ADMISSION TO PRESCHOOL All families seeking admittance to preschool must reside within the USD 383 school district boundaries or Head Start service area (Riley County). Preschool classrooms are open to children who are three or four years old on or before August 31. Children who have met the age of eligibility for kindergarten (five on or before August 31) are not eligible for admission to preschool. Children who qualify for special education services are served in the least restrictive classroom environment on or before their third birthday.

SPECIAL EDUCATION Special Education services are available in Manhattan-Ogden USD 383. Services are provided for individuals who qualify in one or more of the following areas: autism, developmental delay (age 9 and younger), emotional disturbance, gifted, intellectual disability, learning disability, multiple disabilities, orthopedic impairment, other health impairment, hearing impairment/deafness, blindness/visual impairment, deaf-blindness, speech or language impairment.

Kansas regulations require each school district to implement screening procedures that meet the following requirements:

• For children younger than five years of age, observations, instruments, measures, and techniques that disclose any potential disabilities or developmental delays that indicate a need for evaluation, including hearing and vision screening.

• Implement procedures ensuring the early identification and assessment of disabilities in children.

Kansas child find process is intended to identify children who may be in need of special education services. Child find includes early childhood screening for young children from birth to age 5, and general education interventions (GEI) for children enrolled in kindergarten through 12th grade.

In determining the educational placement of a child with an exceptionality, each school district must ensure that the placement decision is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options.

In USD 383, the Preschool Coordinator works with the Special Education team to place preschool aged children with disabilities in programs that are least restrictive environments. The Individual Education Plan team determines the services and goals that are necessary for the student to make progress. Early Childhood Special Education certified teachers provide services for children with disabilities. Related service providers such as Speech Therapists, Occupational Therapists, and Physical Therapists provide services as determined through evaluation, eligibility and need.

Parents who have questions about special education services for their child should contact the building principal. Special services records will be maintained for five years after exit from active enrollment or graduation from Manhattan-Ogden USD 383. Copies are available upon request and after such time, they will be destroyed.

The Kansas State Department of Education maintains a toll-free number (1-800-332-6262), which may be called for additional information or resource materials on special education services, rights, and procedures.

PROOF OF IDENTITY FOR CHILDREN ENROLLING IN SCHOOL Whenever a child enrolls in school for the first time, the district is required to secure proof of identity of the child. The proof of identity for students enrolling for the first time in the district may include, but not be limited to, such items as the student’s birth certificate, a copy of a court order placing the student in the custody of the Kansas Department for Children and Families, a baptismal certificate, or other documentary evidence that the Board considers satisfactory. Efforts will be made to enroll the student efficiently. Those students who are homeless shall be provided services comparable to other district students and shall be enrolled immediately as outlined in BOE policy JBCA.

FEES Fees are dependent upon whether or not your family meets certain eligibility criteria and/or are eligible for additional scholarships. A copy of the criteria form will be provided when enrolling. You will receive a monthly invoice regarding your fees. Fees are due by the end of the first week of each month. Prompt payment is appreciated. Families who fall behind on fees will be contacted by the director/principal to help resolve the issue. Unresolved issues could result in removal from the program.

ATTENDANCE Making sure your child attends school every day is one of the most important things you can do to help your child succeed in school. Contact the school office before 9:00 AM if your child will be absent. If your child is not in attendance, and the school has not received parent/guardian notification, the absence will be recorded as unexcused. For the safety of the child, an attempt will be made to contact the parent.

In order to ensure your child receives a total academic experience, they need to arrive on time and stay for the duration of their class time. Tardies will be recorded and monitored. If the student has missed more than 90 minutes of class time at the beginning of the school day, it will be recorded as a half-day absence.

All absences will be recorded as excused or unexcused. If your child is gone for a health reason and is seen by a medical professional, you should bring a note from the attending physician to the front office upon your child’s return. Absences documented by a medical physician will not count against your child’s attendance.

Attendance reports are ran monthly to monitor program attendance. If your child is at risk for missing 10% or more of total program days, you will receive a letter from the administrator and will be referred to a family education partner to work on an individualized plan to support you in improving your child’s attendance. Unresolved attendance issues may result in dismissal from the program.

ARRIVAL AND DEPARTURE Each preschool site has specific drop-off and pick-up parking lot etiquette. Please refer to your site for further details.

Children should be dropped off in the classroom no earlier than the classroom start time and should be picked up promptly from the classroom at dismissal time. A late fee of $1.00 per minute will be added to your monthly invoice for late pick up. Frequent attempts to drop off early, or pick up late, may result in dismissal from the program.

Transitions can be difficult for some children, especially when those transitions involve separation from parents. You can best support your child through those transitions by being engaged and focused on easing your child’s anxiety with kind, reassuring words and gestures such as hugs or high fives. In order to be engaged and focused on your child during these times we recommend that you avoid using your cell phones during drop off and pick up times. 3

Children will be released from the classroom only to those individuals who are included on the authorized to pick-up form located in the office. This form is completed at the time of enrollment, but can be altered at your request. Individuals on the pick-up form must be old enough to hold a government issued photo identification. If a parent wishes to have the child picked up by someone other than those individuals listed on the form, permission must be given IN WRITING and include the date and parent signature. For the safety of the children we serve, the staff will apply caution, even to the point of detaining the departure of a child, until they are sure the person has the necessary parental authorization. In order to ensure child safety, classroom staff will ask for proof of identification from individuals with whom they are unfamiliar, even if the individual is the parent or legal guardian. It is recommended that all individuals picking up carry proof of identification with them into the classroom should the need for verification arise.

TRANSPORTATION Transportation is provided to students in our Early Learning Community on a limited basis. The needs of the family and/or child, the distance of the child’s home from the assigned early learning site, and the family’s access to transportation are considered when determining whether the child is eligible for program provided transportation.

Getting children to school on time, and home in a timely fashion, is a very important aspect of the program and requires the cooperation of everyone. Please be at your designated bus stop ten minutes prior to your scheduled pick-up and drop-off time to help us stay on schedule.

Children must be accompanied to and from the bus stop by an adult. Children will only be released from the bus to individuals who are listed on the child’s authorization to pick-up list, and upon showing of photo identification, if the person’s identity is unknown. Children will not be released at areas that are not a designated bus stop.

If you or an authorized adult is not at your child's bus stop, your child will be brought back to the Early Learning Site. It is the parent responsibility to pick up from the Early Learning Site and a $1.00 per minute late charge will be assessed. Future violations may result in loss of transportation.

Bus Rules  No food or toys are allowed on the bus. Please leave them at home so they don't get lost or broken.  Children must remain in their safety restraint system while riding in the bus.  Children must listen to the bus driver and bus monitor at all times, as they are responsible for their safety while on the bus.

Contact the transportation department at 587-2190 if your child will not be riding the bus for any reason. If your child is going to be absent from school, it is also necessary to notify the office of your child’s absence after contacting transportation.

CURRICULUM Our early learning classrooms utilize the Connect4Learning (C4L) interdisciplinary early childhood pre- kindergarten curriculum. Using research-based and classroom-tested foundations in literacy, science, social- emotional, and mathematics learning, Connect4Learning weaves all four together to ensure that each subject is addressed meaningfully and comprehensively with each child.

Connect4Learning recognizes the following: a) play and academic instruction can work synergistically in early childhood, b) early academic skills are essential to later school success, c) current approaches to early education too often provide superficial math and science experiences that neither support the richness within these domains nor the interconnectedness between them, and d) a more multifaceted and intentional approach to social-emotional, language, and literacy development is critical to school readiness.

Connect4Learning is organized into six units of instruction with culminating projects that incorporate and build upon skills from math, science, literacy, and social/emotional development. In order of implementation, these six units include:

1. Connecting with School and Friends 2. Our Environment 3. How Structures Are Built 4. Exploring Museums 5. Growing Our Garden 6. How We’ve Grown

Parent Support with the Curriculum: As your child’s first teacher, we encourage you to reinforce the skills being taught at school. The classroom newsletter will let you know which topics are being covered during the day. These are topics we would like for you to review and discuss with your child at home.

DAILY SCHEDULE The daily schedule is predictable and follows a regular routine. There is a balance between teacher directed activities (small group/whole group) and student selected activities (free play). Whole group and small group gatherings are kept short and transitions are limited.

Our teacher directed activities are broken into four types of lessons each day: Welcome and read-aloud, connect, small group, and fast focus. Extended blocks of time are provided to engage children in play and to allow for investigations and explorations. Play areas are referred to in our classrooms as learning centers because for young children play IS learning. Learning centers include: art center, book nook, computer center, construction zone, dramatic play center, exploration station, games and puzzle center, listening center, show what you know center, and writing center.

CHILD ASSESSMENTS Connect 4 Learning Formative Assessments (on-going) My Igdi’s (Individual Growth and Development Indicators—completed for literacy and numeracy) ASQ:3 (Ages and Stages Questionnaire) ASQ-SE:2 (Ages and Stages Questionnaire-Social/Emotional) Curriculum Based Assessment

MULTI-TIERED SYSTEMS OF SUPPORT (MTSS) The Kansas Multi-Tier System of Supports Integrated Framework (MTSS) is a set of evidence-based practices implemented to meet the needs of all learners. MTSS builds a system of prevention, early intervention, and supports to ensure all students are learning from the instruction. MTSS establishes a system that intentionally focuses on leadership, professional development, and an empowering culture, as well as the content areas of reading, mathematics, behavior, and social emotional learning. MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic, behavioral, and social emotion needs with frequent data-based monitoring for instructional decision making to empower each Kansas student to 5

achieve high standards. The focus of the Kansas MTSS Integrated Framework is system-level change across the classroom, school, district and state.

RESPONSE TO MISBEHAVIOR

Misbehavior as a Learning Opportunity It is our goal at the preschool level to help children learn to solve problems and develop appropriate behaviors in a loving, nurturing manner. We believe that all misbehavior is a learning opportunity and teachers in our center work to guide children toward appropriate behaviors, rather than punishing them for misbehaving. Educators use the “Love and Logic” program by Jim and Charles Faye as a guide for preventing and responding to misbehavior.

Building Wide Expectation Matrix Because we value the individuality of each child in our program, guidance approaches to misbehavior are handled in an individual manner. Expectations are consistent so children can easily identify appropriate and inappropriate behaviors and are stated in a positive manner. Explanations are given as to why some behaviors are unacceptable. To ensure continuity between classrooms and sites, we have created an early learning behavior expectation matrix that is taught to all students.

Settings Arrival/ Dismissal Learning Whole Meal Time Hallway Restroom Playground Bus Expectations Centers Group

Eyes watching Be in Body calm Wash hands Walking Flush the Be in Keep your control of before feet toilet control of seatbelt on Ears listening your body eating your body Be Safe Wash Use a hands Stay in utensil to with soap play serve area yourself food

Say hi and bye Clean up Eyes Use kind Soft Allow Use Soft voice (verbal or non- after watching words to voice others equipment Be verbal) yourself ask for privacy as it has Listen and Respectful Ears listening what you Hands to been respond to need self or Keep explained adults on the Voices quiet holding restroom to you bus partner’s clean hand Listen and respond to teachers

Put your things in / Use Participate in Use Follow Take Use Use friendship take things out of friendship the activity as friendship your turns friendship skills Be a Team your cubby skills it is skills teacher skills Player explained to Take care of Participate in the Take care you Clean up your things morning routine as of toys your dishes it is explained to and you materials Friendship Skills: Ask to play, Help a friend, Give a toy, Give a compliment, Give a play idea, Give friendly touches, Use kind words 6

Positive Behavior Supports Both our curriculum and our Multi-Tiered Systems of Support, follow the pyramid model in regards to addressing challenging behavior and supporting children in developing social and emotional competence. We use targeted social emotional supports to prevent challenging behaviors. These supports are as follows:  4:1 positive attention ratio  Teach behavioral expectations  Teach peer related social skills  Provide predictable schedules  Provide predictable routines within routines

To encourage positive supports within classrooms, when students exhibit desirable behaviors from the expectation matrix, they are given linking chains to contribute to a clear jar that is provided to each classroom. When the class container is full, the classroom has a “celebration of success”. Links are always given as positive reinforcement and are never taken from a child, or removed from the jar.

Children in Need of Intensified Supports In cases of extreme misbehavior, an individualized plan will be created for the student. The plan will include intensification of targeted social emotional supports. In some situations, it may be necessary to refer the student to the student intervention team so that a more detailed plan can be developed with parent support.

Emergency Safety Interventions

If a child presents an immediate danger to self or others, seclusion or restraint may be necessary to keep everyone safe. Positive behavioral supports are ALWAYS put in place to ensure these interventions are minimized. Educators are trained in proper techniques to restrain a child should the need arise (MANDT). If an Emergency Safety Intervention is used, the state process for documenting the incident and notifying families is followed (see detailed board policy below).

EMERGENCY SAFETY INTERVENTION GAAF The board of education is committed to limiting the use of Emergency Safety Interventions (“ESI”), such as seclusion and restraint, with all students. Seclusion and restraint shall be used only when a student’s conduct necessitates the use of an emergency safety intervention as defined below. The board of education encourages all employees to utilize other behavioral management tools, including prevention techniques, de-escalation techniques, and positive behavioral intervention strategies.

This policy shall be made available on the district website with links to the policy available on any individual school pages. In addition, this policy shall be included in at least one of the following: each school’s code of conduct, school safety plan, or student handbook.

Definitions (See K.A.R. 91-42-1) “Emergency Safety Intervention” is the use of seclusion or physical restraint. “Seclusion” means placement of a student in a location where all of the following conditions are met: (1) the student is placed in an enclosed area by school personnel; (2) the student is purposefully isolated from adults and peers; and (3) the student is prevented from leaving, or reasonably believes that he or she will be prevented from leaving the enclosed area.

“Chemical Restraint” means the use of medication to control a student’s violent physical behavior or restrict a student’s freedom of movement “Mechanical Restraint” means any device or object used to limit a student’s movement. “Parent” means: (1) a natural parent; (2) an adoptive parent; (3) a person acting as a parent as defined in K.S.A> 72-1046 (d) (2), and amendments thereto; (4) a legal guardian; (5) an education advocate for a student with an exceptionality; or (6) a student who has reached the age of majority or is an emancipated minor. “Physical Restraint” means bodily force used to substantially limit a student’s movement, except that consensual, solicited or unintentional contact and contact to provide comfort, assistance, or instruction shall not be deemed to be physical restraint. “Physical Escort” means the temporary touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location. “Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being confined.

Prohibited Types of Restraint All staff members are prohibited from engaging in the following actions with all students:  Using face-down (prone) physical restraint;  Using face-up (supine) physical restraint;  Using physical restraint that obstructs the student’s airway;  Using physical restraint that impacts a student’s primary mode of communication;  Using chemical restraint, except as prescribed by a licensed healthcare professional for treatment of a medical or psychiatric condition; and  Use of mechanical restraint, except: o Protective or stabilizing devices required by law or used in accordance with an order from a licensed healthcare professional; o Any device used by law enforcement officers to carry out law enforcement duties; or o Seatbelts and other safety equipment used to secure students during transportation.

Use of Emergency Safety Interventions ESI shall be used only when a student presents a reasonable and immediate danger of physical harm to such student or others with the present ability to effect such physical harm. Less restrictive alternatives to ESI, such as positive behavior interventions support, shall be deemed inappropriate or ineffective under the circumstances by the school employee witnessing the student’s behavior prior to the use of any ESI. The use of ESI shall cease as soon as the immediate danger of physical harm ceases to exist. Violent action that is destructive of property may necessitate the use of an ESI. Use of an ESI for purposes of discipline, punishment, or for the convenience of a school employee shall not meet the standard of immediate danger of physical harm. Seclusion Restrictions A student shall not be subjected to seclusion if the student is known to have a medical condition that could put the student in mental or physical danger as a result of seclusion. The existence of such medical condition must be indicated in a written statement from the student’s licensed health care provider, a copy of which has been provided to the school and placed in the student’s file. When a student is placed in seclusion, a school employee shall be able to see and hear the student at all times. All seclusion rooms equipped with a locking door shall be designed to ensure that the lock automatically disengages when the school employee viewing the student walks away from the seclusion room, or in case of emergency, such as fire or severe weather.

A seclusion room shall be a safe place with proportional and similar characteristics as other rooms where students frequent. Such room shall be free of any condition that could be a danger to the student and shall be well-ventilated and sufficiently lighted. Training All staff members shall be trained regarding the use of positive behavioral intervention strategies, de- escalation techniques, and prevention techniques. Such training shall be consistent with nationally recognized training programs on the use of emergency safety interventions. The intensity of the training provided will depend upon the employee’s position. Administrators, licensed staff members, and other staff deemed most likely to need to restrain a student will be provided more intense training that staff who do not work directly with students in the classroom. District and building administration shall make the determination of the intensity of training required by each position. Each school building shall maintain documentation regarding the training that was provided and a list of participants.

Notification and Documentation The principal or designee shall notify the parent, or if a parent cannot be notified then shall notify an emergency contact person for such student, the same day the ESI was used. Documentation of the ESI used shall be completed and provided to the student’s parents no later than the school day following the day on which the ESI was used. The parents shall be provided the following information after the first and each subsequent incident in which an ESI is used during each school year. (1) a copy of this policy which indicates when ESI can be used; (2) a flyer on the parent’s rights; (3) information on the parent’s right to file a complaint through the local dispute resolution process (which is set forth in this policy) and once it has been developed, the complaint process of the state board of education; and (4) information that will assist the parent in navigating the complaint process, including contact information for Families Together and the Disability Rights Center of Kansas. Upon the first occurrence of an incident involving the use of emergency safety interventions, the foregoing information shall be provided in printed form and upon the occurrence of a second or subsequent incident shall be provided through a full website address containing such information. In addition, each building shall maintain documentation any time ESI is used with a student. Such documentation must include all of the following:

 Date and time of the intervention,  Type of intervention,  Length of time the intervention was used, and  School personnel who participated in or supervised the intervention.

All such documentation shall be provided to the building principal, who shall be responsible for providing copies of such documentation to the superintendent on at least a biannual basis. At least once per school year, each building principal or designee shall review the documentation of ESI incidents with the appropriate staff members to consider the appropriateness of the use of ESI in those instances.

Reporting Data District administration shall report ESI data to the state department of education as required. Three (3) Incidents of ESI for Same Student If a student with an IEP or a Section 504 plan has three incidents of ESI in a school year, then such student’s IEP team or Section 504 team shall meet within ten (10) days following the third incident to discuss the incident and consider the need to conduct a functional behavioral assessment, develop a behavior intervention plan or amend the behavior intervention plan if already in existence, unless the IEP team or

Section 504 team has agreed on a different process. If a student without an IEP or Section 504 plan has three incidents of ESI in a school year, then the school staff and the parent shall meet within ten (10) days following the third incident to discuss the incident and consider the appropriateness of a referral for a special education evaluation, the need for a function behavioral assessment, or the need for a behavior intervention plan. Any such meeting shall include the student’s parent, a school administrator for the school the student attends, one of the student’s teachers, a school employee involved in the incident, and any other school employees designated by the school administrator as appropriate for such meeting. The student who is the subject of such meetings after a third ESI incident shall be invited to attend the meeting. The time for calling such a meeting may be extended beyond the 10-day limit if the parent of the student is unable to attend within that time period. Nothing in this section shall be construed to prohibit the development and implementation of a functional behavior assessment or a behavior intervention plan for any student who has not had three ESI incidents in a school year.

Local Dispute Resolution Process The board of education encourages parents to attempt to resolve issues relating to the use of ESI informally with the building principal and/or the superintendent before filing a formal complaint with the board. In the event that the complaint is resolved informally, the administrator must provide a written report of the informal resolution to the superintendent and the parents and retain a copy of the report at the school. The superintendent will share the informal resolution with the board of education and provide a copy to the state department of education. If the issues are not resolved informally with the building principal and/or the superintendent, the parents may submit a formal written complaint to the board of education by providing a copy of the complaint to the clerk of the board and the superintendent within thirty (30) days after the parent is informed of the ESI. Upon receipt of a formal written complaint, the board president shall assign an investigator to review the complaint and report findings to the board as a whole. Such investigator may be a board member, a school administrator selected by the board, or a board attorney. Such investigator shall be informed of the obligation to maintain confidentiality of student records and shall report the findings and recommended action to the board in executive session. Any such investigation must be completed within thirty (30) days of receipt of the formal written complaint by the board clerk and superintendent. On or before the 30th day after receipt of the written complaint, the board shall adopt written findings of fact and, if necessary, appropriate corrective action. A copy of the written findings of fact and any corrective action adopted by the board shall only be provided to the parents, the school, and the state department of education. Once such a procedure has been developed, a parent may file a complaint under the state board of education complaint process within thirty (30) days from the date a final decision is issued pursuant to the local dispute resolution process. Approved: 8/13; Revised 1/14; 7/15; 6/16 Suspensions/Expulsions

Our program does not condone the practice of suspending or expelling young children from the early learning setting. In rare situations, when a child cannot be deescalated at school, a parent/guardian may be called to assist with the situation. Once calm, the child may remain at school, or the team may decide that it is best to try again the next day. Families may be asked to consider shortening the length of the child’s day permanently to lessen the stress on the child, if the child is attending the childcare program before and/or after school.

In all situations, building administrators will work with the family to determine a plan that best meets the needs of the child and the family.

BUILDING/PREMISES SAFETY For the safety of our students, our program utilizes one main entrance in and out of the building. The main entrance is locked, except for during drop-off and pick-up and requires visitors to be “buzzed” into the building at other times of day. The playground is gated and locked to keep children from leaving the premises and to prevent intruders. All parents are required to use the main entrance upon entering and leaving the building for student security.

FIRST AID/CPR All staff maintain current certifications in first aid and CPR. In situations of child injury, staff will utilize their training on best practices and respond accordingly.

INCIDENT/INJURY REPORT If your child is injured at school you will receive documentation with the details of the incident on the same day. If another student injures your child, the name of the child who inflicted the injury will not be included in the report. If there are on-going injuries inflicted by a particular child, the building administrator will work with the classroom to create a safety plan to protect others from harm.

MANDATORY REPORTING According to Kansas reporting law (K.S.A. 38-2223) mandated reporters are required to report child abuse or neglect. If teachers, school administrators, or other employees of an educational institution which the child is attending and persons licensed by the secretary of health and environment to provide child care services or the employees of persons so licensed at the place where the child care services are being provided to the child has reason to suspect that a child has been harmed as a result of physical, mental, or emotional abuse, neglect, or sexual abuse, the person shall report the matter promptly.

EARLY DISMISSAL OF SCHOOL/WEATHER As a parent we want you to be the first to know when there are school closures for weather related events or other emergency information you may need to know in a timely manner. We ask that all parents sign up for eNotifications. These messages can be sent either as text messages or e-mails and are sent directly to your mobile phone, wireless PDA, or pager. To sign up go to: http://my.textcaster.com/ServePopup.aspx?id=1259

When school is to be dismissed at times other than regular dismissal times, the announcement will be broadcast by all local radio stations. Always listen to local radio stations on possible dismissal days due to storms or inclement weather. This news will be on the radio as early in the morning as possible. Area radio and TV will also be asked to broadcast these announcements. (FM Radio 101.5 KMKF, 103.5 KQLA, 106.9 KTPK, 107.7 KMAJ, 95.3 KHCA, 97.5 KJCK, 102.5 KBLS, 94.5 WIBW, 89.5 KHCD & AM Radio 1350 KMAN)

Parents should determine, however, whether it is safe for their own children to attend school. Parents choosing to keep their children home because of severe weather conditions should call the school and let them know of their intent not to send their child to school.

As a general policy, once students are at school, school will not be dismissed early because of weather conditions, except in situations of extreme emergency. Parents may choose to pick up their children at any time if they feel it is appropriate.

FIRE, TORNADO, AND OTHER EMERGENCIES Teachers and students have been instructed as to the safest places in the building for protection from tornadoes. Periodic tests are conducted so that students will know what is expected in fire, tornadoes, or other emergencies. 11

A tornado alarm is announced. The usual fire alarm is a continuous ring.

Each building has a comprehensive crisis management plan for circumstances of unusual origin (weather, fire, acts of violence). These crisis plans are periodically reviewed and updated. Plans are specific to each building, taking into account the building’s location and floor plan, evacuation procedures and other procedures to protect students and staff from harm. Detailed crisis plans are not publicized to ensure the probability of success. Building administrators participate in discussions at the district level to better formulate building level plans and also communicate with the Riley County Police Department and Department of Fire Services.

A district-level Crisis Communication Plan that is the same for each school is in place. If a crisis situation occurs, tune your AM radio to News/Talk 1350 KMAN. This is our source of immediate communication to parents. We will communicate details of the situation and give continuous updates to keep you informed. Information will also be released to other media sources. Telephone calls to the school building slow down the notification and communication with emergency personnel by school officials. If necessary, we will set up a telephone hotline and broadcast the number to you.

HEALTH ASSESSMENTS AND PHYSICALS JGC All students up to the age of nine (9) shall submit evidence they have undergone a health assessment prior to entering school for the first time. Students who fail to provide the documentation required by law may be excluded from school by the superintendent until statutory requirements are satisfied. Principals shall work cooperatively with local, county, and state health agencies to disseminate materials related to the availability of health assessments and inoculations.

*As per state and federal grant guidelines, preschool children are required to submit a yearly health assessment to document that they are up to date with well-child exams and immunizations. A documented hemoglobin level and lead level (if the child is determined to be at-risk) are also required.

INOCULATIONS JGCB All students enrolling in any district school shall provide the building principal with proof of immunization of certain diseases or furnish documents to satisfy statutory requirements. Booster shots mandated by the Secretary of the Department of Health and Environment are also required. Notice of this policy and the applicable state law shall be distributed to parents or guardians of current and prospective district students on or before May 15th of each school year. The superintendent shall issue a news release each August explaining the required inoculations and booster shots. Parents may delegate in writing their authority to consent to immunizations. At the beginning of each school year, the information on immunizations applicable to school age children shall be provided to parents and guardians of students in grades six through 12. The information on immunizations shall include:

(1) A list of sources for additional information; and (2) Related standards issued by the national centers for disease control and prevention

Students who fail to provide the documentation required by law may be excluded from school by the superintendent until statutory requirements are satisfied. Notice of exclusion shall be given to the parents/guardians as prescribed by law. Students who are not immunized against a particular disease(s) may be excluded from school during any outbreak.

Each principal shall forward evidence of compliance with the inoculation law to other schools or school districts when requested by the school or by the student’s parents/guardians.

Approved: 7/08; 2/16 HEALTH PROGRAMS a. In each school year, every student enrolling or enrolled in any school for the first time shall present to the appropriate school board certification from a physician or local health department that the student has received such tests and inoculations as are deemed necessary by the secretary by such means as are approved by the secretary. Students who have not completed the required inoculations may enroll or remain enrolled while completing the required inoculations if a physician or local health department certifies that the student has received the most recent appropriate inoculations in all required series. Failure to timely complete all required series shall be deemed non-compliance. b. As an alternative to the certification required about subsection (a), a student shall present: 1. An annual written statement signed by a licensed physician stating the physical condition of the child to be such that the tests of inoculations would seriously endanger the life or health of the child, or 2. A written statement signed by one parent or guardian that the child is an adherent of a religious denomination whose religious teachings are opposed to such tests or inoculations. c. On or before May 15 of each school year, the school board of every school affected by this act shall notify the parents or guardians of all known students who are enrolled or who will be enrolling in the school of the provision of this act and any policy regarding the implementation of the provisions of this act adopted by the school board. d. If a student transfers from one school to another, the school from which the student transfers shall forward with the student’s transcript the certification or statement showing evidence of compliance with the requirements of this act to the school to which the student transfers. Kansas Statute 72-5209

*As per state and federal grant guidelines, dental exams and vision/hearing screenings are required for preschool students each year. Dental exams are the responsibility of the parent/guardian, and should be completed by a registered dental physician. Vision and hearing screenings will be conducted at the school. A parent can opt out of screenings by contacting the school nurse.

If your family needs assistance in meeting the health requirements of the early learning program, please contact the school so you can be connected with a family education partner.

SCHOOL HEALTH POLICY The Riley County Medical Society and the School Health Committee have assisted in establishing school health policies regarding the readmission of children to school following an illness: 1. Written permission is required from a physician for any child who has been ill with a contagious disease and returns to school before the end of the quarantine period. 2. Written permission to return to school is not required for a child who is absent due to a contagious disease who has completed the quarantine time or whose illness was not a contagious disease.

REQUIRED QUARANTINE PERIOD Chicken Pox: - May return to school six (6) days after the onset of eruptions. Head Lice: - May return to school after treatment with a pediculocide. Nurses may request parents bring a treatment label or the product to school. Measles: - May return to school five (5) days after onset of rash.

Mumps: - May return to school seven (7) days after arrest of swelling. Pink Eye: - May return to school twenty-four (24) hours after active treatment has started and eyes are free of discharge. Ring Worm and Impetigo: - May return to school when active treatment is started. Scarlet Fever/Strep Throat: - May return to school twenty-four (24) hours after start of treatment. Fever: - May return after being fever free for twenty-four (24) hours. Vomiting and Diarrhea: - May return after being vomiting and diarrhea free for twenty-four (24) hours.

ILLNESS AND INJURY PROCEDURES When children become ill and it is necessary for them to leave school, parents will be notified. Every attempt will be made to contact the parents, sitter, or emergency number listed on the enrollment sheet. For the well being of your child it is important to keep this information updated. If no one can be reached, the child will be kept at school.

A school nurse is assigned to the building and is on call for emergencies.

In the event of a serious accident, parents will be notified immediately. Should the school be unable to locate the parent, an attempt will be made to locate the person listed on the enrollment sheet as the person to notify. If this person cannot be located, school personnel will exercise their best judgment in contacting emergency medical services.

MEDICATION The school medication policy is in compliance with Kansas regulations. 1. Written permission from one of the following professionals - physician, dentist, nurse practitioner, or physician assistant, and from the parent or guardian must be received before any prescription medication can be given at school. The forms for prescription and non-prescription medication are available on the district website: www.usd383.org or at the school office. 2. All medications must be stored in the nurse’s office. Students may carry an inhaler, epipen, or insulin if required to do so by parent and physician and proper technique of use has been demonstrated to the school nurse. 3. Prescription and over-the-counter medication must be in the original, appropriately labeled container. 4. Medications will be given between 11:00 and 1:00 unless otherwise indicated in writing by the physician for prescription medication or parents for over-the-counter medication. 5. A form must be completed and signed by the physician (for prescription medication) or parent (for over-the-counter medication) for each different series of medication, either prescription or non- prescription, a child takes. 6. A new form must be completed for each school year. 7. A new form must be signed by the physician (for prescription medication) or parent (for over-the- counter medication) whenever the dosage is changed.

PARENT & FAMILY ENGAGEMENT & EMPOWERMENT AT HOME

Teacher Home Visits Teachers set up individualized times to visit each of their student’s home prior to the start of school and at the conclusion of the school year. These visits allow the family and child to get to know the teacher in their natural environment. Approximately 30 minutes is allotted for each family.

Family Partnership Parent engagement is important to our program. We support parents as their child’s teacher, nurturer, and advocate. We encourage all of our families to engage in a family partnership with us. Families who choose to engage in a family partnership receive assistance with setting and reaching goals for their family. Support is provided through family education partners who follow up three times per year. Families who choose to participate in home visits will have bi-monthly or monthly follow-ups.

Home Visiting Program (PAT) Our program utilizes the Parents as Teachers (PAT) curriculum to support families in the home and to provide educational resources on how children grow and learn. Families who choose to enroll in home visits receive either a monthly or bi-monthly visit. The frequency of visits is based on the need of the family. Visits are individualized to meet the needs of the family and the growth and developmental needs of the child. Developmentally appropriate activities are provided at each visit, while also providing support with obtaining access to needed community resources.

PARENT & FAMILY ENGAGEMENT & EMPOWERMENT AT SCHOOL

Family Nights Family nights provide opportunities for families to work together with staff in the education, health, nutrition, and development of their children—all while having fun! These events provide opportunities for families to meet other parents who share common goals for their children. Our program provides at least four structured “family nights” each year.

Parent-Teacher Conferences Parent-Teacher conferences are scheduled twice annually, once each semester. At this time, the teacher and parent work together to create a plan of success for the child based upon his/her current strengths and areas of need. Daily, informal conversations between families and teachers are encouraged.

Volunteering The grants that fund our program stipulates that we must receive in-kind services from parents and the community to maintain funding. In-kind is the dollar amount given for people volunteering their time and donations to our early learning program.

Parents are welcome to visit the classroom, attend a special activity/field trip, or volunteer to share a special talent, activity, or cultural custom. Please note that your prolonged presence might be disruptive to the learning of your child. In an effort to best meet the needs of our students and classrooms, volunteer opportunities may not be in your child’s own classroom.

When volunteering, it is important you are able to focus on our students, therefore you are asked to leave younger siblings at home during volunteer opportunities. Parents are required to sign in to the office and get a visitors’ tag when volunteering.

All extended volunteers are provided with an orientation and volunteer handbook, prior to beginning their volunteer time.

Father/Male Involvement Our Early Learning Community believes that a child with a loving, involved father and mother is a child who has a great head start in life. We involve any significant male in a child's life, so dads, grandpas, uncles, 15 step-dads, and friends are all welcome to participate! This group meets throughout the year for father-child activities, discussion groups, and/or community service projects. Parent Committee Our program values input from parents. Every Early Learning Community parent is encouraged to be a member of the parent committee. This is an opportunity to assist in planning parent and family activities. Each early learning center will have their own parent committee that will meet bi-monthly. A parent committee is very similar to a PTO at an elementary school. Policy Council Policy council is made up of parent representatives from each of our Early Learning Community Sites. The purpose of this group is to help guarantee an Early Learning Community of maximum quality for both children and parents/guardians. At the bi-monthly meetings representatives have the opportunity to make suggestions and offer ideas for program improvements, assist in the development of hiring policies and procedures, plan agency wide activities for parents, and work with other parents and the community to recruit volunteers. This group is empowered to participate in the decision-making process. All parents are welcome to attend the meetings. Officers are elected early in the fall and serve a one-year term. Health Services Advisory Committee The Health Services Advisory Committee (HSAC) is made up of Early Learning Community parents, staff, and community health professionals who are interested in promoting good health care and health education for families. This board makes suggestions to the Policy Council, which votes on their ideas.

HOME/SCHOOL COMMUNICATION

Day-To-Day Parents are encouraged to engage in day-to-day correspondence with the lead teacher, as they are able, during drop-off and pick-up. If the parent is picking up at a time of day when the lead teacher is unavailable, they should e-mail or call the school to leave a message. The teacher will contact the parent in a timely fashion.

Changes in personal information for preschool students should be communicated directly from the family to the administrative assistant at the site the child attends.

Electronic Communication Teachers use various electronic forms of communicating with families, such as DoJo and SeeSaw. These electronic aps allow families to receive information via text if they choose to enroll. Teachers will post newsletters, special events, and pictures of children throughout the school year using these digital platforms.

Newsletters Teachers create monthly newsletters to share updates from the classroom, information about the learning trajectories for the week, and to share any news of upcoming events and activities.

Each early learning site compiles a monthly “school” newsletter to share events and activities that are happening program wide or in the community.

Website Our program maintains an early learning website as a resource to the families in our program and the community.

CONFIDENTIALITY We strive to protect the confidentiality of students in every area. Therefore, staff will not discuss anything of a personal nature regarding a student with anyone other than the parent or legal guardian of the child.

CHILD CUSTODY Good communication with the teacher and the principal are imperative to the school’s ability to honor any special custodial arrangements. Copies of documentation of legal arrangements and/or restraining orders need to be filed with the principal in order for the school to deny access to children by their biological parents.

STUDENT IMPROVEMENT TEAM The Student Improvement Team (S.I.T) meets monthly to support children who are struggling to make progress or have missing skills. This is a regular education process that occurs in the child’s classroom with their teacher providing extra support planned by the S.I.T team. The Student Improvement Team consists of the child’s parent/guardians, the child’s teacher, the school psychologist, special education staff, and building administrators.

CLOTHING Children should be dressed for active play. While on the playground children will be running, climbing, riding bicycles, and digging in sand. Outdoor play is a part of our daily activity and is only interrupted due to rain or when the wind chill is below twenty-one degrees. It is important during warm weather that cool, loose-fitting clothing be worn. During the winter months your child must attend school with a winter hat, gloves or mittens, and coat. Each of these articles of clothing should be labeled with the child’s name in permanent marker.

Sandals, flip-flops, or other slip-on shoes are not considered appropriate footwear for preschoolers. It is also difficult to run and climb in “floppy” shoes.

Parents must provide a set of extra clothing to leave at the facility in the event of a toileting accident or spill. This set of clothing should include underwear, socks, pants or shorts, and a shirt. To minimize the spread of disease, the teachers will not rinse clothing soiled by toilet accidents. The soiled items will be placed and sealed in a plastic bag and returned to you at the end of the day. When your child has used his/her extra set of clothing, you will need to send a new set to school the following day.

ITEMS FROM HOME We ask that toys or other personal items from home, please be left at home. Any items that are brought from home on other days will be asked to stay in the child’s backpack or cubby to eliminate problems amongst children. It is appropriate for children to bring items from home on show-and-tell day. When the item is not being shown it will be kept in the child’s backpack. For a variety of safety, nutritional, and allergy issues, we ask that no food be brought into the building, including snack and birthday treats. We also ask that no gifts for staff or classmates be brought to school.

LIBRARIES Each of our Early Learning Community sites features a children’s library. Each child will have the opportunity to check out books to bring home to share with their families. In order to check out, students must have all

17 books returned to the library. We appreciate families working with us to care for our books, so they can be enjoyed by all.

FIELD TRIPS Field trips are considered an extension of the school’s curriculum and permission forms are signed at enrollment. Parents will be notified of specific field trips as they are planned. Parents who do not wish to have their child participate in a specific field trip should notify the school.

BIRTHDAYS & CELEBRATIONS In order to meet guidelines set forth by federal funding sources, and because of a variety of safety, nutritional, and allergy issues, our Early Learning Community has a policy that no food, (home-made or store bought) may be brought into the building. This includes birthday treats.

Our Early Learning Community provides an environment of acceptance that supports and respects culture, gender, language, ethnicity, religion, disability status, and family composition and avoids activities and materials that stereotype or limit the involvement of children and families. Program activities are inclusive and support appreciation and respect for child, family, community, and staff diversity.

Party invitations may be distributed at school only if they are given to all students in the classroom.

NUTRITION Providing nutritious and appropriate food choices to our students during meal times is of the utmost importance to us. USD 383 follows the CACFP guidelines when developing our monthly menus. The menus are posted monthly in each classroom and available to parents as requested. USD 383 Food Services will work to accommodate the needs of students with documented food allergies. Family style meals are served during lunch for children attending our full day program.

The following meals are served daily:  Half Day: Snack

 Full Day: Breakfast, Lunch, Afternoon Snack KINDERGARTEN TRANSITIONS Transition procedures between our early learning classrooms and district kindergarten classrooms begin the spring prior to the child’s kindergarten year. For our students with special services, the process includes a transitional meeting between early childhood staff and staff at the child’s district zoned elementary school of attendance. Parents/guardians of all kindergarten eligible students will receive information about the district kindergarten roundups, and are encouraged to attend. At round-up, parents/guardians will complete paperwork to pre-enroll their child for kindergarten.

USD 383 DISTRICT MISSION STATEMENT Building foundations for dynamic futures

Vision

Manhattan-Ogden USD 383 is a public school system nationally recognized for the success of all students.

Core Beliefs

Acceptance: We create a climate that values diverse thinking, mutual respect, and working as a team for the betterment of the whole organization.

Accountability: We hold one another accountable for increasing student and staff success.

Courage: We support courageous actions in an environment that embraces ethical and thoughtful risk- taking.

Joy: We enjoy our work and recognize that happiness contributes to organizational health and generates more opportunities for success.

Trust: We presume the good intentions of others in a culture of openness for honest input and creative ideas.

Guiding Principles

System Perspective: Stakeholders respect that all components of the organization are interdependent and must be managed as a unified whole in order to achieve ongoing success and performance excellence.

Engaged Learning: Stakeholders share a collaborative responsibility for implementing intentionally- designed holistic and engaging learning experiences.

Encouraging Environment: Stakeholders promote a framework encouraging grit and the courage for students to become the best version of themselves.

Relationship Building: Stakeholders facilitate connection and growth through safe, inclusive, compassionate, and empathetic interactions with others.

Foundational Skills: Stakeholders provide dynamic learning experiences to build a strong foundation of skills necessary to be competitive in local, regional, and global economies.

Societal Contributions: Stakeholders demonstrate a well-rounded ability to make respectful and ethical decisions.

Pillars

USD 383 is committed to continuous improvement through dedication to four foundational pillars: student success, culture and environment, workforce talent, and partner relations - with outcomes measured in both traditional and non-traditional ways.

DISTRICT TELEPHONE NUMBERS

Amanda Arnold Elementary 1435 Hudson Avenue, 66503 587-2020

College Hill Early Learning Center 1110 College Avenue, 66502 587-2830

Dwight D. Eisenhower Middle School 800 Walters Drive, 66502 587-2880

Eugene Field Early Learning Center 1700 Leavenworth Street, 66502 587-2045

Frank Bergman Elementary 3430 Lombard, 66503 587-2865

Bluemont Elementary 714 Bluemont, 66502 587-2030

Food Service Office 1112 Hayes Drive, 66502 587-2851

Lee Elementary 701 Lee Street, 66502 587-2050

Manhattan High School West Campus 2100 Poyntz Avenue, 66502 587-2100

Manhattan High School East Campus 901 Poyntz Avenue, 66502 587-2150

Marlatt Elementary 2715 Hobbs Drive, 66502 587-2060

Northview Elementary 300 Griffith Drive, 66502 587-2070

Ogden Elementary 210 Elm St., Box L - Ogden KS 66517 587-2080 Parents As Teachers 300 Griffith Drive, 66502 587-2058

Robinson Education Center 2031 Poyntz Avenue, 66502 587-2000

Susan B. Anthony Middle School 2501 Browning Avenue, 66502 587-2890

Theodore Roosevelt Elementary 1401 Houston Street, 66502 587-2090

Transportation Services 1120 Hayes Drive, 66502 587-2190

Woodrow Wilson Elementary 312 North Juliette Avenue, 66502 587-2170

MANHATTAN-OGDEN USD 383 BOARD OF EDUCATION

David Colburn [email protected] 537-0485

Jurdene Coleman [email protected] 408-7224

Darell Edie [email protected] 532-2760

Leah Fliter [email protected] 587-9438

Karla Hagemeister karla.usd383.gmail.com 565-9583

Curt Herrman [email protected] 410-6846

Katrina Lewison [email protected] 477-0762

BOARD OF EDUCATION MEETINGS Meetings of the Board of Education are held twice a month. The Manhattan Mercury and local radio stations announce these meetings in advance. The public is invited to attend these meetings.

STATEWIDE SAFETY HOTLINE NUMBER A statewide school safety hotline, staffed by the Kansas Highway Patrol, has been established. This hotline is available 24 hours per day, 365 days a year, to report impending school violence to the Kansas Highway Patrol.

The hotline, enacted by House Bill 2489, connects to the Kansas Highway Patrol central dispatch center. From there, information is transferred to local law enforcement who will relay information to the local school administrator. The hotline number is: 1-877-626-8203.

We encourage parents to talk with their children and for those young people to feel comfortable expressing concerns to their parents or school employees. If your child reports a concern to you, please contact the school principal, or use the hotline that provides another avenue for reporting.

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This handbook is meant to be an abbreviated version of Manhattan-Ogden USD 383 policies, rules, and regulations. Should a discrepancy between board policy and any language in this handbook arise, district policy supersedes this handbook.

Board of Education policies referenced in this handbook can be found at the district website www.usd383.org

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