHONE NUMBER TOLL FREE TELEPHONE NUMBER FAX NUMBER TO RECEIVE ro..\,..,"';:.W [email protected] i, njo. L-o 'V\ 15 ------ Appendix 1 The Reggio Emilia Approach to Early Childhood Education Recognized for their exemplary infant-toddler and preschool centers (Newsweek, 1991 ), the early childhood programs in Reggio Emilia, Italy have inspired the Programs at Rainbow Riders. Delegates from around the world including several people from Rainbow Riders, have visited Reggio Emilia to better understand the approach and to find ways to adapt and to reinvent this philosophy. Rainbow Riders values the underlying principles of this approach where children, families and teachers collaborate, discover fllany "languages" of expression and co-construct knowledge together in a beautiful, aesthetic environment. A deep level ofrespect for children drive the citizens of Reggio to devote a substantial portion of their city's budget to help fund the schools. This respect is mirrored throughout the programs as children are celebrated and given a voice. Some of the key elements of the Reggio Emilia Approach include the following. * An emergent curriculum is negotiated and reflective of the interests of the children. Children develop theories, test them, and construct their own knowledge and understanding. They play with "intent". The role of the teacher is to listen with eyes, ears, and hearts in order to truly understand the children's questions and interests. The teachers, with other important members of the school and farllilies, collaborate to determine the focus of the projects, the materials, and the community support and involvement. * Children are engaged in in-depth studies of concepts, ideas, and interests. These topics arise within the group throughout their playful experiences. Teachers help children make decisions about the direction of the study, ways to research it, and ways to represent it. * "The child has a hundred languages ... " (Loris Malaguzzi) with which they express their thoughts, feelings and understandings. It is recoguiz~d that children have multiple intelligences and should have multiple ways to communicate and represent themselves. Some damples include: art, construction, drama, music, puppetry, and shadow play. * The community of the school involves a great deal of collaboration between children, teachers and families. Decisions are negotiated about the curricuiun'! and projects. Time for meetings are allotted each day for teachers and frequently for families. Instead of the individual parent-teacher conferences, mostly small family group conferences are held. This allows families to understand their child in relation to the other children in the group. Much emphasis is placed on a social constructivist approach to le~ing. * Teachers are considered researchers and learners with the children. They act as guides and resources to children as they build and test theories. Teachers listen, observe, and document children's work. They provoke, co-construct, stimulate thinking, and support peer relationships. Teachers devote time for reflection about their work and share with co-teachers and families. * Documentation of children'swnrk serves many purposes in the early childhood programs. Most importantly, it is viewed as a tool in the learning process for children. Pictures, dialogue, and the many forms of representation by children are used to understand, to revisit, and to communicate what is being explored. * A great deal of attention is given to the school's environment. It is considered the "third teacher". It is aesthetically beautiful with many plants, natUral light sources, and documentation displayed. Commons spaces for dramatic play and assembly areas, similar to the I\Rlian piazzas where children and families can come together, are available. 16 Appendix2 Rainbow Riders Childcare Center Tuition Information March 1. 2008 Monthly Semi-Monthly Wh'ite Room (infants) $625.00 $312.'50 Orange & Maroon (toddlers) $615.00 $307.50 Blue, Yellow (2's & 3's) $595.00 $297.50 Red, Green (4's & 5's) $575.00 $287.50 Indigo (3-5's full time) $575.00 $287.50 Violet/Jade Room (P.T. preschool)$315.00 $157.50 After School Only $290.00 $145.00 Before and After $315.00 $157.50 Before School Only $65.00 $32.50 Summer Camp 2008 WEEKLY: $115.00 1. Tuition payments may be made either monthly (on the 1st of the month) OR semi-monthly (on the 1st and 16th of the month). 2. You should add a $5.00 late fee to any payments made after the 4th or 19th of each month. Weekly payments accepted for school-age summer camps only. 3. Please pay by check, money order, or exact cash. We cannot make change. A $12 charge is due on any returned checks. 4. Please use the memo line to. indicate your child's name. If you pay for more than one child on your check, include the amount to apply to each child's account. 5. There are no reductions in :fees for days missed for sick or vacation time. 6. Tuition increases at the start of each Fall Program. 7. SCHOOL-AGE FAMILIES:, There are no additional charges for teacher work days, early dismissals, or delayed openings. There are no additional charges for snow days up to 5 days per school year. All children enrolled in the school-age programs will be charged $10 per day on the 6th snow day unless you opt for your child to not attend any snow days. In this case, families should notify administration at the beginning of the school year so we can plan accordingly. . 8. PART TIME PRESCHOOL 'FAMILIES will be reimbursed on the 6th day it closes due to inclement weather determined by Montgomery County Public School. This includes full days closed as well as the two hour delayed openings when the Violet and Jade Rooms must be closed. 9. If Rainbow Riders closes due to snow, there are no refunds or credits. 10. REGISTRATION FEES: Registration fees are due annually. Each spring, families will be required to register for the Summer and Fall Programs. The registration fees for Infants through Green Room are $20.00 for the Summer Program and $30.00 for the Fall Program. For our school-age programs, Summer Camp registration fee is $30.00 and Before and/or After-School is $20. These fees allow us to replenish our art and teaching supplies. 17 • I I Appendix 2 (continued) Rainbow Riders Childcare Center Tuition Information March 1, 2009 Monthly Semi-Monthly White Room (infants) $655.00 $327.50 Orange & Maroon (toddlers) $645.00 $322.50 Blue, Yellow (2's & 3's) $620.00 $310.00 Red, Green (4's & 5's) $600.00 $300.00 Indigo (3-5's full time) $600.00 $300.00 Violet/Jade Room {P.T. preschool)$325.00 $162.50 I' After School Only $305.00 $152.50 Before and After $330.00 $165.00 Before School Only $75.00 $37.50 Summer Camp 2009 WEEKLY: $125.00 1. Tuition payments may be made either monthly (on the 1st of the month) OR semi-monthly (on the 1st and 16th of the month). 2. You should add a $5.00 late fee to any payments made after the 4th or 19th of each month. Weekly payments accepted for school-age sumtner camps only. 3. Please pay by check, money order, or exact cash. We cannot make change. A $12 charge is due on any returned checks. 4. Please use the memo line to indicate your child's name. If you pay for more than one child on your check, include the amount to apply to each child's account. 5. There are no reductions in fees for days missed for sick or vacation time. 6. Tuition increases at the start of each Fall Program. 7. SCHOOL-AGE FAMILIES:. There are no additional charges for teacher work days, early dismissals, or delayed openings. There are no additihnal charges for snow days up to 5 days per school year. All children enrolled in the school-age programs will be charged $10 per day on the 6th snow day unless you opt for your child to not attend any snow days. In this case, famiHes should notify administration at the beginning of the school year so we can plan accordingly. B. PART TIME PRESCHOOL FAMILIES will be reimbursed on the 6'h day it closes due to inclement weather determined by Montgomery County Public School. This includes fu\1 days closed as well as the two hour delayed openings when the Violet and Jade Rooms must be closed. 9. If Rainbow Riders closes due to snow, there are no refunds or credits. 10. REGISTRATION FEES: Registration fees are due annually. Each spring, families will be required to register for the Summer and Fall Programs. The registration fees for Infants through Green Room are $20.00 for the Summer Program and $30.00 for the Fall Program. For our school-age programs, Summer Camp registration fee is $30.00 and Before and/or After-School is $20. These fees allow us to replenish our art and teaching supplies. 18 Appendix 3 Salary Scale Effective 07/01/08 Substitute Teacher: Varied hours as needed; some experience working with children. Base Pay July 24, 2007 July 24, 2008 July 24, 2009 Minimum Wage: $5.85 $6.55 $7.25 Associate Teacher: Part time; some experience working with children; no benefits. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 ... 7.00 7.25 7.50 7.75 8.00 8.25 ... Assistant Teacher! Experience in group programs; has taken courses toward B.A. or B.S.; full time with benefits. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 7.70 7.95 8.20 8.45 8.70 8.95 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12... 9.20 9.45 9.70 9.95 10.20 10.45 ... Teacher: B.A. or B.S.'in Early Childhood Education; B.A. or B.S. in a related field and exact ~perience; Associate degree in related field; full time with benefits. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 8.70 8.95 9.20 9.45 9.70 9.95 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12... 10.20 10.45 10.70 10.95 11.20 11.45 ... Mentor Teacher: Teacher or Assistant Teacher who chooses to participate on Mentor Team, received positive remarks on annual evaluation, and possesses the professional attitude and commitment to the field of early childhood and to Rainbow Riders. Raise upon joining team: $.50 If Mentor resigns from Mentor team $.50 raise is forfeited on the ______.. ______appropriate date. _ Administrative: B.A. :or B.S. in Early Childhood Education or related field; experience in the field; if fulltime, pay rate converted to salary. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 9.70 9.95 10.20 10.45 10.70 10.95 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12... 11.20 11.45 11.70 11.95 12.20 12.45 ... ------Teachers with a higher level of degree or experience may start in a level above Levell at the discretion of the director upon hire and within respect to co-teachers. Teachers whose performance with the 'bonus evaluation' score in the top 25% will receive a $.50 raise instead of $.25 at their annual raise date. 19 ------ Appendix 3 (continued) Salary Scale Effective 07/01/09 Substitute Teacher: Varied hours as needed; some experience wor.king with children. Base Pay J'uly 24, 2007 J'uly 24, 2008 July 24, 2009 Minimum Wage: $5.85 $6.55 $7.25 Associate Teacher: Part time; some experience working with children; no benefits. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 ... 7.70 7.95 8.20 8.45 8.70 8.95 ... Assistant Teacher: Experience in group programs; has taken courses toward B.A. or B.S.; full time with benefits. Level 1 Level 2 Level 3 Level4 Level 5 Level 6 8.40 8.65 8.90 9.15 9.40 9.65 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12 ... 9.90 10.15 10.40 10.65 10.90 11.15 ... Teacher: B.A. or B.S: in Early Childhood Education; B.A. or B.S. in a related field and exact experience; Associate degree in related field; full time with benefits. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 9.40 9.65 9.90 10.15 10.40 10.65 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12 ... 10.90 11.15 11.40 11.65 11.90 12.15 ... Mentor Teacher: Teacher or Assistant Teacher who chooses to participate on Mentor Team, received positive remarks on annual evaluation, and possesses the professional attitude and commitment to the field of early childhood and to Rainbow Riders. Raise upon joining,team: $.50 If Mentor-resigns from Mentor team $.50 raise is forfeited on the appropriate date. Administrative: B.A.': or B.S. in Early Childhood Education or related field; experience in the field; if fulltime, pay rate converted to salary. Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 10.40 10.65 10.90 11.15 11.40 11.65 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12... 11.90 12.15 12.40 12.65 12.90 13.15 ... Teachers with a higher level of degree or experience may start in a level above Level I at the discretion of the director upon hire and within respect to co-teachers. Teachers whose perfonnance with the 'bonus evaluation' score in the top 25% will receive a $.50 raise instead of$.25 at their annual raise date. 20 ------~ ------ Appendix 4 Benefits at Rainbow Riders 1) Paid leave: Accrued Time: All full time employees will accrue one half day (4 hours) of sick/personal leave per month. After 5 years of employment, full time employees will accrue one day (8 hours) of sick/personal-leave per month. All part time staff accrue sick leave pro-rated based on the number of hours worked. During the first year of employment, accrued time is to be used as sick leave only. This may include doctor's appointments and sick children. After one year of employment, staff may use accrued time as sick or personal leave. If staff are employe~ for over one year, they will be paid for any accrued time unused when they leave. Snow Days: During the snow season, if Rainbow Riders closes early, opens late or closes all day, staff will be paid up to 16 hours. iSee details in Staff Handbook. Holidays: RR will be closed for the following holidays: New Year's Day, Memorial Day, Labor Day, 2 days for Thanksgiving. After 2 years of employment, full time staff are paid for these holidays. The Center is also dosed during the week of the 4'" of July and during the week of December 25. Full time staff who have been employed for one year are paid for the week of December 25 (5 days). This is one week of paid vacation. ' 2) Medical Benefits: Rainbow Riders offers health insurance to full time employees. Rainbow Riders pays 50% of the highest premium while the other half is taken out of each paycheck before taxes. If it is a family plan, additional spouse or child coverage, the employee is responsible for the premium of all other dependents. Please see the administrator within 1 month of employment or before open enrollment, June 1, to be eligible for this plan. Dental insurance is available to all full or part time staff that are planning to be employed for the upcoming year. Rainbow Riders pays for half and the other half is taken out of each paycheck before taxes are deducted. Supplemental insur~nce is also available to all full or part time staff. See the administrator for more information about the medical benefits .. 3) Retirement Plan: . A Simple IRA retirement plan is available to full time staff. In order to be eligible, staff must have earned at least $5000 in the current;year and expect to earn at least $5000 in the next year. Rainbow Riders will match the employee contribution up to 3%. This deduction is also made from each paycheck before taxes are deducted. New enrollees can apply in November of each year to begin January 1 of the coming year. 4) Subsidized Child Care: . Full time staff with y6ung children may have priority to get a space for their child in the program and will • receive a 25% discount. This amount is deducted from each paycheck before taxes . • 5) Educational Benefits: Staff participate in Parent's Day/Night's Out to help raise funds to attend educational opportunities such as the Virginia Association for Early Childhood Education's Annual Conference. The Center may close for a professional workday in so that everyone can attend. A variety of other workshops or training opportunities are available including the local early childhood association conference. Notices about trainings are posted in the staff room. In addition, teachers are welcome to discuss any training opportunity of interest and decisions will be made based on affordability and timing. Teachers are strongly encouraged to attend training events to stay well informed about the best praCtices in early childhood education. Most often, teachers will be paid for their time and possibly for travel and food depending on the current school's budget. Teachers working on their degree in early childhood should talk to the administrator about state scholarships and other opportunities to assist with completion of a degree. When teachers obtain an endorsement or higher degree professiomllly, they will be compensated appropriately according to the Salary Scale. 6) Supplies: Each room may spend up to $10 per pay period on supplies and be reimbursed. Wish lists are given several times a year for teachers to request supplies and materials to be purchased for their group. Keeping a good supply of materials and keeping the classrooms inviting and safe may require special purchases. Ask the administrator if your classroom has any special requests. 22 Appendix 5 Kristi Wall Snyder • 22 • t Professional Affiliations • 23 I • ill i Appendix 6 206 Airport Road Blacksburg, VA 24060 September 18, 2007 Rainbow Riders 307 N Knollwood Dr Blacksburg, VA 24060 To Whom It May Conc;ern: It is my great pleasure to write a letter of support for Rainbow Riders. My son, Jon Henry, has attended Rainbow Riders for almost three years and my younger son, Paul Wyatt, has been there for approximately three months. In this entire time, Rainbow Riders has provided outstanding, high quality day care services to both of my children and established a loving, caring community of support for us as parents too. I highly urge you to consider awarding the grant to Rainbow Riders for several rea~ons. First and foremost, the center fosters a warm, nurturing, learning environment for children. Most importantly, both of my children love Rainbow Riders and are happy to go to school and when they are picked up. When I peek through the windows to watch them in their classrooms, they are almost always laughing and happy. As a parent, I appreciate that the center is based on the Reggio Emilia method. So, my children can explore their interests and are also exposed to music and art lessons, even my p month old infant. The center is aesthetically pleasing and welcoming - with bright colors and children's art displayed throughout the center. I I At Rainbow Riders, the teachers obviously love their jobs and love working with children. Happy teachers help make happy kids! When our children get sick, they are sincerely concerned. And when our children learn something new or try something new, they !are excited alongside of my husband and me and are so happy to share the news with us. Overall, the center encourages parent involvement with a yearly "graduation," parent-teacher meetings, regular "family nights" for families to get to know parents of their children's friends, an active Parent-Teacher Association, and opportunities for parents to help the center and/or teache~s. Rainbow Riders also welcomes parent input into the curricula, center, etc. I with meetings such as "the state of the center meeting." These are all extremely important to me because this center offers the most important service in the world to me - caring for my children - and I want to know everything I can about where they spend so much time. As you know, this past year has seen its share of tragedies in Blacksburg. During each event, the center responded expeditiously to ensure the children were safe and protected (both physically and emotionally) and communicate with parents about what is going on (either through email or through phone calls). Afterwards, they also sent out information on how to deal with the events and even group counseling sessions - which was extremely thoughtful. The way that Rainbow Riders dealt with the events reassured me that my children were in the safest place po'ssible and that the center could work quickly and well as a team and create a sense of trust for parents. 24 ' Finally, Kristi Snyder is an outstanding administrator and director of Rainbow ' Riders. Everything seems to run so smoothly at Rainbow Riders! There is no • doubt in my mind that she would successfully follow-through with any project she committed to, including this grant. She has a calm demeanor, yet can • handle difficult situations (such as the events that took place this last year in • Blacksburg). She clearly has a great relationship with the teachers and staff and • plays a central role in' promoting a positive workplace. Even with her busy • schedule, she always lhas time to say, "hello," and smile . • I have been completely impressed with Rainbow Riders. Outside of with my • husband and me, I honestly feel that my children are in the best care possible . Rainbow Riders is more than just a "center" - it is a "community." • Please feel free to contact me anytime at or ' (home) with any questions. ' ' Thank you, ' Elena L. Serrano ' Parent and ' Assistant Professor ' Human Nutrition, Foods, & Exercise Virginia Tech 'I I 25 • • Appendix 7 • • Rainbow Riders Family Handbook I I A Message From the Administrator Dear Families, We are excited to have you join our Rainbow Riders community! This handbook will give you some general information about our program's philosophies including the policies designed for the safety and ,~ell-being of our children ~nd families. Rainbow Riders ope;ned its doors in 1986 by Lynn and Scott Hill, offering full time care for infants through fifth graders. Accreditation was first achieved in 1989 as Rainbow Riders made a strong commitment to families in our community. In 1996, I "adopted" Rainbow Riders from the Hill's, keeping in tact the strong philosophy of which I had experienced as teacher and director for many years. In 1999, we moved into our new building. It was designed with a great deal of collaboration from teachers, families, other professionals, and with influence from Re;ggio Emilia, Italy. Rainbow Riders is very proud of our National Accreditation through the National Association for the Education of Young Children (NAEYC). Accreditation is awarded to only about 7% of early childhood programs in the country. ~is achievement indicates that our high quality, early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional and intellectual development of young chil&en. More information re;garding accreditation is available at naeyc.org. Many of our teachi~g staff are active participants in professional training offered in Virginia as well as across the country. It i$ a high priority for our teachers at Rainbow Riders to be well informed of the best practices in working with young children and their families. The Re;ggio Emilia Approach to early childhood education has inspired us. This philosophy, practiced in their infant/toddler and preschool programs in Northern Italy; is world renown for their excellence in the field. Annually, we ask families and teaching staff to evaluate our Program. This feedback is critical to our growth and development as an organization. We hold a State of the Center meeting to reflect on the past year's accomplishments, to share results from family and teaching staff questionnaires, and to set goals for the upcoming year: We always welcome your suggestions and ideas throughout the year as we work together to make Rainbow Riders a special place for your child to thrive. I look forward to w6rking with you and your child. The more ways your family can be involved in your child's experience at R~inbow Riders, the more successful it will be. We are honored that you have chosen Rainbow Riders for your child's early education program. If I can ever be of any assistance to you, my door is always open. Sincerely, Kristi W. Snyder 26 OUR PURPOSE AND PHILOSOPHY The purpose of Rainbow Riders Childcare Center is to provide a healthy, secure, nurturing and creative environment for children ages six weeks through twelve years. We believe that children learn best through playful learning experiences. Our philosophy of considering and meeting the needs of each child as an individual is accomplished through professional teaching techniques and programs, creative curriculum planning, and the utilization of various community facilitieS. Our goal is to provide positive learning experiences and to help create lifelong learners in both the children and teacHers at Rainbow Riders. We place an emphasis on making our environment a happy place. Children are encouraged to try new ideas at their own stage of developmerit. We strive to ensure that each child feels happy, relaxed, worthy, and respected. Feeling good about oneself ana other people is an important outcome of an early childhood experience. With an influence from the Reggio Emilia Approach to early childhood education, we have reexamined our perceptions of children, families, teachers, curriculum, documentation and environment. Through an ongoing collaborative process, famili.J, teachers and children contributed ideas towards these images. Our Image of the Child · We view children as hrong, competent and active learners. We value their artistic, creative endeavors and believe that they deserve sintere encouragement from the adults in their lives. We respect children by listening, observing and interacting as they work to construct theories about our world. We share in children's excitement as they learn to solve problems and to live in a community. We recognize children's need to learn and their right to reach their fullest potential. · Our Image of the Family We value families asipartners in their child's experience at Rainbow Riders. Recognizing that each family has traditions and values that are unique, we encourage families to share their culture. This enables us to celebrate each child and their family. We believe that families are the center of the child's life and therefore the best resource and support system. Our collaboration requires ongoing communication between families as we share ideas, methods, and values. We strongly encourage participation by families in many capacities. Our Image of the Teacher We view teachers as lifelong learners, risk takers and collaborators with co-teachers, families and children. Teachers must provide safe, ihealthy environments and loving, nurturing interactions with creative and challenging opportunities for every child, We respect families, teachers and children as partners as we spend our days together growing and learning from each other. Teachers must possess certain dispositions that include: careful listening, tactful communicating, enjoyment of children, good sense of humor, common sense and the ability to multi-task. In our work with young children, professional attitude and commitment encourages a positive work environment that benefits everyone in our Program. The Role of Environment We believe the ~nvironment is a critical component to a successful experience in our Program. It must be clean, safe, chilo-centered, and aesthetically inviting. The space should also offer challenges and choices that stimulate children to think and solve problems. When the children, families and teachers feel a sense of ownership arid belonging to the space, it results in a higher level of involvement. This may be accomplished by creating a comfortable, homey environment that reflects the history of the program, as well as current families and teachers. The Role of Documentation i Documentation is our window into the children's perspectives and experiences. From one angle, it is able to reflect what the child sees. ,From another, it opens up our view to the environment, curriculum and relationships. The written words capture the moment, allowing children to revisit the experience and gives insight to the teachers for future planning. For families, documentation provides an in-depth view into the children's days and experiences. It illustrates learning, growth, isocialization, and cognitive epiphanies that occur. The Role of Curriculum We believe the curriculum provides a path for learning to take place. In relationship with documentation, it becomes a guide for focusing on the interests that emerge from the children. This allows teachers to celebrate individuals and to provide a stimulating curriculum for all. It communicates to families about their child's interests as they evolve, and reflects the classroom community. Most importantly, the children are CHERISHED and LOVED!! 27 ----~------~------ Admission Prior to admission we ask that you take a tour of the center. All required forms must be completed and registration fees paid before your child can be officially accepted into the program. During your tour, the director will share information about our Program's overall philosophy, including curriculum goals and objectives, discipline and guidance, as well as ways your family can be involved in the program. If you prefer that a translator is present for the tour, a family-teacher conference, or other program event, I please let the director know. We will do our best to ensure that this is made available. I Payment of Fees All fees are due oh the 1" and/or the 16'h of the month. Please pay by check or exact cash (no change will be made). Payments may be placed in the tuition basket that is located in the main lobby or designated areas in the sthool-age/preschool rooms. A $12.00 charge will be made for returned checks. There are no fee reducticins for days missed. Please refer to our tuition information sheet for updated rates and details. Hours and Days of Operation Rainbow Riders CHildcare Center operates from 7:15am - 5:45pm, Monday through Friday. The Center closes for one full' week in the summer during the Fourth of July holiday and one week between Christmas and New Year's (specific dates announced annually). The part time morning preschool programs are open from 8:30- 12:30 Monday through Friday operating on the Montgomery County Public School calendar. Other days we are closed throughout the year include Labor Day, Thanksgiving (2 days), New Year's Day and Memorial Day. We will also be closed at least one day each year for a professional work day (date wi II be announced annually). General Daily Schedule ; In the White Room,' our infants' schedules vary based on each child's needs. When families enroll their infant, it is important to share with the teachers the child's typical schedule so that we can follow it as best we can. In the toddler through preschooler groups the daily schedule is similar to the following (please see your child's teachers for the exact schedule for their group): 7:15- 7:30 Children are dropped off in the infant or toddler group until 7:30 when other staff arrive 7:30- 9:15 Morning center choices 9:15 - 9:45 Morning s~ack offered; Bathroom or diapering 9:45 - 10:15 Morning centers continued 10:15- 10:45 Clean-up ahd circle time 10:45 - 11:30 Outside play 11:30- 12:00 Lunch · 12:00 - 12:30 Bathroom :or diapering; Quiet choices 12:30- 2:30 Rest time; 2:30- 3:15 Wake up; Bathroom or diapering; Afternoon snack 3:15-4:30 Afternoon centers; Clean-up; Circle time 4:30-5:45 Outside play; quiet inside choices; pick-up . ' Family Communication and Involvement We feel that families are our most valuable resource. Your input and communication with us ore vital. Along with our com~itment to communicating with you, we encourage families to share something about yourself with the children. Sharing your profession or hobby, going on a field trip, reading a book or eating lunch with your child are just a few ways for families to be involved. We are very grateful for your time and your child will feel special, too. Families can also watch their child's daily activities by playing in 28 the classroom or watching through the one-way mirrors. Anytime you have thoughts, suggestions or ideas, please feel free to express them to your child's teacher. If you need to get a message to your child's teacher during the day, please call (951-3636). We are happy to give them messages or if it is possible, for them to take your call. Family members are welcome visitors in the program at !Ill times. Custodial parents or guardians are allowed to be at the Center unless a court order is on file at tHe Center. We hope you will f~el comfortable in sharing any information with us about issues affecting your home life (e.g.- moving, ne~ sibling soon to be born, death in the family, etc). When we are informed, we can better understand and care for your child. We hope to build strong, trusting relationships with our families, as we know this leads to a more successful experience for your child. The teachers and administration are always bvailable to listen to concerns or to answer questions. We will make every effort to resolve any problems tliat may occur. We are committed to respecting your family and will keep your child's records and issues pertaining to your child and family confidential. Especially during family-teacher conferences, we want to ensure clear communication with you. Rainbow Riders will gladly provide a translator in your family's preferred language. Please contact the administrator. We have a nationally recognized PTA at Rainbow Riders. The PTA plans several family activities, including potluck dinners, family nights and other special events. The purpose of the PTA is to promote the well being of the children,,families and teachers at Rainbow Riders. Organizational Chart An organizational thart, which is posted in the main building lobby across from the computers,lists the organizational respons'ibilities of the administration. The administrator handles all financial issues and can answer questions regarding payments and statements. The administrator also can help with any questions or concerns that you may have during your child's experience in the Program. The directors are available to assist with the' day-to-day operation and specifically can assist families with their child's records or any concerns or questions they may have. Please see the chart in the lobby for a detailed description. ' When Difficulties or Differences Arise We take our work lvith your family very seriously and understand that we must be open and willing to learn and to accept critkism. Your child's best interest is our number one goal. If at any time you feel concerned about your child's experience in the Program, please share it with us. Your child's teacher should typically be your first contact with a concern. We expect that our teachers will do their best to listen and to respond appropriately to your concerns. One of the administrative team members can also talk with you on the phone or in person. ; Annually, we have family questionnaires that will give you an opportunity to share your ideas for improvement or to share ypur compliments. This information helps us to grow as teachers and overall as an organization. In the past, imany great things have come from the suggestions made by families. Committees or advisory cpmmittees have been formed in the past to take on particular issues. Again, we value this as an opportunity to learn and grow so that we may better serve our community of children, families and teachers at Rainbow Riders. Absent /Late Children We are always concerned when someone is absent. Please let us know when your child is going to be out, whether due to illness or other reasons. It is important that we know if your child is ill so that we can post a sign with symptoms,or confirmed diagnoses. If your child will be arriving later than 10:00am, please call and let us know so that we can get an accurate lunch count. 29 • I I I Drop Off and Pick Up Each day upon arrival, please bring your child into the Center and make sure that the teacher in I charge is aware of his/he~ arrival. A director is always on-duty. If you need assistance, check in one of I the two offices in the front lobby. There is a brochure available in the lobby called "So Many Goodbyes" I that is published by NAEYC that may help you to plan successful transitions. Never drop your child off in I I the parking lot. To ensure his or her safety, walk in the building together and make contact with his or her teacher. ' I In the evening at pick up time, be sure to talk to your child's teacher. They will be able to share • information about the day:s activities. It is very important to let your child's teacher know that he or she is leaving so the teacher din mark his or her name off the daily cross-off list. Rainbow Riders closes at • 5:45 and teachers are not; paid past this time. If you are later than 5:45, you will receive an "OOPS!" note. l The late fee is $1.00 per tninute and is paid by the family directly to the teacher who stays late with your • child. We appreciate you~ respect to our closing time as teachers have families, other jobs or l responsibilities after work hours. If you have not arrived by closing time at 5:45 you may go to the front office to find your child. Please remember the "OOPS!" note policy. If you have not arrived by 5:50, we will attempt to call parents l first then the two emerg~ncy contacts listed on your child's file. l Written or verbal I notice must be given to your child's teacher if someone else will pick them up. If they are not on the designated list, then the person may be asked to show identification. Written notice must include the person's ,full name, date and time of pick up. If you call to tell us about someone else coming, we may call you b'1ck to verify the information. Always be especially careful in our parking lot when dropping off and picking up. There are a lot of little people coming in and out of our buildings and we all want to ensure their safety. Please be sure that your children stay close to you when you're near the parking lot. It is a great time to teach parking lot safety and the dangers of motor vehicles. Please, never leave your vehicle running while you come inside to pick up and be sure not to leave your child in the vehicle unattended. The Virginia Department of Social Services can investigate for neglect if a child is left unattended in a car. Inclement Weather We try to avoid dosing our Center due to inclement weather. However, we may need to close if there is a power outage o~ if conditions are particularly treacherous. We often have teachers that live outside of Blacksburg. Opening on-time is dependent on appropriate numbers of staff being able to get to Rainbow Riders safely. Our decision to open late or close is based on local weather forecasts, feedback from local authorities on ~cad conditions, and the decisions of other schools in our area. If the closing occurs during the day, yo~ will be informed by phone and/or through email. Closings or delayed openings are announced by 6:00AM on our answering machine at Rainbow Riders. You may also check NBC TV or WVTF, 89.1 FM but we recommend you call Rainbow Riders first whenever in doubt before heading out. For Elementary School Frimilies: Rainbow Riders will be open and ready for your child if Montgomery County Schools (MCPS): 1. Has a delayed opening (we will transport the children to school) 2. Closes midday (we will transport the children from school) 3. Closes all day for snow or teacher workdays. There are no additional charges for these days up to five days. On the 6'h day, all children enrolled in the school-age programs will be charged $10 per day. The only exception to this rule is if you opt out of all inclement weather days for the school year and indicate this to the administrator at the beginning of the schoo,l year in August. For Morning Preschool Families: 30 Rainbow Riders Morning Preschool Programs (Violet and Jade Rooms) will be closed when MCPS is closed. When MCPS is one, hour delayed, Morning Preschool will open at 9:30 (one hour delayed). When MCPS is opening on a two-hour delay, Morning Preschool will be closed. Families will be reimbursed on the 6'h day it closes due to inclement weather (determined by MCPS). This includes full days closed as well as the two hour delayed openings when the Violet and Jade Rooms must be closed. Program Activities The daily program for children will provide experiences which promote growth, well-being and age appropriate development of fine and gross motor skills, language skills, literacy skills, cognitive skills, social and emotional skills, positi~e self concept, curiosity, interest and exploration, music and art. A daily schedule will be posted in each classroom. This flexible schedule will give families an overview of their child's d~y. The children have an opportunity to play outside twice a day except in inclement weather. We recognize that outdoor activity builds muscles, improves coordination and keeps our children healthy and happy. · Food Policy Two snacks and a riutritious lunch will be provided for all children. Because we do not serve breakfast children should 'have breakfast before arriving at Rainbow Riders. Our meals and snacks will provide opportunities for ~hildren to learn to eat and to enjoy a variety of foods. We will not serve "junk food" or empty calorie foops. If your child is vegetarian, has food allergies, or does not eat a certain kind of food, please inform the' teachers and send an appropriate substitute. Any food items brought from I home must be labeled with the date and child's full name. Please ensure that the menu replacement matches our menu as closely as possible so that we are working together to follow USDA nutritional guidelines (these guidelinek are provided in the back of this handbook). Families must prov,ide infant formula/ breast milk and baby food for their children until they are able to eat the foods provided by our kitchen. The family should leave written instructions on the child's chart each morning. Bottles should be brought from home, labeled with your child's name or initials, and stored in the refrigerator: in the room. Uneaten foods or unused bottles must be taken home at the end of each day. USDA Food Guidelines are attached. Rest Periods There is a Center-~ide rest time each day from 12:30-2:30 for all full time programs (except infants). The children nap: on individual cots with sheets provided by Rainbow Riders. If your child wishes to bring a favorite naptim~ blanket or toys from home, please put it in his or her basket. During rest time, the Center is quiet. Pleas~ refrain from dropping off or picking up your child during this time. Clothing Please keep at least two season appropriate and complete change of clothing for your child in his or her basket. We ask that during summer months, children be dressed in comfortable clothing that is suitable for mud and water play. In the winter, we require that children have a pair of gloves or mittens, a hat or hood, and a coat everyday. We will make every effort to go outside every day, weather permitting. Items Needed from Home ~ A blanket (please take home on Fridays to wash) ~ A soft rest toy (if, desired) ~ A toothbrush if yciur child is in the Yellow, Red, Indigo and Green Rooms ~ At least two full c~mplete changes of clothes that are well fitting and weather appropriate ~ A change of shoes, that are weather appropriate ~ A family photo 31 ' Toys and Items from Home Rainbow Riders has a policy that war toys, weapons, superheroes etc, are not appropriate in our setting. These inhibit creativity and promote violence and power struggles among children. We want an environment that stimulates growth through imagination, creativity and individuality. Toys and other items that may present negative' stereotypes, i.e. Barbie, GI Joe, should also remain at home. Books, games and items that are relevant to jthe curriculum are always welcome. These items should be able to fit in your child's basket. This will help children to be responsible for their own belongings. At an appropriate time, these toys may be made aJailable and then returned to their basket. Please label the toys with your child's name. ' Field Trips/Transportation ~olicies Rainbow Riqers utilizes four 15-passenger vans to take field trips and transport school age children to and from schools. The yehicles are equipped with seat belts and children will be required to wear them. Children under six years of age must ride in a car seat or booster seat. Forms will be posted in advance and families must sign a permission form before children may go on field trips. Our young children may take field trips about four times a year. These may include the pumpkin patch, the farm, grocery store, fire station or other interest ~reas. Each vehicle used to transport children has a cell phone so that we are able to communicate directly when groups are on a field trip. Each van is also equipped with first-aid supplies and one person with first-aid/CPR must be present on the field trip. Rainbow Riders has four vans so that if there is a problem with one vehicle, there is another one that can be used. Birthday Parties Birthdays can be an important celebration for children and we would like to help each child feel special on their day. Plea~e keep in mind the following guidelines to ensure a safe and successful party: -¢- If you plan to bring in an edible treat, please limit your choices to something that can be served at afternoon snack without a great deal of preparation. Also, check with the teachers in case any children in the group have allergies or food restrictions. We don't want to leave anyone out. -¢- If you plan to bring in treat bags, we ask that they be small. These will be sent home with the children at the end of the day. Please make sure that the contents are appropriate for the age of the children in thEi group. Be sure that the contents do not pose a choking hazard (i.e. hard candy, gum). Also, please; remember that war toys or those that encourage violence are not acceptable. You are always welcome to join us for these celebrations. If your family does not celebrate birthdays, please let us know. Documentation and Assessmbnt of Child Progress While your child is in their classroom, teachers are observing and recording their learning experiences. This documentation serves many purposes including daily communication through charts, journals, or daily write-up~. It includes anecdotal observations during particular experiences such as a cooking projects, dramatic play or block building. These notes may also serve as a means to communicate daily experiences in the classroom. In addition, some observations that occur throughout the day may represent examples of your child's develop and growth in a particular domain. Areas that teachers will document for your child's 'portfolio include: cognitive, social-emotional, fine motor, large motor, science, math, technology, language, literacy, art, and music. In our assessment: process, we will include a variety of methods to gather evidence of learning including observations, reference to checklists, audiotaping and on occasion, we may also use videotaping. We will make every effort to not be intrusive to children's play as we gather information. However, when assessing particular skill areas, it may be necessary to set up a particular activity or to pose questions that provide specific informati,'m to assess children's understanding. 32 The data collected is used to inform weekly curriculum planning in addition to communicating to families and to document child progress. Our insights from observations can help to determine interests and developmental or social needs that can be woven into the weekly curriculum plans. Following children's interests emphasizes that, we respect their ideas and puts teachers in a role to facilitate learning in a most I meaningful way. Opportunities are available in classrooms through daily journals or in a family information area that includes a spaceifor families to add their ideas about children's interests or to give curriculum suggestions. Fine-tuning our curriculum, adapting our teaching practices and the classroom environment are ways that teachers respo~d to reflect the children's diverse interests, needs and intent. The curriculum may also be responsive to !nclude ideas from families. Child assessmentsjcan also influence program improvement and may also be used when necessary to help identify developmentbl concerns in addition to its primary goal to inform families about our perspectives on their chilcl's progress and goals. Conferences Each classroom at !Rainbow Riders (except our school-age programs) will plan two informal and two formal conferences for each child enrolled. Informal conferences provide all families the opportunity to approach their child's teachers with any questions and/or concerns regarding their child. Some classrooms prefer to conduct one of the two informal conferences as a home visit. These are optional for families but we find that it bridges the relationships between children, teachers and families. During our formal, or "Me-Book", conferences, feachers will come prepared to meet with families about their child's development. Families will be presented!with anecdotal notes and pictures that are evidence of cognitive, social emotional, and overall development. Teachers and families will both have an opportunity to set individual goals for children during the Me-Book conference. In addition to this conference, if families have any particular concerns or goals far their child throughout the year, please talk to your teachers. We want to make every effort to work together to ensure your child's success. . Informal conferences are held for families each Fall and Spring, or if children change classrooms at other transitional times. Tftese conferences will be held within the first three months of being in the new group. Formal conferences are held twice a year, typically in January and July. These dates will vary for the part time preschool p~ograms and for children who move to a new group throughout the school year. I I I Home Visits Home visits offer 'a special connection time for children to share their favorite "home things" that we so often hear about. Children may want their teacher to see their room or toys, pets, and siblings. We really treasure this opportunity to enhance our relationship with you and your child. Home visits will be offered at informal conference times and are optional for families. Transition to New Groups ! Children will moveiup to new age groups as enrollment space allows. Typically, transitions happen in I August, January, March and June. When children are considered for a move to the next group, we first look at age, then development and peer relationships. Administrators will discuss the moving opportunities with teachers to get their input and then teachers will talk to families. Teachers share information about each child through a form "Transition Information About ... " as well as through verbal conversations to ensure that children will have a positive transition from one group to the next. Changes that affect children are discussed with families before decisions are made. Inclusion 1 Rainbow Riders serves as a site for the Montgomery County Public Schools Preschool Inclusion Program. Children who ha~e been identified with special needs may attend Rainbow Riders through this program. They may have an aide who works directly with them and may receive therapy or special services 33 in the classroom. Rainbow Riders fully supports inclusion as it benefits the child with special needs as well as the whole classroom community. The children learn a great deal from each other as they grow and learn together. When concerns ab~ut children's development or. behavior are identified, appropriate steps will be taken to ensure that developmental screenings and assessments are arranged. Families will be involved from the beginning through informal conversations and meetings held with the teacher, director and the family to discuss observations. From this meeting, the next steps are determined. Sometimes this includes additional observations or; strategies and common goals set for the child. All information remains confidential with the excdption of the professionals that are involved in the process. If it is determined that a formal developmental screening is needed, the family is given information about the options. Those include starting with the dhild;s pediatrician, an assessment by Montgomery County Public Schools (children over three) or Community !Services- Early Intervention (children under three) or private agencies or professionals. Observatidns and assessments are conducted. Teachers may share information with designated professionals/agencies after the family gives written consent. Teachers, in cooperation with the family and appropriat~ professionals develop an individualized plan to best meet the child's needs. These Individual Educational Plans (IEP) and Individual Family Support Plans (IFSP) are kept in the child's file at Rainbow Riders. Suspected Child Abuse All childcare pers~nnel are required by the laws of the Commonwealth of Virginia to report any suspected cases of child dbuse or neglect. Any suspicions will be reported to the administrator and the proper steps will be taken' to protect the children in our care. ! Management of Behavior/Positive Guidance Expected behavior of children will be on their individual developmental level. We will make every effort to set limits and gJidelines that are appropriate and understandable. Teachers will work with children individually to help' them learn pro-social behavior and conflict management skills. In the event that? teacher is uncomfortable with a child in a particular situation, she will make a point of talking carefully with the child about the situation and then will help to redirect the child to a more appropriate activity. 1 At the end of each day, the teacher may discuss any problem behaviors with the family and together they Will devise a method of dealing with future problems. At no time will any physical punishment or disciplinary, action be administered to a child's body. "Time-out" is not used as a method of discipline. However, consequencesI logical to the situation are appropriate. This may include children having time away from friends, helping to fix the problem or working with friends to solve the situation. Termination of Enrollment i In the event that termination of enrollment is necessary, the family shall give Rainbow Riders at I least two week's notice b~fore the termination of the contract. The family is responsible for all fees through the end of that ti.vo-week period. In the event that Rainbow Riders does not feel that they are able to meet the needs of a particular child, the Center will give the family at least two weeks notice to 1 allow ample time to make ~ther arrangements. Infection Control Policy It is inevitable that children will get sick, no matter where they are.' As children begin to have contact with the world outside that of their own families, they come in contact with germs and bacteria that are foreign to their bodies. This is the way that they build immunities. We cannot, nor would we want to shield a child completely from the outside world. If we did, the natural immunities a child gains through contact with others would not develop and a simple cold could become a serious illness. We do, however, want to protect children from an unusually high exposure to germs all at once. 34 In a childcare setting, the illness of one child can spread rapidly through the group to other children and staff members if stringent measures are not taken. For this reason, th~ staff at Rainbow Riders will take constant precautions to prevent the spread of disease. Many common childhood diseases are contagious and can be spread in many ways. Careful hand washing by staff and children can eliminate approximately 75'Yo of the risk of spreading illnesses. Other precautions include separating sick children from those who are well, taking extra precautions with diapered or toilet training :children and working to maintain sanitary conditions throughout the Center. You, the family, can help us in our efforts to keep your children healthy. We ask your cooperation in the following ways: 1. Children will be sc~eened for symptoms of communicable disease upon entering the Center each morning. The screening wi II be a brief throat check, eye check and informal temperature check. The morning health check will be done by trained staff and based upon symptoms as outlined by several local physiCians. Parents should remain with their child during the check. 2. Any time a parent questions whether or not their child is well enough to attend the Center they should call. 3. Tylenol, Motrin, and other fever reducing medicines will be given only if the child is teething or has had a recent immunization. 4. Anytime a child has been diagnosed with a communicable disease the family should notify the Center so that we tan' take measures against further spread of the disease. 5. Each family will be!osked to submit a detailed medical update on their child with specific information related to the care of their child while he or she is at Rainbow Riders. This must be updated throughout your child's enrollment as immunizations are given and physical exams ore performed. . 6. State regulations ~equire that families notify the center within 24 hours or the next business day after their child or any member of the immediate household has developed any communicable disease, as defined by the State Board of Health", except for life threatening diseases which must be reported immediately. " To see the list of communicable diseases according to the State Board of Health, ask in the Director's office. · Medical Reports Section 22.1-271.2 of the Code of Virginia requires that documentation of all immunizations received be obtained prior to each child's admission to a childcare center. Each child shall have a physical examination prior to admi~sion or within a one-month period after admission. The schedules for examination prior to admission for different age groups ore listed below: 1. Within two months prior to admission for children six months of age or younger. 2. Within three mont,hs prior to admission for children aged seven to 18 months. 3. Within six months jprior to admission for children aged 19-24 months. 4. Within 12 months prior to admission for children aged two to five years. 5. Within two years prior to admission for children aged six years and older. Updated information on immunizations received shall be obtained once every six months for children under the age of two years. Updated information on immunizations received shall be obtained once between each child's fourth and fifth birthdays. We will remind you when updates are due. When a child is overdue for any routine health services, parents or legal guardians must provide evidence of an appointment for those services before ;the child's entry into the program and as a condition of remaining enrolled in the program, except for any immunization for which parents are using a religious exemption. Health examinations that indicat~ abnormal results will require a follow-up appointment. Please keep Rainbow 35 Riders informed about the results and if measures are to be taken in the Program to best meet your child's needs. If a child becomes sick with a vaccine-preventable disease to which children are susceptible in the program, the child will be excluded promptly and until doctors give written notification that they may return to a group setting. Families exposed will be notified immediately with signs posted on room doors. When children enrdlied at Rainbow Riders have any special health needs such as allergies or chronic illnesses (e.g., asthma, hearing or vision impairments, feeding needs, neuromuscular conditions, urinary or other ongoing health problems, seizures, diabetes), an individualized health care plan is prepared in consultation with family m~mbers and specialists involved in the child's care and kept at the Center. Sick Children If a child has signs ior symptoms of a communicable disease or has been diagnosed with a communicable disease, arrahgements will be made for the child to leave the Center as soon as possible. You are responsible for picking~'UP your sick child as soon as possible once the Center has called to alert you of an illness. Sick children will be separated from the classroom and will stay in the office with a member of administration. If Your Child Has Been Sent Home From Rainbow Riders: 1. The! child may not return until he or she has been vomit, diarrhea and fever free for at least 24 hours without medication. 2. The child may not return to Rainbow Riders. until he or she has been on an antibiotic for :at' least 24 hours, or has a written statement from the doctor stating that the chi I~ is not contagious. (This applies to children with bronchitis, strep throat, pne~monia, etc.) 3. Wifh impetigo, he or she may not return to the Center until all lesions have dried and a note from their physician advises return (usually three to five days). 4. With chickenpox, he or she may not return to the Center until all pox have dried and no new pox have erupted (usually seven to ten days). 5. With head lice, he or she may not return to the Center until they have had one medicated shampoo and is found to be "nit free" by a member of administration. 6. With pink eye (conjunctivitis), he or she may not return until 24 hours after the first medical treatment. Medication Prescription and nonprescription medication can be given to a child only with written authorization from the parent or legal g~ardian AND as prescribed or as recommended in writing or by another direct communication with a licenSed health care provider for a specific child. All medication should be labeled with the child's first and l~st name, the name of the medication, name of clinician, expiration date, the manufacturer's instructioris or the original prescription label that details the name and strength of the medication as well as the ~irections on administering and storing, and the dosage amount and the time(s) to be given. Medication should be in the original container. Never add medicin.~ to your child's baby bottle. All medication will be stored in a locked cabinet and/or refrigerator. Medication must be taken home after 10 working days or a new form must be filled out. Tylenol or other fev~r reducing medicines may not be given to a child except for teething or relief from a recent immune-ization. Rainbow Riders will safely dispose of medications not taken home after the designated time period of time. Emergency Medical Treatment All parents must sign a form authorizing Rainbow Riders Childcare Center to transport your child to Montgomery Regional Hospital and to allow emergency medical treatment if it is deemed necessary. Families will be notified if; this action is taken. 36 Sunscreen/Diaper Ointment /Insect Repellent We ask that all families fill out an "Authorization to Apply Sunscreen" form allowing Rainbow Riders teachers to apply sunscreen to your child before going outside in the afternoons during the summer months. We ask that you put sunscreen on in the mornings before coming to Rainbow Riders (except for infants under six months old). "Authorization to Apply Diaper Ointment" forms are also available if your child will need diaper ointment while at Rainbow Riders. Please fill out the form and bring in the ointment labeled with your child's name. Teachers will J.irite on their daily information chart when it is applied and any reactions that i were observed. We do not keep or apply insect repellent to children. If you feel that your child will need insect repellent, it will be your responsibility to apply it. If public health authorities recommend the use of insect repellents due to a high risk of insect-borne disease, only repellents containing DEET will be used, and these will only be applied onjchildren older than two months. Staff will apply insect repellent no more than once a day and only with written permission from parents or legal guardians. 37 ,, Emergency Preparedness Plan Rainbow Riders Childcare Center 307 N. Knollwood Dr. Blacksburg, VA 24060 Van drivers must always keep cell phones on when off-site. Police, Fire and Rescue-Arhbulance: 911 Van #1 cell - Emergency - 911 Van #2 cell 1 Non-emergency Dispatch~ Van #3 cell Non-emergency Rescue- Non-emergency Fire - Fire Chief Cell - Fire Code Official Cell - Poison Control- Health Department- Center emergency officer: Kristi Snyder Back-up officer: Gail Olinger All staff, substitutes and :student interns at Rainbow Riders are informed about the Emergency Preparedness Plan during their initial orientation. In addition, the plan is in all staff and family handbooks. The plan wi II be reviewed bnd updated annually before the start of the Fall Program. Procedures in Case of an Emergency ' 38 f' i' 39 ' • 41 Rainbow Riders Multicultural Position Statement Rainbow Riders is committed to creating an environment for children, families and teachers where each individual is valued. We strive to provide an environment in which similarities and differences are celebrated and respected. We recognize that children are aware at very young ages that color, languag~. gender, family makeup, and physical ability differences are connected I with privilege and power! We appreciate Louise Derman-Sparks philosophy that says "children learn by observing the differences' and similarities among people and by absorbing the spoken and unspoken messages about those differences. Racism, sexism and handicapism have a profound I influence on their developing sense of self and others." At Rainbow Riders wJ are committed to assisting children to learn to value, to accept, and to comfortably interact with diverse people. We hope to challenge "pre-prejudice" in children including their "misconceptions, discomfort, fear, and rejection of differences that may develop into real prejudice if parents and teachers do not intervene" (Derman-Sparks, 1990). As stated in the Code of Ethical Conduct prepared by the Ethics Committee of the National Association for the Edudation of Young Children through whom we have received our national accreditation: "We shal1 not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their race, religion, sex, :national origin, or the status, behavior, or beliefs of their parents." At Rainbow Riders wei will create an environment that deliberately contrasts the prevailing biased messages of the ~ider society by: • Providing toys, materials, and activities that reflect diverse images. These will include gender roles (inciLding men and women in nontraditional roles), racial and cultural backgrounds (including people of color in leadership positions), capabilities (people with disabilities doing hctivities familiar to children), and family life styles (varieties of family compositions and 6ctivities). • Enforcing a "no-bGIIying/teasing" rule helping children to respect differences and understand that a person's identity is never an acceptable reason for teasing or rejecting them. ' • Initiating discussions and experiences that build self-identity and teach the value of differences among people. We will talk positively about each child's characteristics, family and cultural herithge, home-language and involve families in this process. • Respectfully listehing to and answering children's questions about themselves and others. I • Assisting children in learning to recognize and resist stereotypes and biases. I • Involving children in taking action on issues relevant to their lives. • Providing transla~ors in families' preferred language to ensure full participation in the Program. Our practices will no tJoubt grow and change during our journey as educators. Our commitment to providing an environment where social injustice is not tolerated will not change. We welcome all voices as we celebrate and value the individuals in our community. At Rainbow Riders we will strive to reach our ultimate goal in our work with young children, the development of each child to their fullest potential. Derman-Sparks, Louise and the A.B.C. Task Force. (1989). Anti bias Curriculum: Tools for Empowering Young Children. NAEYC. Washington, D.C. 42 ' ,I The Reggio Emilia Approafh to Early Childhood Education I I Recognized for their ex~mplary infant-toddler and preschool centers (Newsweek, 1991), the early childhood program~ in Reggio Emilia, Italy have inspired our Program at Rainbow Riders. Delegates from around ithe world including several people from RR, have visited Reggio ·to better understand the approadh and to find ways to adapt and to reinvent their school's philosophy. We value the underlying prif/ciples of this approach where children, families and teachers collaborate, discover many "languages" of expression and co-construct knowledge together in a beautiful, aesthetic environme':\t. A deep level of respect for children drive the citizens of Reggio to devote a substantial 'portion of their city's budget to help fund the schools. This respect is mirrored throughout the programs as children are celebrated and given a voice. Some of the key ; elements of the Reggio Emilia Approach include: * An emergent curriculum is negotiated and reflective of the interests of the children. Children develop theori~s. test them and construct their own knowledge and understanding. They I play with "intent". The ~ole of the teacher is to listen with their eyes, ears and hearts in order to truly understand the!children's questions and interests. The teachers, with other important members of the schopl and families, collaborate to determine the focus of the projects, the materials, the community support and involvement. .. Children are engaged in in-depth studies of concepts, ideas and interests. These topics arise within the group throughout their playful experiences. Teachers help children make decisions about theI direction of the study, ways to research it, and ways to represent it. * "The child has' a hundred languages ... " (Loris Malaguzzi) with which they express their thoughts, feelings and understandings.I It is recognized that children have multiple intelligences I and should have multi pi~ ways to communicate and represent themselves. Some examples include: art, 'construction, drama, music, puppetry; and shadow play. I * The community of the school involves a great deal of collaboration between children teachers and families: Decisions are negotiated about the curriculum and projects. Time for meetings are allotted each day for teachers and frequently for families. Instead of the individual parent teather conferences, mostly small family group conferences are held. This allows families to understand their child in relation to the other children in the group. Much emphasis is placed on a social constructivist approach to learning. I * Teachers are co'nsidered researchers and learners with the children. They act as a guide and resource to childr~n as they build and test theories. Teachers listen, observe and document children's work. They ~rovoke, co-construct, stimulate thinking and support peer relationships. Teachers devote timeifor reflection about their work and share with co-teachers and families. * Documentation of' children's work serves many purposes in the early childhood programs. ' Most importantly, it is ~iewed as a tool in the learning process for children. Pictures, dialogue and the many forms o~ representation by children are used to understand, to revisit and to . communicate what is being explored. * A great deal of ;attention is given to the school's environment. It is considered the third teacher. It is aest~etically beautiful with many plants, natural light sources and displayed documentation. Commons spaces for dramatic play and assembly areas, similar to the Italian piazzas where' children and families can come together, are available. 43 How Do Children Learn? Children Learn Through Play. Play is what they do best and enjoy most. For children, play is their work. Play fosters total development and should be integrated into everything they do. Children Learn By Doing. Children learn through active involvement with concrete objects. They need many firsthand experiences with real things, such as science experiments, construction, art projects, dramatic play, and fieldtrips. Children Learn Through Their Senses. Children learn by seeing, hearing, touching, tasting and smelling. Think of each of the senses as a pathwaY to the brain: the more senses or pathways involved, the more likely learning will occur. Sensory learning also emphasizes the need for a variety of media and materials to stimulate children's senses. Children Learn Through Limguage. Children need to talk about their experiences and to verbalize what they are thinking. Teachers can foster language by describing what they are doing, labeling objects, clarifying children's thoughts, asking questions, and answering the child's questions. Children Learn By Mov1ng. Children seem to be in constant motion. They have a limited attention span and cannot learn by sitting quietly pushing a pencil. Direct their energy with whole body experiences where they can move and use their : hands, feet, heads and bodies to learn. Children Learn By Being Motivated. Motivation is the key ingredient to learning. Interesting materials and a stimulating environment will spark children's curiosity and inspire them to learn. Pleasing families, teachers, praise and other ' personal reasons further motivate children to learn. Ch1'ldren Learn On Their Own Level. Assess each child's background and skills so you build on their past experiences. If activities are too easy, children will be bored, but if they are too difficult, children will be frustrated. Break down difficult activities into sinal! steps so each child can succeed and move from simple to more complex activities. Children Learn Through Enc~uragement and Reinforcement. •Nothing succeeds like success." Positive experiences and praise encourage children tp learn more while building their confidence. Give children constant reinforcement with i smiles, pats, and verbal encouragement. Children Learn Through Imitation. Children learn by observing others and then imitating what they see and hear. Children also imitate' values and attitudes that they see in families, teachers, and peers. Children Learn Through Rep~tition. Children build knowledge through repetition and through accumulated experience. The amount of time that is spent on activities is another significant factor in learning. Children Learn By Experimenting. Children need the freedom to experiment, explore, try things out, and to make choices. Since they lehrn through trial and error, accept their mistakes and offer feedback and support. ·Children Learn Through Exposure. Children are like sponges, learning more in the preschool years than any other period. They need to be stimulated with a wide variety of materials, activities, and subject matter. Children Learn Through Inteqacting With Friends. It is amazing how much children learn through talking, watching, and playing with friends, siblings; and others. Peer teaching is a meaningful way of learning that should not be overlooked. Ch1ldren Learn In a Positive Environment. Children need to feel loved, safe, and secure in order to learn. An atmosphere of warmth /md acceptance is much more conducive than one that is competitive and threatening. Children Learn When Their Physical Needs Are Met. Children who are hungry, sleepy, or under stress will have a difficult time learni~g. Make sure children receive good nutrition, proper rest, and emotional support. Children Learn Through Wholeness. Learning is not isolated, but should be connected and integrated in all areas of the curriculum. Learning should, also focus on the whole child by meeting their physical, social, emotional and intellectual ' needs. When the above guidelines are followed, children will become independent learners who are excited about school and I are enthusiastic about learning. They will have a strong foundation, confidence in their abilities, and lifelong skills that ' will help them continue to learn. Jean R. Feldman, Ph.D. (!99t)!A Survival Guide for the Preschool Teacher. West Nyack, New York: The Center for Applied Research in Education (pages 11-12). 44 Teachable Moments: A Healthy Foundation for Young Children's Learning About Bodies, Babies and Birth Our Philosophy and Gokls. WE BELIEVE THAT SEXU~LITY: * Is a positive and fundamental part of human existence and affects all aspects of our lives I * Is basic to who we are as male or female persons * Is a natural part of us from birth to death WE BELIEVE THAT CHILDREN: * Begin learning about sexuality as soon as they are born and wi II continue to learn throughout their lives ' * Learn about sexuality through their interactions with the total environment * Learn from how pebple touch them and talk with them. and perceive societal expectations * Learn early attitudes and values about sexuality that affect future feelings and behaviors * Are naturally curidus about how their bodies look and work, about how male and female bodies differ, and about Where babies come from * Trust and communicate with adults who are open and honest with them * Are more vulnerab:le to exploitation and abuse when they do not have age-appropriate information about sexuality · WE BELIEVE THAT FAMILIES are their children's most important teachers. I WE BELIEVE THAT EARJY CHILDHOOD TEACHERS can be a positive influence in children's learning about sexuality, assisting families in their role as their child's most important caregivers and teachers. It is our GOAL that YOU~G CHILDREN IN OUR PROGRAM WILL: * Learn that it's okdy to talk about sexuality and ask questions about it * Develop positive feelings' about their own bodies, including the sexual parts * Feel good about tryemselves' as male or female persons and be aware of their full human potential regardless of their gender * Understand their body has rights and responsibilities, i.e., that each person has the right to determine who will touch his/her body, particularly the sexual parts "Teachable moments" are kituations that naturally arise where an adult may take the opportunity to address a particular issue. OurPolicv Because of ou~ philosophy and goals regarding young children's learning about sexuality, the staff at Rainbow Riders 111ill implement the following procedures regarding: TOUCHING ! * Provide good nurturing touch when appropriate for a child's growth, through hugs, shoulder squeezes, hand holding, cheek-kissing * Discourage inappro~riate touching of staff by a child through gently interrupting such touch and calmly explaining guidelines for touching others, using accurate terminology * Discourage inappropriate touching of children by other children through gently interrupting such touch and calmly explaining guidelines for touching others, using accurate terminology * Prohibit staff from: inappropriate touching of children * Teach children thai their bodies belong to them and each person has the right to decide who can touch his or 45 her body * Teach children that the sexual parts of their body are private BOY /GIRL EQUITY * Give boys and girls equal access and equal encouragement to use every resource in the classroom (books, toys, equipment, games, doll~. dress-up) i * Offer boys and girls equal opportunities to participate in all activities (helping "tasks", teams, groupings) * Adopt a no-tolerance pblicy regarding ·bullying" or teasing especially on the basis of gender * Respond to behaviors, ~motions, and language fn the same way regardless of the sex of the child * Use gender as the basi's for grouping children no more frequently than other categories for grouping I * Emphasize the potential for any person to fulfill any occupational or family role except for the four gender- specific abilities of breast feeding, giving birth, becoming pregnant, or impregnating * Use gender inclusive l~nguage ("firefighter" versus "fireman", "people do" versus "girls don't," "bays do .. ."') I * Use posters, books, songs, pictures that are both non-traditional and traditional in their portrayal of males I and females, and prov!de equal representation of males and females in the resources available to the children * Provide equivalent time to boys and girls, including attention, touch, praise and criticism * Encourage integration!of boys and girls in play/work groupings if same sex grouping becomes the sole pattern children choose / * Encourage children to/talk about how they feel about being a boy or a girl, and provide positive feedback and helpful suggestions fdr their accomplishments ' RESOURCES I * Provide an assortment of resources for children on bodies, birth, babies, families, feelings, relationships and ! touching such as: i o anatomically torrect dolls o puzzles o books I 0 song tapes/ necords 0 i pictures I o videos o dress-ups fob both gender roles o baby care eq~ipment for dolls or pretend play • I * The above mater•als should be: 0 out and acceksible 0 brought out :when teachable moments arise * Provide an assortment of resources for families and teachers on early childhood development ! EMERGENT CURRICULUM ! * Use teachable moments when the following topics arise * Inform families wh.in the following topics are discussed I o Accurate ncimes for body ports, including genitals (penis, scrotum, vulva, vagina, buttocks and anus) o Identificati'on of differences between male and female genitals o Boys grow up to be men and girls grow up to be women o It takes a man's sperm and a woman's egg to make a baby o Babies grow inside the mother's uterus o How babies' are born o How babies' get started o How families are diverse, yet similar o How famili~s provide for babies' needs o Body rights and assertiveness skills 46 QUESTIONS I COMMENTS * Validate child by ackn6wledging the question and/or the comment * Determine what child is asking or feeling and consider impact on other children ! * Whenever appropriate, respond immediately, using the teachable moment ! * If inappropriate for other children listening, promise private talk later, being sure to follow-up * Respond honestly 'i * Respond simply , * Use accurate, specific language * If appropriate, encourage child to talk further with families * If appropriate, inforn\ family of child's question ' INAPPROPRIATE USE OF WORDS * Ignore if incidental ' * Treat matter-of-factly * Clarify what child understands' about the word's meaning * Use the word in res~onse, to disempower it * Provide substitute ldnguage appropriate to the situation * Identify/label and atknowledge the child's feeling/ motivation in using and other children's feelings in hearing * Tell child guidelines for word use at the Center and why (i.e., private, others don't like to hear, not kind to others.) BEHAVIORS TRADITIONALlY CONSIDERED APPROPRIATE FOR THE OTHER SEX * Acknowledge the behavior matter-of-factly * Acknowledge the po~itive learning and "rehearsal' and "pretend" qualities of the behavior * Discourage other children's "put-downs" of the non-traditional behavior ' DIAPERING * May change diapers lin an area where other children can watch * Use accurate terms ,if referring to the genital parts * Acknowledge bowel movements as a natural process. Avoid facial or verbal expressions of disgust, dirtiness, or odor: discourage thbse expressions by children as well * Avoid forcefully pulling' children's hands from own genitals 1 * Allow child to touch own genitals while changing diapers when area is clean * Address other children's' questions/comments about genital parts matter-of-factly using accurate terms i * Explain inappropriateness of older children's touch of infants' genital parts TOILETING SKILLS AND BATHROOM USE ' * Communicate with ~amilies regarding child's readiness to learn toileting skills * Encourage child with' reminders, trips to the toilet and praise * Clean up "accidents'' matter-of-factly without drawing any undue attention * Discourage facial o~ verbal expressions of disgust, dirtiness or odor from children * Supervise children 'in the bathroom * Have both genders/use the same facility * Permit only one child in the bathroom at a time with school-age children * Explain to all child~en that they have a right to privacy if desired and that they should not "peek" at another child who wishes privacy * Use formal words ~long with informal words related to toileting (i.e., formal words: urination, bowel movement, toilet; informal words: pee, poop, potty.) * Respect individual children's need for privacy ! 47 CLOTHING * Ensure that children of both sexes always have "tops" and "bottoms" covered * At rest time children may be allowed to wear only underpants at the teacher's discretion SELF-PLEASURING * If private (i.e., duri~g naptime, bathroom time), ignore * If public (i.e., during' story time, eating times, activity times or other times when it is noticed by others or is disruptive): , o Make sure child' is aware of behavior, determine what the behavior means to the child o Acknowledg~ that touching genitals feels good, but is to be done in private places o Help child identify "public" and "private" places BODY EXPLORATION AND PLAY * Observe children's behavior' in order to understand the children's concerns/perceptions of bodies, babies and relationships * Assess how mutual the interaction is * Determine how chi loren' are feeling: when appropriate, encourage assertiveness and empathy * Distract children by offering other unrelated activities * Ignore children unl~ss the play seems to be harmful * Acknowledge/desc~1 ibe children's behavior, using clear, correct terminology * Suggest alternate methods/places for learning about bodies, birth, babies and relationships * If appropriate, edutate children about possible social or physical consequences of their behavior I * Set limits for center-appropriate behavior BEHAVIORS OF CONCERN : * Pay attention to whether:' o The sex-relhted behavior is compulsive, repetitive, chronic, or if child is preoccupied with it o The child's ~motional state is intense, anxious, secretive, confused, brooding, or angry instead of playful ' o Child consis;tently teases, embarrasses or makes fun of other children o Child is phy~ically or verbally abusive/exploitative of self or others o Child exhibi.ts developmentally "precocious" behavior and/or knowledge as compared with the child's community~ cultural/peer-group/family norms o Sex-related behaviors occur between children of widely dissimilar ages. If the above behaviors are observed, ir should be brought to the attention of the Director or Administrator immediately EVALUATION AND REVISION OF POLICY * In order to keep the policy current, the Center will: o Solicit feedback from families annually with the Family Questionnaires o Solicit feedback from teachers annually with the Staff Questionnaires o Work with ifamilies and teachers to revise the policy annually or as responses deem necessary on the questionnaires ' 48 Kaloupek, W. Thomas From: RainbowKWS [[email protected]] Sent: Monday, May 26, 2008 12:29 PM . ' To: Ka\oupek, w. Thomas 1 Cc: Jacobs, Cathy I Subject: response to questions Attachments: response to question - negotiation2.doc Tom, . These responses reflect oui conversation from Thursday. If you need any other information or more detail to these responses, please Jet me know. Thank you, Kristi Stay informed, get connected and more with AOL on your phone. li/10/?00R Questions for Rainbow Riders - 05/20/2008 Response to Ques,tions- May 26, 2008 1. Payment of funds. It is not our normal business practice to pre-pay for services. We also understand your cash flow needs. Would it be acceptable to agree to pay quarterly in arreais? Under this arrangement, Rainbow Riders would invoice us for $25,000 commenting three months after the opening of the center and continuing through the life of the contract. The service that Rainbow Riders will be providing is for the availability of childcare slots. This servic;c begins witl1 the beginning of the school year in the Fall of each year. Therefore this is r\ot a pre-payment request but instead request for payment for the 2009- 2010 school year." 2. Please confirm that an initial five-year contract period, with provision of an unlimited number of five-y~ar renewals, is acceptable. The five year period would start upon the opening of the new center. Typically, we only renegotiate changes to contract terms upon renewal and not during the contract period. This is acceptable. 3. How was it th~t you arrived at allocating us 120 (60%) of the slots and not some other number or percentage? In the first round'of the request for proposal by VT. our proposal would have opened 120 new slots at ilie 2470 Ramble Road site. In this proposaL we hoped to provide the same number of new openings for VT while incorporating additional partners, including the College of Engineering and ilie Corporate Research Center in case these agreements become availabl\ in the future. This also allows a percentage of openings to be available for the community waiting list as well which was an impmtant consideration. ' VT COE' s cunetl\ agreement of $20,000 brings about five to ten new children into the program each year. In this proposal, VT will get the most benefit from the initial opening of the new facility. 4. We would llke to discuss in greater detail how the allocation of slots will occur. Is it possible that within a specific age group there will be no open slots in a particular year? Is it reasqnable to have an assurance that there will be at least two slots in each age group each year? We are specifically concerned with the four youngest age groups. It is possible fuat no openings for new families will occur in a specific age group. This will be most likely in the infant room. However, once 120 new VT children enter the program, fuese families will likely be the one's filling the infant room. having priority as currently enrolled families. There is no way to guarantee openings. However. we can consider this preference wiili regard to percentage per age group when new slots are available. It is also possible that VT will not have interested families in a pa!1icular age group. This has happened witl1 the COE anangement. Rainbow Riders requests a single point of entry to manage the enrollment process. 5. In the proposal ,on page three, mention is made of a supplemental agreement with the "VT CRC" for preferential enrollment. Since employees of VT affiliated corporations, some of whom manage the CRC, are included in the contract we are negotiating, please confirm that you ~nvision that these proposed arrangements may be made with tenant companies located in the CRC. Yes, it is clear that tl1e proposed anangement witlr the CRC would be witlr the tenant I companies located in the CRC. 6. Should we reach substantial agreement on the terms of the contract, we envision issuing a letter of Intent. We feel that this will allow for you to proceed with facility plans while we cohtinue to meet and discuss the details of how the contract will be managed, assignrrient of spaces, and other non-financial subjects. At the conclusion of these discussions,but before the new center opens, we would issue the contract. The contract would be, effective upon the opening of the new facility and would have a five year term. Is this 'an agreeable plan? The letter of intent will enable Rainbow Riders to discuss an·angements with the CRC and to begin work on the land lease. It will be necessary to have the contract in place before s.igning a land lease with the VT Foundation, therefore before the building process begins. Due to the tin1eline for the design and construction of the new facility, it will be important that tllis happens in August. We will be happy to work with VT to discuss the details for the enrollment process; however this may take a long time in order to involve the appropriate departments within the University. In order to issue the contract, Rainbow Riders has been clear about the number of slots that we will be providing to VT. Waiting on the development of the enrollment process will delay me construction process. therefore del:Jy the opening date of August 2009. ------:--:::::--:-:-::-c:---- ~ a5v ~ u.t ~ Kaloupek, W. Thomas --~~---~------From: RainbowKWS l[[email protected]]' Sent: Wednesday, June 11, 2008 11:28 AM To: Kaloupek, W. Thomas Cc: Woodard, Linda; Jacobs, Cathy Subject: Re: VT contract Tom, We can work with July, 2~09 for the full year payment of $100,000. i I will keep the ball rolling :to secure financing and will call Joe Meredith with regards to the CRC and the land lease. ' Thanks for all you three (and others) have done to make this agreement come together. This will have a positive impact for so many children and families. I look forward to working with you in the coming year to bring this project to 'life'. ' Kristi In a message dated 06/[ 1/08 08:58:18 Eastern Daylight Time, [email protected] writes: Kristi, Good morning. This note is to confirm our phone conversation earlier today. We propose to adjust the first year payment from' January, 2009 ($50,000) and July, 2009 ($50,000) as presented on page 13 of your proposal to paying the entire $100,000 in July, 2009. Out-year payments will remain the same as scheduled in the proposal. If that is agreeable, wei intend to issue a Letter of Intent to Award a contract for the services as provided for in your prdposal. A copy of the draft letter is attached for your review. Please reply indicating !that the final adjustment in the payment schedule is agreeable and the draft LOI meets your needs.' i Thank you very much for your patience and flexiblity in this process and congratulations. Tom Kaloupek , Virginia Tech Director bf Materials Management Ph: 540-231-6221 ' Fx: 540-231-9628 «Letter_head_021506.doc>> ------,------~--·----·--- Get the Moviefone Toolbar. Showtimes, theaters, movie news, & more! n/11/?.0m< Purchasing Department !I Virginia Tech I 270 Southgate Center (0333) Blacksburg, Virginia 24061 540/231-6221 Fax: 540/231 ·9628 www.purch. vt.edu June 11, 2008 Ms. Kristi Snyder Administrator, , Rainbow Riders Childcare Center, Inc. 307 No. Knollwood Drive Blacksburg, VA 24060: Dear Ms. Snyder: Thank you for respondihg to our RFP # 645328A for child care services and for your subsequent participation in discussions and negotiations on how expanded child care services might be offered to the university community. i Based upon our expectation that your plans to construct a new child care facility will be finalized consistent with the proposal, this Jetter is to serve as our Notice of Intent to Award a contract to Rainbow Riders Childcare Center, Inc. This contract will be for a five year period and will contain a provision for renewals. Final award of a contract will be contingent upon obtaining a land lease for the new facility. I This Notice of Intent to Award is being provided in goo~ith and with the aim of facilitating your efforts to provide for the new facility. Please do not hesitate to,cob tact me if you have questions. , I ; 1 / Sincerely, •I ,0:~' \10/ i W. Thomas Kaloupek Director of Materials Management L------..,------Invent the Future VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY An equal opportunity, affirmative action institution Page 1 of 1 Kaloupek, W. Thomas From: Jacobs, Cathy ! Sent: Tuesday, ~uly 29, 2008 3:36 PM To: Kaloupek! W. Thomas Subject: FW: tuition' Attachments: tuition for :new facility .doc Tom, Kristi has asked that the attached' and updated info re her rates be included in the final contract documents- her attorney's advice as well as her thought. Her expected cost of the new building has increased, primarily due to the cost of energy and materials. Therefore, anticipated rates for that site have increased and will not be the same as Knollwood. The number of slots remains the same. Do we need to run this by; the committee? Thanks ' From: RainbowKWS [ll)ailto:[email protected]]' Sent: Tuesday, July 29; 2008 11:33 AM To: Jacobs, Cathy Subject: tuition Hey Cathy, , I'm thinking that the note I sent you yesterday may need to be added to our contract documents. / Should we ask Tom? My attorney thought we better go ahead and get that in the mix since we are 1/ aware in this stage of t~e game that it can't be the same rate as the current site. I will meet with him nex\ Thursday about the land lease. On August 18, we have the CRC architectural review board mtg where we will present the building plans and will present a list of variance requests from the CRC building covenants and restrictions. Joe knows that we will be doing this -- but my attorney doesn't see how we can sign the lease before going through this process. Joe is on vacation this week so I can't ask him what he thinks .... Seems like it keeps pushing the FINAL ok back ... 1 will hopefully take the;' last requested documents to the bank today- they keep asking lor more and more and more.... ' Kristi The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now! The Famous, the lnlam~us, the Lame- in your browser. Get the TMZ Toolbar Now! 7/':\fl/?flfiR Cathy, Here's a first thought, about tuition for the new site- it's just going to have a different budget than the current facility - newer, more square footage ... I have another meeting on Wednesday with the entire 'team' i(architect, builder, engineers) and we'll begin having a better guess on cost. ' I just want to be sure that you all know that the new facility will need to be on it's own tuition plan. Some of these things irm figuring out as we move through this process. I just want to keep you informed as we go along! i Also, we may anticipate lower enrollment in the schooler program. That waiting list is not as long so I may be surprised if 'we're able to fill, especially, the 3'd- 5'h grade program in the first year. Although, we're hoping to be able to afford a small gym (multipurpose space) in the Schooler wing. I hope that this will help draw the kids in! © Plus, it will be a great space for large meetings, training, graduation/family nights. Thanks - Kristi Groups Group Size Rate Option 8/2009 Infants- 1 6 $680 Infants - 2 6 $680 Toddlers- 1 8 $670 Toddlers- 2 8 $670 2 Year Olds- 1 10 $670 2 Year Olds- 2 10 $670 3-5 Year Olds-1 16-18 $640 3-5 Year Olds- 2 --; 16-18 $640 3 - 5 Year Olds- 3 16-18 $640 3 5 Year Olds -4 I 16-18 $640 Part Time Preschool - I i 16-18 $335 Part Time Preschool - 2 16-18 $335 Schoolers - Kindergarten 24-30 $325/$350 Schoolers - I"-2"' 24-30 $325/$350 Schoolers 3ro 5"' 24-30 $325/$350