Evelyn Rubenstein JCC | Early Childhood Parent Handbook

“The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking... The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine.”

- Loris Malaguzzi

Evelyn Rubenstein Jewish Community Center Houston Early Childhood Programs

Joel Dinkin Chief Executive Officer

Zoe Miller Chief of Jewish Education

Bertha Alyce Early Childhood School

5601 S. Braeswood Blvd. Houston, TX 77096-3907

713.551.7200 | Fax: 713.551.7272

Meredith Sakowitz, Director Bertha Alyce School msakowitz@erjcchouston.org

Ellen Boniuk Early Childhood School

1120 Dairy Ashford Houston, TX 77079-3002

281.556.5567 | Fax: 281.558.2825

Rene Cartagena Kariel, Director Ellen Boniuk School rkariel@erjcchouston.org

“Behold how good and pleasant it is when all people live together as one.” Psalm 133

Guided by the wise words of the Psalmist, the Evelyn Rubenstein JCC commits to build, nurture, and elevate a culture of belonging in which we welcome, recognize, and celebrate people of all backgrounds, abilities and identities in accessible, safe settings.

This childcare vendor is in compliance with the Title VI of the Civil Rights Act of 1964 (Public Law 88-135), the Age Discrimination Act of 1975 (Public Law 94-135), and the Rehabilitation Act of 1973 (Public Law 93-122). This is an equal opportunity program. No person, in the United States shall, on the grounds of race, color, national origin, age, sex, disability, political beliefs or religion, be excluded from participation in, be denied the benefits of; or be otherwise subjected to discrimination. If you believe you have been discriminated against because of race, color, national origin, age, sex, disability, political beliefs, or religion, you may lodge a complaint with Neighborhood Centers, Inc. and/or write immediately to the Civil Rights Department, Texas Department of Regulatory and Protective Services, P.O. Box 149030, Austin, TX 78714-9030, (512) 438-4800.

“Al tifrosh min hatzibur.”

“Do not separate yourself from the community.”

— Pirkei Avot 2:5

Dear Families,

Welcome to the Bertha Alyce and Ellen Boniuk Early Childhood Schools! We are so honored to have you as part of our warm and inclusive community. At the heart of our program is a deep respect for children as capable, curious and full of potential. Together, we will embark on a journey of discovery, wonder and meaningful connection.

Rooted in the Reggio Emilia philosophy, we view children as active participants in their learning— co-constructing knowledge through play, exploration and relationships. Our environments are intentionally designed to inspire creativity and inquiry, reflecting the belief that learning happens best when children feel seen, heard and valued.

Our approach is also deeply grounded in Jewish values, which guide and enrich our everyday practices. Values such as kesher (connection), kavod (respect), tzedek (justice), simcha (joy), and kehillah (community) help shape a culture of kindness, empathy and belonging. Through stories, traditions, celebrations and shared experiences, children learn not only about Jewish life and heritage but also how to care for themselves, others and the world around them.

We are committed to providing a safe, nurturing space where your child will grow emotionally, socially, intellectually, physically and spiritually. We see families as essential partners in this process, and we invite you to engage fully with us—sharing your insights, stories and presence in our community.

Please take time to read this handbook, as it contains important information about our program’s philosophy, policies, and practices. If you ever have questions, thoughts, or simply want to connect, our doors are always open. We are here for you.

We look forward to a joyful and inspiring year of learning, laughter and community. Welcome to our JCC early childhood family—your home away from home.

B’vracha (with blessings),

The Early Childhood School Leadership Team

PROGRAM OVERVIEW

PURPOSE

The purpose of education at the Evelyn Rubinstein Jewish Community Center of Houston (JCC) Bertha Alyce School/ Ellen Boniuk School (BAS/EBS) and Karol Musher STARS Early Intervention Program is to develop young children’s minds, bodies, and emotions, as well as to produce individuals who are self-directed, lifelong learners by:

FOSTERING Jewish identity through an experiential approach to Judaism.

GENERATING a relaxed Jewish atmosphere, which provides openness, spontaneity, creativity, joy, and love.

PROVIDING an array of stimulating activities to promote aesthetic and cultural awareness, language development, academic readiness, motor development, and social skills.

ENCOURAGING independence, self-confidence, respect for others and a sense of belonging and sharing in a group.

OFFERING loving support to each child and each family through a positive, reciprocal relationship based on trust and respect.

EMBRACING diversity and inclusion by honoring each child’s unique background, abilities, and perspectives, fostering a community where everyone feels valued and respected.

OUR PHILOSOPHY

It is our belief that young children learn through direct and concrete experiences with the support and guidance of the unique people in their lives. Individual needs and differences are valued as they promote tolerance and respect for the diversity found within our communities and society in general.

We provide continuing exploration, experimentation and discovery which encourages the children to think, reason, and question through intentional activities planned by the teachers and activities that emerge from the interests and needs of the children and families.

MISSION STATEMENT

The Early Childhood Schools of The Evelyn Rubenstein Jewish Community Center of Houston are institutions of learning influenced by the Jewish heritage and dedicated to principles of social justice, respect for diversity and valuing the uniqueness of each person. The primary focus is placed upon all needs of young children and their families and all those who touch their lives each day.

It is our belief that by meeting the need for “neighborhood” within our community, we are responding to a basic need for all human beings, parent and children alike.

GOALS AND OUTCOMES FOR CHILDREN

We provide a variety of developmentally appropriate activities and materials that emphasize concrete experiential learning to achieve the following goals:

1. Foster positive self-concept.

2. Develop social and emotional skills.

3. Develop cognitive skills by encouraging children to think, reason, question, problem solve, and experiment.

4. Encourage language and literacy development.

5. Encourage and demonstrate sound health, safety, and nutritional practices.

6. Enhance physical development and skills.

7. Encourage creative expression and appreciation for the arts.

8. Develop appreciation and knowledge of Jewish customs, traditions, and values.

9. Develop respect for social and cultural diversity.

10. Be responsive to individual family home values, beliefs, experiences, and language as well as to the individual learning needs of each child.

GOALS AND OUTCOMES FOR FAMILIES

1. To feel supported in terms of your individual family home values, beliefs, experiences, and language.

2. To partner actively with our staff in facilitating your child’s learning.

3. To develop or enrich your understanding and appreciation of Jewish cultural traditions, values and celebrations.

4. To have the opportunity to volunteer and participate in our early childhood educational programming.

OUR FACULTY

We hold deep respect and gratitude for our dedicated and passionate faculty, who are the heart of our school community. Each teacher brings not only professional expertise but also a spirit of curiosity, compassion, and commitment to nurturing the growth of every child. Rooted in the Reggio Emilia philosophy, our educators see themselves as researchers and co-learners—guiding, listening, and learning alongside children as they explore and make sense of their world.

Our faculty is comprised of early childhood professionals who are deeply sensitive to the unique needs of children and families. They are committed to providing high-quality Jewish early childhood education that reflects our core values of kavod (respect), limmud (learning), tikkun olam (repairing the world), and kehilla (community).

Professional growth is a cornerstone of our faculty culture. Teachers regularly participate in educational workshops and receive a minimum of 30 hours of professional development each year, along with certification in CPR and Pediatric First Aid. This ongoing learning reflects our belief that educators, like children, are always growing— bringing renewed inspiration, intention, and excellence into our classrooms each day.

OUR APPROACH TO LEARNING

We provide a supportive, nurturing environment that promotes the emotional, social, physical, cognitive, and spiritual development of young children. We work in partnership with families to provide loving, responsive, consistent care and education to their children. Our program serves as a laboratory for the growing child’s experiments in the mastery of new skills.

Our program encourages active exploration of the environment, from the youngest child learning to crawl across open floor space to the oldest investigating the physics and chemistry of the world around him. We promote curiosity, individual interests, creativity, and the development of self-esteem through play, the vehicle by which children learn and develop. We facilitate a child’s development as he/she becomes a competent individual, increasingly independent in action and thought as he or she acquires new skills and knowledge. We view each child as unique and plan for individual needs. In addition, we help children gain an understanding of their own feelings and those of others, and we create a setting in which children can participate in cooperative, noncompetitive play.

The environment is set up to be cozy and welcoming as well as stimulating and challenging. Each classroom has its own arrangement of areas and materials, and daily schedule and routines that are designed to suit both individual and group needs. Within this framework, children have many choices. There is time to be active, time to relax, time to explore outdoors, time inside. Self-directed activities and materials are available, as are specially prepared ones.

Problem solving, experimentation, and social interactions are encouraged through daily use of developmentally appropriate materials and activities. These may include blocks, dramatic play, water and sand, art, cooking, music, movement, group times, manipulatives, math, science, outdoor play, caring for animals, books, and language experiences.

Individualized educational plans are created for the students in our Karol Musher STARS Early Intervention Program where we scaffold their learning to support their growth and development. The STARS students learn alongside their same-age peers in the BAS classrooms. This is achieved through a partnership between our families, educators, special educators, and therapists.

OUR CURRICULUM FRAMEWORK

Our curriculum:

• Encourages the development of the “whole” child to include the domains of cognitive (early literacy, early mathematics, science, technology, creative expression and appreciation for the arts, health and safety, and social studies when age appropriate), language, social, emotional, and physical development.

• Uses Rice Literacy Project and Developmentally Appropriate Practices to plan activities for both the individual child and the class. Standards are incorporated into play, exploration, projects and studies, and large and small group times.

• Presents the developmental (cognitive, social, emotional, physical) and content-based (literacy, math, science, etc.) domains in an integrated manner.

• Reflects diversity (gender, age, language, and abilities) and is culturally sensitive and responsive of individual family’s values, beliefs, and home language. This can be observed in interactions as well as evident in equipment and materials.

• Is primarily “child-centered” and emergent. Activities, materials, and themes are “driven” by the developmental needs of children in the classroom as well as their interests. Input into the curriculum also comes from children’s families and the community. The teacher capitalizes on these and uses them an as avenue for intentional teaching. Project work is valued and encouraged.

• Is play-based with large blocks of time allocated to children’s self-initiated learning choices, which include creative expression and play. The schedule provides opportunities for small-group and large-group activities as well as individualized instruction.

• Provides materials and experiences that are presented in an organized learning environment (both indoors and outdoors) to include learning centers for preschool children and learning zones for infants and toddlers Children freely explore and experiment with materials and other children as well as with teachers who attempt to scaffold with them.

• Uses assessment and curriculum goals and objectives that are interrelated and viewed as a “Curriculum Braid” that weaves together early learning standards, activities and materials, observation, and assessment.

OUR APPROACH TO CREATIVITY

Our teachers thoughtfully design environments that nurture creativity and self-expression by offering a rich variety of open-ended materials—tools that invite children to explore, invent, and imagine without limits. We deeply value process-based art, where the focus is on the journey of creation rather than the final product. This approach allows children to engage in meaningful experiences that support cognitive, emotional, and sensory development.

Through the creative process, children experiment with materials, express their thoughts and emotions, revisit meaningful experiences, and work through ideas and questions that matter to them. Art becomes a language—a powerful form of communication that helps children make sense of their world. In these moments, children are not simply making art; they are building confidence, practicing decision-making, and developing fine motor skills, all while experiencing joy, connection, and discovery.

Inspired by the Reggio Emilia philosophy, we see artistic expression as a vital part of learning and a reflection of each child’s unique perspective. The marks they make, the textures they explore, and the stories they tell through their work are honored and celebrated, not for how they look, but for the thinking and feeling they represent.

OUR APPROACH TO LANGUAGE ACQUISITION

From infancy, children begin acquiring language by listening to voices and observing print in their environment. In our classrooms, teachers nurture language through meaningful conversations during play, routines, and mealtimes, honoring each child’s voice and expression.

Rich experiences with stories, songs, puppets, flannel boards, and discussions help children build vocabulary, make sense of their world, and develop a love of language and literature. Rooted in the Reggio Emilia philosophy and guided by Jewish values like kavod (respect) and kesher (connection), we view communication in all its forms as essential to each child’s growth and identity.

OUR APPROACH TO LITERACY

Our approach to literacy development is grounded in best practices, drawing from the Rice School of Literacy and Culture Program and the National Association of Young Children (NAEYC) position statement. We follow a continuum of reading and writing development, recognizing that each child’s journey unfolds at their own pace.

Teachers thoughtfully support literacy in ways that are responsive to each child’s developmental stage. Some children may acquire skills quickly, while others will need more time and exploration. Our focus is on nurturing a love of language, reading, and writing in a joyful, supportive environment that encourages curiosity, confidence, and self-expression.

OUR APPROACH TO MATHEMATICS

The following fundamental mathematical concepts and skills are integrated into our curriculum based on the developmental needs of each child:

• One-to-one correspondence (understanding that one group has the same number of things as another)

• Number sense and counting (the connection between quantities and counting)

• Sets and classifying (things that can be put together in a group based on a common criterion such as color, size, shape, or use)

• Comparing (finding a relationship between two things or sets of things based on a specific characteristic or attribute such as size, height, or number)

• Shape (circle, square, triangle, rectangle, rhombus, and ellipse)

• Space (position: on-off, over-under, in-out, above-below, etc.; direction: up-down, forward-backward, around through; distance: near-far, close to-far from; organization and pattern: arranging things in a pattern until they fit or until they please the eye; construction: change the size and shape of the space to fit what is needed for things)

• Parts and wholes (understanding the idea that some things are made of special parts, that sets of things can be divided into parts, and that whole things can be divided into smaller parts)

• Ordering (higher level of comparing – placing things in a sequence from first to last)

• Patterning (making or discovering patterns such as sequence by color or number, patterns in nature, patterns in movement, such as clapping or marching)

• Measurement of volume, weight, length, temperature, and time (introducing measurement using informal tools such as nonstandard units and estimation).

OUR APPROACH TO SCIENCE

The science curriculum is based on a “wonder why” approach. Children are encouraged to explore and experiment in a hands-on environment that encourages the discovery of cause and effect. They are encouraged to investigate how the world works and to take responsibility for protecting and caring for the environment. The following basic science process skills are introduced to allow children to gain new information through concrete experiences:

• Observing – using the senses to gather information about objects or events

• Comparing – looking at similarities and differences in real objects

• Classifying – grouping and sorting according to properties, such as size, shape, color, use, and so on

• Measuring – quantitative descriptions made by an observer either directly through observation or indirectly with a unit of measure

• Communicating – communicating ideas, directions, and descriptions orally or in written form such as pictures or graphs so others can understand.

OUR APPROACH TO PHYSICAL DEVELOPMENT

We support children’s gross motor development by offering daily opportunities to move their bodies with purpose and joy. Whether crawling, walking, running, jumping, or hopping, children are encouraged to explore their physical capabilities in playful, engaging ways. Our thoughtfully designed outdoor spaces and playgrounds invite active exploration, helping children build confidence, coordination, and a growing awareness of their physical selves. Movement experiences also include dance, nature walks, parachute play, and ball games—encouraging children to celebrate what their bodies can do.

Fine motor development is supported through open-ended, hands-on activities that strengthen small muscles and promote creativity. Children engage in experiences such as finger painting, working with play dough, cutting, stringing beads, building with blocks, completing puzzles, drawing, and early writing. These activities not only support emerging skills but also foster independence and self-expression.

Rooted in the Jewish value of sh’mirat ha’guf—caring for our bodies—we view physical development as an essential part of nurturing the whole child. We help children develop respect for their bodies, recognize their growing capabilities, and experience movement as a joyful part of everyday life.

OUR APPROACH TO SOCIAL AND EMOTIONAL DEVELOPMENT

We deeply support each child’s developing sense of self and social-emotional intelligence. Our nurturing environment is built on encouragement and genuine respect, creating a safe space where children can build confidence and competence. By providing opportunities to take initiative, face challenges, and solve problems independently, children develop resilience and a strong sense of self.

We also encourage children to develop important self-help skills—such as serving their own snack and milk, dressing, and undressing, toileting, washing hands, and cleaning up after themselves. Mastering these skills not only promotes independence but also fosters feelings of accomplishment, responsibility, and self-worth. Through these experiences, children learn to understand and manage their emotions, build positive relationships, and engage as confident, caring members of our community.

OUR APPROACH TO DISCIPLINE AND GUIDANCE

Like all aspects of child development, emotional development progresses in stages; time and maturity are needed for children to develop emotional mastery and behavioral control. Our goal is to help children develop independent, responsible, and caring behavior and to develop positive self-esteem.

Our teachers help children find constructive ways to express needs and feelings, ways that are reasonable for levels of social competence and maturity. Because a young child does not yet understand the consequences of behaviors, we provide appropriate limits. This allows children to explore with confidence, knowing that an adult will protect them against injury. These limits match the level of development and the individual needs of each child; they are simply and consistently stated, along with an explanation of what the child is supposed to do and a reason why the behavior in question is unacceptable.

There are many strategies a teacher may use when a child exhibits challenging behaviors. Effective techniques may include redirection to a different activity; problem solving and negotiation; restructuring the classroom space or schedule; reinforcement of positive behaviors; ignoring negative actions; providing activities that are of interest to the child; or anticipating problems and eliminating them before they occur and using praise and encouragement of good behavior instead of focusing on unacceptable behavior. We emphasize helping children solve problems themselves. We help them identify the problem and generate possible solutions and to find mutually satisfying solutions.

Children learn to express their feelings and ideas as well as to listen to others as they express themselves. Depending upon the age and the individual, this may mean more facilitation on the part of the teachers. Gradually, as a child matures, the responsibility for managing behaviors transfers from the adult to the child as he/she gains more competence in handling his/her own problems and gains more self-control.

We recognize that at times a child can exhibit certain behaviors at school and others at home; the demands on a

child in a group setting are often very different from what is required at home. Families are asked to keep teachers informed about routines at home and any changes that may occur in the child’s home life. Regular written and/or verbal communication is maintained with parents, and conferences and family meetings are scheduled throughout the year. These conferences serve many purposes from simple information sharing to active problem solving regarding disturbing or difficult behaviors. Teachers and parents work together to find a consistent approach; this sometimes means changing a routine or approach at home or at the JCC, or trying a new technique, but always maintaining open lines of communication.

CHALLENGING BEHAVIOR

If a child is engaging in continual challenging behavior the teacher will consult with the Director. For children with persistent, serious, challenging behavior, teachers, families, and other professionals work as a team to develop and implement an individualized plan that supports the child’s inclusion and success. Examples of challenging behaviors include physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follow directions or observe classroom rules.

Parents are expected to meet with teachers and/or the ECE Director to work with the program to help your child overcome challenging behavior. If the child’s behaviors do not improve, a family may be asked to withdraw the child from the program.

POSITIVE GUIDANCE & BEHAVIOR SUPPORT POLICY

Bertha Alyce and Ellen Boniuk Schools adhere to State of Texas Licensing and NAEYC guidelines in promoting positive behavior support, rooted in developmentally appropriate expectations; those guidance standards are outlined in the handbook.

The handbook states:

If a child is engaging in continual challenging behavior the teacher will consult with the Director. For children with persistent, serious, challenging behavior, teachers, families, and other professionals work as a team to develop and implement an individualized plan that supports the child’s inclusion and success. Examples of challenging behaviors include physical aggression (hitting, biting, shoving, whacking with toys), relational aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follow directions or observe classroom rules. Parents are expected to meet with teachers and/or the EC Director to work with the program to help your child overcome challenging behavior. In the event that the child’s behaviors do not improve, a family may be asked to withdraw the child from the program.

Our classrooms align with NAEYC standards for group size and ratios, and developmentally appropriate behavior expectations associated with the age range of the class.

BEHAVIOR SUPPORT PLAN

It is the policy of Bertha Alyce and Ellen Boniuk Schools that disruptive behaviors be addressed in a timely and predictable way so that staff and parents can quickly address concerns and share information to help the child succeed socially in the classroom.

When a child displays a strong emotion or challenging behavior for the first time, or in a way that is out of the ordinary for a child or for developmental expectations, the family will be notified so that they can hear about the experience and how it was handled.

When a child engages in a behavior that is typically seen at this age (ex: biting in the toddlers), we will acknowledge it as such. If the behavior has a higher than typical frequency, does not naturally fade away, or is accompanied by more atypical behaviors, the school will set up a conference with the family.

If a child engages in disruptive behavior for an extended period or with strong frequency, has been excessively aggressive or has damaged property, an administrator will be involved to help deescalate the child, diffuse the situation and will notify the family of the event and ask for the child to be picked up within the hour. Should two (2) events of disruptive behavior occur, a member of the administration team will conduct an observation in the classroom to offer feedback, coaching and recommendations which may assist the teacher in meeting the socialemotional needs of the child.

Should four (4) incidents warranting an early pick up from school occur, the BAS/EBS Behavior Support Team will be convened to make an action plan. The Behavior Support Team will include: the Director, a Parent, and one classroom teacher. During the following days, the team WILL:

• Begin documenting the context, nature, and duration of any disruptive behaviors.

• Conduct observations of the classroom by an administrator to provide specific suggestions regarding the classroom environment or guidance approach to the child.

• Commit to trying out the above recommendations and providing feedback and information about their success.

Share any useful information about the child’s development which may be a contributing factor to the behaviors.

• Share appropriate referrals for recommended outside supports and interventions.

• The school team will recommend an appropriate reduction in hours to increase school success (examples include arriving after AM care into the child’s primary classroom, leaving earlier in the day, switching to a 3 days/week schedule, etc.).

The Behavior Support Team is designed to increase the child’s success and learning at school. The team WILL NOT:

• Move the child to another class without careful deliberation.

• Conference at drop-off or pick-up with you about the child’s day or speak about behavioral challenges in front of your child.

• Identify your child as someone receiving our behavior support services.

The team will follow-up to discuss updates, share strategies and information, and review progress after the team has had time to commit and implement some of the strategies and ideas shared. As the situation improves, the child’s day may be extended incrementally, with sufficient time to monitor and adjust to the new schedule. In some cases, the reduced schedule resolves many problems and remain in place.

We find that most all families who have been in this position have benefitted by the engagement of outside support in conjunction with our in-house school support. We will supply any information and insight on your child’s development which may be impacting her/his participation and social-emotional learning at school so you can be informed of the reasoning behind any outside referrals or recommendations we make during this process.

On rare occasions, after the above has been undertaken, the Director may need to counsel the family into a more suitable school placement. Whether the BAS/EBS support plan is not a sufficient match for the level of support needed for the child, or the parents do not wish to participate in a team partnership, sometimes the general education program of Bertha Alyce and Ellen Boniuk Schools is not a match to the child’s learning profile and behavior needs. On such an occasion, the Director will direct families into the Karol Musher STARS program, if applicable, or to another high-quality program.

OUR APPROACH TO ASSESSMENT

METHODS AND PROCEDURES

Our teachers and directors of the Early Childhood Programs use a variety of formal and informal measures to assess routinely the growth and physical, social, emotional, cognitive, and language development of your child. Teachers receive on-going professional development on the use of assessment procedures, including interpretation of the results as well as the conditions under which children are assessed. Assessment will occur within the natural setting of the classroom and the playground. The information from the rating scales, assessment portfolios, parent input and screenings for the children will be integrated with the curriculum goals and lesson planning to support individual learning styles and needs.

USE AND PURPOSE

We use assessment for the following purposes:

• To describe the developmental progress and learning of children

• To improve curriculum and adapt teaching practices and the environment

• To identify children’s interests and needs

• To identify children who may require intervention and arrange for developmental screening and referrals for diagnostic assessment

• To communicate with families

• To plan program improvement

ASSESSMENT

Our program uses developmental milestones which is a system for assessing children from birth through kindergarten. In a Reggio Emilia-inspired classroom, we view each child as competent, curious, and full of potential. Developmental milestone checklists serve as thoughtful guides that help us observe and understand each child’s

unique learning journey. Rather than measuring children against a rigid standard, we use these checklists to support responsive teaching—helping us notice emerging skills, reflect on how children are engaging with their environment, and ensure that experiences we offer are developmentally appropriate, yet rich with possibility and challenge.

These tools also deepen our partnerships with families. By sharing observations and developmental insights, we can have meaningful conversations that honor each child’s strengths while collaboratively supporting their growth. Most importantly, checklists are not used to define children—but to inform how we, as educators, can thoughtfully adapt our environment, materials, and interactions to meet the needs of the whole child. Rooted in relationships, this reflective process is central to nurturing joyful, individualized learning in our school community.

PORTFOLIOS

Portfolios consisting of work samples, observations, anecdotal records, developmental milestones, and other methods to assess and record development and abilities, will be kept by the classroom teachers each year for each child and updated regularly during the year. The portfolios will be shared with the family at parent-teacher conferences in the fall and spring and as requested at other times during the year. A written report will be given at the parent-teacher conferences.

PARENTAL INPUT

Parents are given the opportunity to provide their input regarding your child’s interests, strengths, and emerging abilities at the beginning of each year on the Family Information Form. Additionally, parent input is encouraged throughout the year. Input from parents is combined with information obtained from the assessment portfolios to guide the teachers in planning activities to meet the individual developmental needs and interests of your child and to determine the effectiveness of their teaching strategies.

PROGRAM ORIENTATION

ACCREDITATION/LICENSING

BAS and EBS are licensed by the Texas Department of Family and Protective Services. BAS and EBS both participate in Texas Rising Star programming, schools of excellence.

Families may review a copy of TDFPS Minimum Standard Rules and the most recent licensing inspection report upon request. Parents may contact the local licensing office at 713.940.3009, child abuse hotline at 1.800.252.5400, and TDFPS website at www.dfps.state.tx.us.

ADMISSION POLICIES

The JCC Early Childhood Programs do not discriminate based on religion, race, sex, national origin, or disability. You must be a member in good standing of the JCC to participate in the BAS/EBS. Preference for admission will be given as follows:

1. Children currently enrolled

2. Siblings of children presently enrolled

3. Siblings of Center members’ children who completed the BAS/EBS program

4. Children of current Center members

5. Children of new Center members

A waiting list is maintained to fill any openings that become available.

ENROLLMENT

The BAS/EBS Early Childhood Family Handbook is available anytime on the JCC website, or you may request a printed copy from the BAS/EBS office. When enrolling your child in our community, we ask that you take time to carefully read the handbook and then sign a form confirming your understanding and commitment to the values and policies that guide our program. This simple step helps ensure that together, we create a

respectful, nurturing, and joyful learning environment for all children and families. Please return the signed form to the Early Childhood Office within one week of enrollment.

As part of welcoming, you into our community, we will invite you and your child to participate in orientation sessions—opportunities to visit the classroom, meet your child’s teachers, and begin forming meaningful connections. You will also be invited to attend a parent meeting where we share our program’s goals, philosophy, policies, and upcoming activities, helping you feel fully informed and engaged.

In the spirit of building strong relationships, a “Get Acquainted” meeting will be scheduled with the Early Childhood Director and your child’s teachers. These meetings reflect our belief, inspired by the Reggio Emilia approach and Jewish values of kesher (connection) and kavod (respect), that open communication and partnership between families and educators are the foundation of a thriving community. We look forward to welcoming you and your family into our circle and supporting your child’s journey of learning, growth, and discovery.

By the first day of school, each student must have on file in the Early Childhood Office the following completed and signed forms:

• Enrollment

• Emergency information

• Medical information with current immunizations, statement of recent examination by a physician, and nonprescription medication

• Confidentiality statement

• Special health information

• Discipline and guidance

• Parent’s standing orders for non-prescription topical medications

• Individual and family profile

• If applicable, any court orders pertaining to the life of the child, such as visitation. Your child’s health and safety records are maintained in one central location in our facility. The contents of your child’s file are confidential but are immediately available to administrators or teaching staff who have consent from a parent or legal guardian for access to records; the parents or legal guardian; and regulatory authorities, on request.

Required paperwork must be submitted for your child to attend our program.

Our staff will review records at least quarterly to ensure your child’s records are current. Parents must provide in writing to the Early Childhood Office any changes to the enrollment information and any updates of immunizations that occur during the year.

REGISTRATION

Registration for the upcoming school year and summer sessions takes place in late January through early February. Following the “in-house” registration period reserved for currently enrolled families, “open” registration opens to families on the waiting list. Please note that registration fees and deposits are due at the time of registration and are non-refundable.

Placement of children into classrooms is a careful and complex process that considers multiple factors, including— but not limited to—chronological age, developmental readiness, teacher recommendations, enrollment days and schedules, and available classroom space. While we understand and respect individual preferences for specific classrooms, groups, or teachers, we cannot accept requests or guarantee placement in particular classrooms or with specific teachers or teaching teams. These assignments are made to best support the needs of each child and the overall classroom community.

Most of the registration process is completed online; however, the Director will reach out to families individually to discuss any special circumstances, scheduling concerns, or developmental considerations before finalizing placements. Families are also encouraged to notify the Director in writing of any special needs or scheduling

concerns when submitting registration materials.

We appreciate your understanding that our priority is creating balanced, thoughtful placements that foster a positive learning environment for all children.

TUITION/FEES PAYMENT POLICIES

Registration

Registration fees and deposits are due at the time of registration and are non-refundable. No exceptions will be made.

Tuition & Payment Policies

Tuition is collected through electronic funds transfer (EFT) and will be drafted on the first of each month. No refunds are issued for absences due to illness, vacation, or missed days.

If an EFT payment is denied, you will be notified. Families will have five business days to bring the account current. If payment is not received within that time, the child may not continue in the program until the balance is cleared.

Late Pickup Fees

Late pickups will be charged as follows:

• $10 for the first 5 minutes

• $5 for each additional minute

Late fees will be charged the following day using the stored payment method on file, and a receipt will be emailed. Please note: excessive tardiness may result in increased late fees or further action.

Changes to Enrollment

Any changes to enrollment—including increasing or decreasing days/hours or adjusting the enrollment start date—are subject to a processing fee.

• The first change is complimentary

• Additional changes will incur a $50 processing fee per change

Withdrawal from the Program

A minimum of one full calendar month’s written notice to the Director is required to withdraw your child from the program. You will be responsible for paying one full month’s tuition following your notice of withdrawal.

Please note: tuition is not prorated for partial months.

FINANCIAL ASSISTANCE

Limited funds are available based on financial need. Applications are available online at www.factstuition.com. Most funds are allocated in the spring prior to the new school year, which begins in June.

FUNDING

The BAS/EBS is funded by tuition.

HOURS, DAYS, AND MONTHS OF OPERATION

The EBS program is open Monday through Friday 7:00 AM – 6:00 PM and the BAS program is open Monday through Friday from 7:30 AM to 5:30 PM. Full-time or part-time hours are available. The program is open year-round. A calendar listing program closings is provided.

GROUPING

Our program enrolls children 6 weeks - 5 years of age. Children are grouped according to age and developmental level. The teacher-child ratio varies according to age. All classrooms have a lead and assistant teacher (BAS) or co-teachers (EBS). The staff-child ratio and group size are based on NAEYC Accreditation Criteria.

Each classroom at BAS is staffed with a lead teacher and an assistant teacher who have primary responsibility for working with that group of children. EBS utilizes co-teachers for all classrooms. The goal for all classes is continuity of relationships between teaching staff and children and among groups of children and their families with children staying together as a group with the same teachers for at least 10 months or more. The teachers provide ongoing personal contact, meaningful learning activities, supervision, and immediate care as needed to protect children’s well-being.

We use the NAEYC Teacher-Child Ratios within Group Size as a guideline for teacher/staff ratio and group size. To facilitate children’s transition from one teacher to another, from one group to another, or from one classroom to another, time is allowed for “move up” days. These occur one week before the actual move to the new classroom. For children moving to a new program, opportunities are provided for them to visit their new school. Children who join the program during the year have opportunities to visit the classroom before their initial start day.

HOME LANGUAGE

The JCC will make every effort to work with families that speak a language other than English in the home and/ or are bilingual. If needed, a teacher that speaks fluent Spanish can join in with the teacher or Director for the enrollment process, parent teacher conferences and other meetings as needed and written materials will be provided in Spanish when available. If translations are needed to understand school communications, we will make every reasonable effort to find a translator in the designated language.

Families that speak languages other than English or Spanish are encouraged to share with the teachers some simple words and phrases to use in conversations while the child is in our care.

SAFETY/SECURITY/ACCESS

The safety and security of children is our top priority. All doors remain locked. Only individuals with children in our program, prospective parents, and special visitors are allowed admittance to our facilities. Visitors must sign in and out and wear a visitor badge. Unknown individuals will be asked to show picture identification and to state the purpose of their visit before gaining admittance.

Additionally, drugs, firearms, weapons, and other items deemed dangerous are not permitted on the premises at any time.

You can contact the directors at any time if you have questions or concerns. Additionally, we can put you in contact with our Director of Security if you would prefer.

ARRIVAL AND DEPARTURE

We strive for arrival and departure time to be a pleasant transition for you and your child. Teachers are eager to help with this and will assist you in the transition. In some cases, it is not clear when assistance is needed so please let the teacher know if help is required. Sometimes parking may be difficult because of the many activities at the JCC.

At no time will any vehicle be permitted to park in a handicap designated space unless vehicle bears permit issued by Texas Department of Public Safety. The JCC encourages parents to follow all car safety guidelines by using seat belts for all passengers, appropriate car seats and/or booster seats for young children and not transporting children in the front seat of any vehicle.

Do not leave children unattended in a parked car, and do not leave the car idling when you are picking up your child. Do not leave purses or other valuables in your car where they are visible.

Please do not allow your child to run away from you during arrival and departure. Keep in mind that the parking lot is nearby and can be very dangerous for children without an adult. The JCC will make every effort to work

with any special needs (such as physical limitations) or circumstances of families during arrival and departure. Please contact the Early Childhood Office if you need assistance, and we will make every effort to accommodate your request. For the safety of our children, you are expected to refrain from talking on your cell phone and from exceeding the posted speed limit of 5 mph while driving in the JCC parking lot.

Each child must be accompanied to and picked up from his/her classroom by an adult who is responsible for ensuring that a staff person is aware of the child’s arrival as well as his/her departure. Children must be brought to their classroom only through our secured front entrance or through carpool (BAS only)

If you have a child in the A wing, please refrain from bringing your older child into the classroom (BAS only)

We encourage you to drop off your child by 9:00 AM, before the class morning meeting. Arrival after 10:00 AM should be only if there is a special circumstance, in which case please contact the Early Childhood Office for Director approval.

To provide a consistent and positive learning environment for your child please help us by:

• Helping your child wash his/her hands upon arrival.

• Helping your child put his/her belongings in the cubby.

• Arriving prior to 8:30 AM if you are sending breakfast. We stop serving breakfast at 8:00 AM. Snacks are served between 9:30 AM to 10:00 AM. If your child is going to arrive at 8:00 AM or after, please serve breakfast before bringing your child to school.

• Arriving by some classes’ morning meeting at 9:30 AM. This meeting is to discuss the day’s events and reinforce expectations of the classroom community.

• It is beneficial for all children to be a part of this daily meeting. Check with your child’s teachers about the time of their meeting.

• Let a teacher know if you need help when you are ready to say good-bye to your child.

Additionally, as we are establishing routines for the children that help them feel more secure and competent, please take your visits with other parents outside of the classroom. If you would like to stay in the classroom and visit, we will ask for you to help with an activity.

Arrival and departure can be hectic, confusing times for parents, children, and teachers. Although communication is very important, we ask that parents refrain from lengthy conversations with teachers and understand when teachers need to end a conversation to tend to and supervise the children. Extended discussions between parent and teachers should be reserved for telephone contact, parent-teacher conference, or at a scheduled time when the teacher is not responsible for the supervision of children.

The policy for release of children is as follows:

• A child is released only to a parent or an adult designated in writing by the parent (on emergency information or letter written by parent).

• If you authorize an individual not listed on your emergency card to pick up your child, please complete the “Permission Slip for Release of Children”, which can be obtained in the Early Childhood Office.

• If a person authorized to pick up a child is unknown to the staff, the staff will require the picture identification on the person’s driver’s license and will record the license number.

• If a parent calls to authorize the emergency release of a child when note or fax is not possible, we will verify that the caller is the actual parent.

When you arrive to pick up your child you assume supervision of your child, this includes if you allow them to play for a bit on the playground or the courtyard (EBS only).

Please be on time to pick up your child at his/her scheduled departure time. Children become anxious and worried when they are not picked up promptly. See Tuition/Fees Policies for information about late pick-up fees.

SEPARATION PROCEDURES

Separation can be a difficult time for children, the following outlines how we will assist at drop off:

• Teachers will step in as needed.

• When the parent is ready the teacher will be ready to assist.

• They will engage the child in an appropriate activity.

• We ask that you tell your child you will be back later.

• A conference will be held to discuss next steps if separation continues to be difficult for the family.

• The following outlines procedure for separation from the class due to illness while waiting to be picked up:

• Teachers will explain to the child what is going to happen and who will be picking them up.

• The child will be taken to the front office where they will remain with a familiar adult until they are picked up.

LATE FEES

Late fees will be charged the following day using the stored payment method on file, and a receipt will be emailed.

Please note excessive tardiness may result in increased late fees or further action. Late pickups will be charged as follows:

• $10 for the first 5 minutes

• $5 for each additional minute

NOTIFICATION OF ABSENCES/ILLNESS

Please notify the Early Childhood Office if your child is not coming to school for any reason or has an illness diagnosis. There are no make-ups for absences.

CHANGE OF SCHEDULE

Any changes in schedule must be submitted to the Early Childhood Office in writing, 30 days prior to the change. See Financial Policies for fees.

ADDRESS, TELEPHONE, OR WORK CHANGES

Any changes in address, telephone number, work location, e-mail address, or emergency contact information must be reported promptly to the Early Childhood Office and changed in your J account.

WITHDRAWAL FROM THE SCHOOL

A minimum of a full calendar month notice to the director is required to withdraw your child from the program. Tuition will not be prorated for a partial month. See Financial Policies for more information.

TERMINATION OF ENROLLMENT

A family may be asked to leave the program for any of the following reasons:

• Determination that the program cannot meet the needs of the child or family

• Lack of cooperation between parent and administration/staff

• Inability of parents/guardians to adhere to JCC/Early Childhood policies and or procedures

• Inability or unwillingness to adhere to payment plans

OPERATIONAL POLICIES

Parents will be notified in writing of any changes to operational policies or the enrollment agreement. A copy of the updated operational policies must be signed and dated by each family.

SUPPORTING INDIVIDUAL NEEDS

We recognize that all children may experience unique challenges at different times—whether related to family changes, health, or developmental needs. We ask families to keep classroom teachers and/or the Early Childhood Director informed of any circumstances that may affect a child’s behavior or routine. Together, we can provide the care and consistency children need during times of change.

Our team welcomes ongoing collaboration with families and may recommend professional referrals if concerns about development or behavior arise. Costs for outside specialists are the responsibility of the family.

Families are expected to submit updated medical alert forms annually for children with allergies or ongoing medical conditions. For children with diagnosed disabilities or learning needs, we ask that parents share IFSPs, IEPs, or other support plans so we can work together to create appropriate learning experiences and supports. With parental permission, we are happy to collaborate with therapists, doctors, or school districts and provide relevant information from classroom observations and assessments.

We welcome on-site therapists with prior approval, written consent, and direct payment from families. All therapy sessions must be coordinated through the Director, and therapists must follow check-in/out procedures.

Our program strives to be inclusive and will make reasonable efforts to support children with diverse needs, which may include changes to staffing, environment, or training. While we do our best to accommodate a wide range of needs, there may be situations where the level of support required exceeds what we can provide. In such cases, we will work closely with families to explore possible solutions and resources.

The Karol Musher STARS Early Intervention Program supports children with identified needs. Acceptance into the program requires a meeting with the Director and an observation with STARS educators.

INFANT CARE

Our infant program is based on individual needs of each baby. Parents and caregivers plan together so each child’s needs are met. Families must bring all items needed for your child, including diapers, food, and change of clothing, bottles, and formula. Please label all items with your child’s first and last name. For children not yet ready for table food, you must provide written feeding instructions that are signed and dated. This must be reviewed and updated every 30 days until the child is able to eat table food.

Family and Protective Services (TDFPS) the current research, which indicates a reduction in the number of SIDS (Sudden Infant Death Syndrome) cases in children who sleep on their backs. Additionally, pillows, blankets, quilts, comforters, sheepskins, stuffed toys, and other soft items are not allowed in cribs for infants younger than twelve months. Sleep sacks without a swaddle top are allowed. After being placed down for sleep on his/her back; infants may then be allowed to assume any position when they can easily turn themselves from the back position. If infants arrive to the program asleep, or fall asleep, in equipment not specifically designed for infant sleep, the infant is removed and placed in appropriate infant sleep equipment. See section on Nutrition Policies for information on feeding.

NAPTIME/SLEEPING ARRANGEMENTS

All children are required to rest for a period as mandated by TDFPS Minimum Standards. The children have participated in a busy morning filled with numerous activities, and all ages need time to relax their bodies. Early risers and non-nappers will be provided quiet activities, such as books or puzzles after, approximately 30 minutes of rest/quiet time. All children (except those sleeping in cribs) must furnish their own cloth nap mats. Children over 12 months may bring blankets and “lovies or stuffies” for the child’s comfort and warmth. Mats and blankets will be sent home at the end of the week for laundering.

DIAPERS

Please bring an ample supply of diapers for your child; we will let you know when the supply is running low.

Please label the outside of the box with your child’s first name or initials. All diapering supplies must be stored in a place inaccessible to children, so please give them to a teacher rather than putting them in your child’s bag or cubby.

Please bring your child to school with a clean diaper, and in turn we will send your child home in a clean diaper. Diapers are checked every two hours when children are awake and are changed when they are wet or soiled.

TOILETING AND TOILET LEARNING

Teachers will work with families whose child is showing signs of readiness to learn to use the toilet. Before your child begins the process of toilet learning at school, set up a meeting with your child’s teachers to discuss your child’s readiness and to develop a mutual plan of action. This is the best way to ensure your child’s success.

Children who are in the toilet learning process should bring several extra pairs of underwear and at least two complete changes of clothing (shirt, pants, socks, and underwear). Toilet accidents will be handled in a calm, pleasant, and casual manner. Information about toilet learning will be provided upon request.

Clothing that is soiled by urine or feces will be placed in a bag (without rinsing or avoidable handling) and sent home that day for laundering.

CHILD CUSTODY ISSUES

We require documentation regarding which parent has legal custody in the case of separation or divorce. If there is no legal documentation, then both parents have the right of access to BAS/EBS records and pickup of their children. It is the responsibility of the custodial parent to provide legal documentation verifying custody arrangements. Custodial parents are responsible for notifying the BAS/EBS, in writing, of any special circumstances regarding the rights and obligations of the non-custodial parent. This includes providing written permission for the non-custodial parent to pick up a child on a regular basis or for a special occasion. Any court orders must be submitted to the EC office with highlighting of areas which are relevant to the child and school. In case of conflicts, the proper authorities will be contacted.

CONFIDENTIALITY

We take confidentiality seriously at the BAS/EBS and all staff and board members abide by the regulations specified in §746.601 by the Texas Department of Family and Protective Services (Child Care Licensing) and in the NAEYC Code of Ethical Conduct. A copy of both resources can be obtained from the school office. We will not only make every effort to protect the confidentiality of your child and family but also the confidentiality of every other child, family, and staff member of the BAS/EBS.

Any physical confidential files, including enrollment, medical, and incident forms, and other records of each child, are kept in a locked filing cabinet in the main office. Parents must grant written authorization for files to be reviewed by BAS/EBS Early Childhood staff. Upon request your children’s files will be made available immediately to you and all regulatory authorities. In addition, permission must be granted on the Permission to Access Files Form to other individuals, such as therapists or other specialists, who may have access to your child’s files. A copy of this authorization is kept inside the child’s individual file.

Each child’s current ongoing Assessment Portfolio consisting of work samples, anecdotal observations, notes, developmental screenings, and/or checklists will be kept locked in the child’s current classroom.

At times other schools, therapists, and/or other professionals may request information about your child as part of an enrollment process or while providing care for your child/family. Such information will only be provided with additional written permission from the parent or guardian.

PROGRAM POLICIES AND PROCEDURES

ANTI-VIOLENCE POLICY

To reduce violent or aggressive play, toys, clothing, and paraphernalia that instigate aggressive play may not be sent or worn to school. These items include but are not limited to: toy weapons and war figures. Please use your best judgment when dressing children and purchasing lunch boxes and backpacks.

CELEBRATION OF BIRTHDAYS

It is our policy to ensure birthday celebrations are a positive experience for every child. To avoid hurt feelings, we have adopted the following guidelines:

• We will make your child’s birthday, or the day closest to his/her birthday, special at school with a snack-time celebration. The class will sing “Happy Birthday” to your child.

• Any food brought in for a birthday needs to be store bought, kosher, and nut-free. Parents are invited to attend snack time celebration. Birthday plates and napkins may be brought; however, we ask that you do not bring decorations, balloons, party favors, etc. For ideas for birthday snack, please see the Director.

• If you have a birthday party outside of the school for your child, you may distribute invitations in the school mailbox only if each child in the class is invited.

CELL PHONES

To promote effective communication between families and our program staff as well as to enhance your interaction with your child, cell phone use is not allowed in the Early Childhood hallways, classrooms, or playgrounds. Use of cell phones while driving in the JCC parking lot is prohibited.

CLOTHING

Children should dress in comfortable, durable, and washable clothing. Clothing that is easy to put on and take off encourages independence at toilet time.

Our program promotes exploration and direct experiences of many kinds. These kinds of experiences can be messy, and even though we use washable paint and shirts or smocks to protect clothing, spills and stains may still occur. Please keep this in mind when selecting your child’s clothing for school.

Rubber-soled athletic shoes are best for active young children. Boots with slippery bottoms can be hazardous, sandals (including croc-style) get sand or rocks stuck in them, and dressy shoes may be slippery; therefore, please send your child in only closed toe, closed back, rubber soled shoes. “Squeaky” shoes are not allowed.

Each child should keep a bag in their cubby with his/her name clearly marked and containing a complete change of clothes. We have very limited extra clothing in reserve. If your child uses any items from the JCC, it is essential to wash and return them the following day. Outgrown clothing to donate for our reserve is always welcome. All articles of removable clothing (jackets, sweaters, hats, etc.) should be marked clearly with the child’s name.

COMMUNITY INVOLVEMENT

Families are encouraged to work together with your child to participate in and support community improvement or advocacy projects. We plan outreach projects that staff, children and families can support together.

EMPLOYMENT OF JCC TEACHERS

Please note that JCC teachers are allowed to baby-sit for you, however the JCC works very hard to recruit and retain qualified early childhood staff for our program. We strongly discourage families from hiring our staff away from our program. Please respect the needs of all our children and families, and do not put your individual needs over the needs of the program.

ENRICHMENT CLASSES/PRIVATE LESSONS

Our enrichment program offers a variety of special interest (afternoon only) classes held weekly for children ages two-and-a-half to five years. These classes are in addition to our regular school day and extended day programs. Additionally, if you enroll your child in private lessons such as gymnastics or swimming (BAS), you must schedule the lesson after afternoon naptime.

Please consult the JCC Program Guide for a description of the classes and fees.

Children are taken to and from the special class by the enrichment class instructor, who must sign them in and out of their classroom. Families must pick up the child from his/her classroom, not the enrichment class, if the enrichment class instructor has transported him/her to the class.

OUTDOOR PLAY

Outdoor play is an important element of the program. Children will play outdoors daily, weather, air quality and environmental safety permitting. Children benefit from experiencing many kinds of weather conditions. The American Academy of Pediatrics supports outdoor play even in extremely cold weather. In extremely hot weather, outdoor play is limited and drinking water is offered frequently to the children. If conditions prevent outdoor play, similar large motor activities will be provided. Ample clothing should be provided by families in case of cold weather. Layering your child’s clothing is desirable during cold weather, so he/she may adjust clothing to maintain a comfortable body temperature.

Our playgrounds offer shade as well as sun. Children should wear sun-protective clothing, such as hats or sunglasses, and sunscreen or sun block. Sunscreen or sun block with UVB/UVA protection of SPF 15 or higher can be applied to exposed skin with written parental permission. Parents should apply sunscreen or sun block for the morning outdoor play and request in writing for your child’s teachers to reapply before the afternoon outdoor play.

When public health authorities recommend use of insect repellants due to a high risk of insect-borne disease, only repellents containing DEET can be used with parental permission (only for children older than two months). If you prefer, you can provide alternatives with written permission for use. Staff can apply insect repellent no more than once a day and only with written parental permission. All insect repellant and sunscreen must be kept in a locked cabinet in the classroom and cannot be kept in your child’s cubby or bag.

PERSONAL ITEMS FROM HOME

Children may bring from home personal items that are necessary for their security during special times of the day such as separation from parent and naptime. They will be asked to keep such items in their cubby when not necessary for their security.

Please leave toys at home. It is difficult to share favorite toys and sad when they are broken or lost. However, we encourage children to bring books, pictures, or other items that have educational value, especially those things related to the current theme. Candy, gum, toy weapons and any toys that promote violence are not allowed at school at any time. Children may bring money only on Friday for Tzedakah.

PETS

Pets from home should not be brought to school for a short visit unless it is cleared with the teacher in advance (making sure that there are not any children present with allergies to the animal) and the animal is in good health, current on all vaccinations, and under the care of a veterinarian who can document that the animal is suitable for contact with young children. Pets may only stay for the sharing time with the child’s parent supervising the animal the entire time.

Reptiles such as snakes, turtles, and lizards and amphibians such as frogs and toads, are not permitted as classroom pets or for visits to the classrooms.

SAVE AND SEND

We can use items you no longer need such as: books in good condition, outgrown clothing and socks, dramatic play props (phones, dress-up costumes, jewelry, purses), pots and pans, spools, yarn, buttons, ribbons, yogurt containers, paper towel rolls, baby food jars, greeting cards, picture calendars, magazines with good full-page photographs, such as “Texas Parks and Wildlife”. Other items may be required during the year. If you have something you would like to send in, please contact a Director to coordinate a drop off/determine if the item is needed.

SPECIAL EVENTS

Our program will schedule special activities and events throughout the year. Because of the varied days of attendance of the children, some activities may take place on a day your child is not in attendance. In these cases, your child is welcome to participate in the special event if accompanied by you or another adult. Some of the special activities/events include puppet shows, community visitors, Chanukah party, “Passover Experience,” Purim carnival.

SCREEN TIME

We do not use screen time as part of our day-to-day routine. Teachers utilize technology for music, narrated books, project-based research with the children as appropriate and to complete daily sheets/communicate with parents.

TRANSITIONING TO KINDERGARTEN

To assist your child and family in the transition from our pre-kindergarten program to kindergarten we do the following:

• Provide basic general information on enrollment procedures and practices visiting opportunities, and program options for local public and private schools

• Encourage parents to attend kindergarten “round-up” and/or other orientation sessions that are planned for incoming children and parents

• Discuss childcare options for after school hours and school breaks

• Read books to the children that discuss changes and moves

• Invite a kindergarten child or older sibling to visit the class and talk about school

• Role play using a “prop box” of items that allow the children to role play being in kindergarten

• Practice specific school procedures and routines

VISITORS

Families of children enrolled in our program are always welcome visitors at BAS/EBS to observe, to volunteer to help in the classroom, or to share a special talent with the children.

Family members and friends who are unfamiliar to the staff should check in with the office and obtain a visitor badge when visiting the center.

All visitors that will be eating or interacting with the children or staying in the classroom or on the playground for more than a couple of minutes must wash their hands upon arrival.

VOLUNTEERS

According to TDFPS, any individual who volunteers regularly in our Early Childhood Program (more than once a month) must submit required information to our Early Childhood Office. Please pick up a Volunteer Packet if you plan to volunteer regularly or assist on a field trip.

WATER ACTIVITIES

During the summer months, children who are in Camp Bami will participate in instructional swimming classes as part of the summer program. Children will go to the pool five days a week. Water safety instructors and lifeguards provide instruction. Additional lifeguards are positioned on the side of the pool to oversee the children. All children may periodically participate in water splashing activities. EBS will offer age-appropriate water play activities on the playgrounds and courtyard areas. Teachers will directly supervise, and we ask that you send your child in a bathing suit and sunscreen on at drop off on water play days.

HEALTH / MEDICAL

ACCIDENTS/EMERGENCIES

Accidents/First Aid: Teachers are certified in Pediatric First Aid and Cardiopulmonary Resuscitation (CPR). Should emergency action be needed, staff will provide immediate care; call EMS, and call the parent and the child’s physician.

Staff will attempt to contact you when your child receives any injury that requires more than “a hug” so you will be aware of the incident. A written report will be completed and signed by the supervising teacher and the director reporting the nature of the accident as well as the first aid given. If the injury requires medical attention by a health care professional, your signature will be required on the report within 48 hours of the incident.

Emergency evacuation: Our program conducts fire drills monthly, severe weather drills quarterly. If an evacuation is ordered by the local fire or police department, the JCC reserves the right to follow the evacuation and transportation orders to the emergency location determined by the authorities. Parents will be notified of the location.

In the event the Center must be evacuated due to the threat of fire, bomb scare, or other building emergency, children will be evacuated through the nearest exit and will be escorted to a safe distance from the building. Children will remain outside until the fire/police department informs us that it is safe to reenter. Parents will be notified about all evacuations.

Emergency preparedness: We have a plan to deal with such emergencies as fire, severe weather, intruder, chemical spill, and this plan is available upon request in the Director’s office. In the event of an evacuation, please know that there is the possibility that staff will have to use personal vehicles for this purpose. Great precaution will be taken to ensure the safety of your child.

CHILD ABUSE AND NEGLECT

The following information concerning child abuse and neglect is provided for your review. We are required by law to report suspected abuse or neglect to the Texas Department of Family and Protective Services. The program is required by law to cooperate with any investigation of child abuse or neglect. You will be notified if your child is questioned as part of the investigation.

There are three kinds of child abuse:

• Physical abuse - inflicting bodily injury on a child (beating, burning, etc.)

• Sexual abuse - using a child in or exposing her/him to sexual activities, with or without the child’s consent

• Emotional abuse - demanding that the child do more than he/she is able to do, severely criticizing or humiliating her/him for not living up to a demand, or placing upon the child such unclear requirements that the child cannot understand what he/she is supposed to do.

There are at least two kinds of child neglect:

• Physical neglect - failure to provide sufficient food, clothing, shelter, or medical care; failure to provide adequate education, guidance or supervision

• Emotional neglect - failure to give a child the love and affection he/she needs

Policy Regarding Accusation of Abuse or Neglect by a Staff Member

• The JCC absolutely prohibits the abuse or neglect of any child by any staff member and will promptly and fairly investigate any reports or suspicions of abuse or neglect.

• Ordinarily the early childhood director of the JCC would interview both the child and the staff member separately.

• Any staff member who is suspected or accused of abuse or neglect of a child may be suspended pending the completion of an investigation by the JCC and the appropriate authorities. The suspension may be with or without pay, depending on the results of the investigation.

• Any staff member whom the JCC believes to be guilty of abuse or neglect of a child will be terminated.

FOOD ALLERGIES HANDWASHING

See Nutrition/Snacks/Lunch section for information about food allergies.

All children must wash their hands upon arrival to the classroom. Throughout the day, children and staff wash their hands according to posted guidelines (using soap and water, rubbing hands vigorously for at least 20 seconds, dry hands and use a paper towel to turn off faucet) before all snacks and meals, after toileting/diaper changes, after playing outside, before and after water play and other times as needed such as after nose wiping, and coming into contact with any bodily fluids.

Parents or visitors that plan to stay longer than a brief departure must also wash your hands according to posted hand washing guidelines.

HEALTH AND SAFETY TIDBITS

For the health and safety of children, families, and staff, we ask for your help with the following:

• The Bertha Alyce and Ellen Boniuk Early Childhood Schools do not allow smoking, drugs, firearms, or weapons of any kind in the classrooms, playgrounds, or in the JCC Building.

• For the safety of children, please do not bring cups of coffee or other hot beverages, even those with a lid, into the classrooms or playgrounds.

• Our programs encourage you to follow all car safety guidelines by using seat belts for all passengers, appropriate car seats and/or booster seats for young children and not transporting young children in the front seat of any vehicle. Our office can provide you with additional resources on car safety guidelines by request.

• The staff uses latex gloves for changing diapers and when administering first aid involving blood.

• All toys, paints, and other materials used at the Bertha Alyce and Ellen Boniuk Early Childhood Schools are non-toxic.

• Our program receives updates of toys and/or foods recalled by the Consumer Product Safety Commission which is posted in the notebook in our lobby.

HEALTH/ILLNESS: CHILD INCLUSION/EXCLUSION

One of the most serious challenges facing group care for young children is preventing illness. The staff strives to maintain the highest standard of cleanliness. Proper hand washing procedures are followed and taught to the children. Toys that are mouthed, eating surfaces, and diaper equipment will be sanitized between children’s use.

One of the best ways to prevent the spread of disease is to have strictly enforced standards regarding the exclusion of ill children. We need your help for this. Do not bring ill children to school. If your child becomes ill, you will be contacted immediately. You are expected to pick him/her up within the hour. If an illness prevents your child from participating comfortably in activities or creates a greater need for care than the staff can provide without compromising the health and safety of other children, then the child will be made comfortable until you pick him or her up. If possible, the child will be located where new individuals will not be exposed.

Your child must be fever- and symptom-free for 24 hours without the aid of medication or have a note from his/her doctor stating the condition is non-contagious. Children who have diarrhea or vomiting must be symptom-free for 24 hours before returning to the program. If your child is sent home, they may not return until the first full school day after 24 hours. For example, if your child is sent home at 9:30 AM on Wednesday, they may not return until Friday morning at the earliest. No child may attend if aspirin or aspirin substitute is administered for fever prior to coming to school. The program reserves the right to require a doctor’s statement before the child can be re-admitted.

Please notify the school if your child has contracted a contagious disease such as pink eye, head lice, ringworm, chicken pox, etc. You will be notified by e-mail (Health Alert) of the presence of a diagnosed contagious illness in your child’s classroom or suite, such as conjunctivitis, Parvovirus B 1 9 (fifth disease) and others as recommended by the Texas Department of Health.

An ill child must not be brought to school if one or more of the following exists:

• If fever lowering agents such as acetaminophen or ibuprofen have been administered in the past 24 hours. (Your child must be fever-free WITHOUT MEDICATION for 24 hours before returning to school.)

• An illness prevents the child from participating comfortably in classroom activities, including outside play during normal weather conditions.

• The illness results in a greater need for care than the staff can provide without compromising the health, safety, and supervision of the other children.

• In the past 24 hours, the oral temperature was 100.4 degrees or greater

• Two or more episodes of vomiting in the past 24 hours

• Two or more episodes of diarrhea or loose, watery stools in the past 24 hours

• Rash with a fever, discharge from the eyes, mouth sores with drooling, wheezing, behavior changes or other unusual signs, until medical evaluation indicates the child can be included in classroom activities

• The child has been diagnosed with any communicable disease, including, but not limited to: chicken pox, mumps, measles, diphtheria, scarlet fever, fifth disease, strep throat, lice, conjunctivitis, or pink eye. Until medical evaluation determines that the disease is no longer communicable and the child is able to participate in classroom activities; please allow your child to recuperate at home.

A child without outward symptoms may also be sent home if it is determined that the child is not feeling well (i.e. lethargy, general malaise).

In the event that, due to medical conditions, your child is unable to play outdoors, a note from a health professional must be presented to the director. The note must indicate the reason and time period for this restriction. Our program will make every effort to accommodate this request; however, this may not always be possible, depending on the situation.

Parents of children with chronic symptoms of colds and/or allergies, including significant mucus, may be asked to have their child examined by a physician to rule out any infection.

You know your child better than anyone. If your child has a loss of appetite, shows unusual signs of listlessness, irritability, or fatigue, your child may be coming down with an illness and should be kept at home. Many illnesses are infectious. Please do not send your child to school if you suspect your child may be sick. The director has the final decision as to whether a child will be excluded from school activities.

IMMUNIZATION RECORDS/MEDICAL RECORDS

Within the first week after your child begins the program, and as age-appropriate thereafter, the following information is required:

• Health records must document the dates of services to show that your child is current for routine screening tests and immunizations according to the schedule recommended by the American Academy of Pediatrics. (http://pediatrics.aappublications.org/content/129/2/385.full)

• A signed statement from a licensed health care professional who has examined your child within the past year, indicating your child is able to take part in the school program. Results of health examinations must show up-to-date immunizations and screening tests with an indication of normal or abnormal results and any follow-up required for abnormal results.

• If your child is overdue for any routine health services, you must provide evidence of an appointment for those services before the child’s entry into the program and as a condition for remaining enrolled in the program.

• In the case which your child is under-immunized because of a medical condition (documented by a licensed health professional) your child will be excluded promptly if a vaccine-preventable disease to which children are susceptible occurs in our program.

• We will only accept medical waivers for immunization.

MEDICATION

If your child requires medication, deliver the medication directly to the teacher, along with a completed medication form (which may be obtained from the front office). To ensure the safety of all children, never put medication in your child’s bag or lunch box. Medication may not be placed in a bottle or cup to be given at school.

For our staff to administer medication, both written permission from the parent/legal guardian AND the licensed health provider for prescription AND over the counter (OTC) medication must be provided. Upon enrollment, you are welcome to have your licensed health care professional complete a non-prescription medication form to indicate which OTC medications and the appropriate dose that may be given to your child. Alternatively, the licensed health provider’s office may give instructions by fax to our program staff, which will be documented in their file. Prescription medications will be administered only when the medication is in the original container labeled with the child’s name, date, directions, and physician’s name. The medication must be in the original prescription container with prescription label that details the name and strength of the medication as well as directions for administration and storage.

OTC medication will be administered only if it is in the original container and will be administered only according to label directions. When the label states “children under 2 (or 6) years, consult a physician,” the proper dose of the medication must be indicated in writing by your child’s licensed health provider. OTC medication must be labeled with your child’s first and last name.

No medication will be administered to a child without written permission of the parent on the JCC Medication

Authorization form. Teachers will document each dose of medication given and will always keep all medications in a locked container and inaccessible to children. The JCC will not give fever-reducing medications to reduce or mask a child’s fever. (Children with temperatures over 100.4 degrees will be sent home.) It is the parent’s responsibility to retrieve the medication at the end of the day.

If your child requires individualized medical attention such as a nebulizer treatment for asthma, a daily on-going medication, or other special treatments, you must provide the program with a written individualized medical action plan from the prescribing healthcare provider. Additionally, you must meet with the Early Childhood Director or Assistant Director and your child’s teacher to discuss the medical action plan. Our program may not be able to accommodate children with certain medical conditions.

SANITATION AND CLEANING

The classroom floors and bathrooms are cleaned and sanitized by Campus Operations daily every evening. The carpets in all classrooms are cleaned monthly or sooner, if needed. Teaching staff sanitize the classroom tables, furniture, sinks, faucet and toilet handles, and other areas of the classroom daily and as needed throughout the day. Toys and mouthed items in the infant and toddler rooms are washed and sanitized daily with a diluted bleach solution. Washable toys, pillows, etc., are washed in preschool classrooms periodically.

The JCC makes every effort to prevent children from being exposed to pests and pesticides. While pesticides protect children and property from pests such as insects, rodents, and weeds, under some circumstances, pesticides may

also pose a hazard to children and staff. To minimize potential exposure of children and staff to pesticides, pest control practices will involve a variety of non-chemical and chemical methods.

A licensed exterminating company treats the facility and playgrounds with pesticides for common household pests monthly. The treatment is always done after school hours and under the supervision of a Campus staff member. Further information about the pesticides and treatment schedule can be obtained from the Campus office if requested.

SMOKING

Smoking within the Campus building and within 25ft of the building outside is always prohibited. Smoking outside the building is permitted in designated areas only. No smoking is permitted in the presence of children.

NUTRITION

NUTRITION POLICIES: SNACKS/LUNCHES

Nutrition education is an important aspect of our program. Our goals are to increase the children’s acceptance of a wide variety of foods and to promote good eating habits for optimal development. Good eating habits are formed early in life. With proper direction and continued reinforcement at home, children learn that eating nutritiously leads to a healthy, happy lifestyle.

All meals served to your child will be brought to school by you. We do not prepare and serve food on our campus.

Nutrition policies and suggestions are based on guidelines of the Texas Department of Family and Protective Services (TDFPS), the National Association for the Education of Young Children (NAEYC).

TDFPS policy states, “Each child in care for four to seven hours must be served one meal and one snack, equal to 1/3 of their daily food needs.” A child who is in care for more than seven hours must be offered “two snacks and one meal, equal to 1/2 of their daily food needs.” (See Appendix B, “Food Guidelines” in our Family Handbook.) NAEYC suggests that the program should make recommendations to families for nutritional content, portion sizes, and nationally recommended limits on juice, sugar, sodium, and saturated fats.

To assist you in providing for your child’s daily food needs and to help plan healthy, nutritious lunches for your child, see Appendix B (Nutrition Guidelines) and Appendix C “Munch, Munch, It’s Time for Lunch”.

What to avoid bringing (because they are high in sugar, fat, and/or additives):

• Fruit snacks, fruit roll ups —Texas Department of Family and Protective Services

» Taste great, but they are not really fruit and contain lots of added sugar.

• Prepackaged, prepared meals (such as Lunchables) or meals from fast-food restaurants.

» These foods are convenient but lack nutritional value and are high in fat, sugar and additives.

• Flavored milk (chocolate, strawberry, vanilla)

» Milk is great, but the flavors are just added sugar.

• Sugar-coated cereals

» If there is a cartoon character on the box, it’s probably unhealthy.

• Sweets - candy, cookies, cake and snack cakes, pastries, or chocolate such as Nutella (See exceptions below.)

• Soda, Kool Aid, sports drinks, etc.

» Water and milk are the best beverages for your growing child.

• Along with a well-balanced meal, if you want to send a “treat” (low in sugar and/or fat), try one of the following:

» Vanilla wafers

» Graham crackers

» Animal crackers

» Fruit-flavored yogurt

» Flavored rice cakes

» Dehydrated fruits (banana chips, apple chips, peach chips, dried apricots)

» Baked chips such as baked potato chips, baked Sun Chips, baked pita chips, or baked veggie chips

» Pudding cup

» Goldfish crackers

» Fruit snack made with 100% real fruit such as fruit leather

» Granola bar (without icing, coating or drizzle)

PEANUT/TREE NUT-FREE SCHOOL POLICY

We are built on a foundation of love that honors the goodness and unique gifts of every child. We have had several students with severe peanut allergies. As a school dedicated to the some of the youngest members of our community, we understand that many of our students are not old enough to make sound decisions when it comes to what should go into their mouths and are less able to manage their allergies. And while our staff does an amazing job of cleaning and wiping downplaying surfaces, toys, and chairs, there may be some children within our school who could have a serious allergic reaction from contact with even a microscopic amount of the offending foods. There are many instances where children use common space within our building, and it is because of this that we have decided to make our school a Peanut/Tree Nut-Free School.

We ask that no peanuts or tree nuts be brought into our school. Foods sent in for snacks, lunch, or any class event (including parties, field trips, etc.) should be carefully checked to make sure they are peanut/tree nut-free. Families can help ensure that our school stays peanut/tree nut-free by reading packaging labels and reminding children not to share food with other children at school. We need to make sure that there is little opportunity for a child to be exposed to foods that could harm him/her.

For your reference, we have compiled a list of items (below) that should not be brought into school. All this information is available on our website for you to refer to throughout the school year.

We appreciate your cooperation with this policy. The sacrifice of not having nuts or nut products in the school is a small one to make compared to the consequences a child with severe allergies could face. If you have any questions, please feel free to reach out to Meredith (BAS) or Rene (EBS)

Please do NOT send any of the following to school:

• Peanut butter or any other nut butter including Nutella

• Crackers with peanut butter filling

• Any muesli bar, biscuit or other product that list nuts as an ingredient

• Trail mixes with nuts, granola bars with nuts, or dried fruit with nuts

• Cereal with nuts (i.e., Honey Nut Cheerios)

• Nuts in salad

• Candy or cookies containing nuts

• Loose nuts of any kind (peanuts, almonds, cashews, hazelnuts, walnuts, mixed nuts, coconut, pecans, pistachios, etc.)

• Anything cooked in peanut oil that has been cold pressed, expelled, or extruded

• All nut pastes (i.e., almond paste)

• All nut extracts (i.e., almond extract – used in making various cookies)

Please make sure that you always check the labels on the food you are sending into school. The FDA requires all manufacturers to list on their label if peanuts and/or tree nuts are in their product. If it says peanuts/tree nuts are contained in the food, consider it a banned item. Remember – manufacturing processes change, so a food that was safe, may not continue to be. It’s still important to read the ingredient label each time you purchase a food.

Food labels that say: “May contain or contain peanut or tree nuts” are NOT OK to bring to school to eat. Examples: Quaker Granola Bars S’mores flavor: May Contain Traces of Peanuts.

Food labels that say: “Processed in a facility that also processes peanuts & nuts” are OK to bring to school for personal consumption.

BREAKFAST POLICY

Children who arrive between the hours of 7:00 AM and 8:00 AM may bring breakfast. Please label it with your child’s full name and send proper utensils. Because the emphasis is on nutrition, please do not send candy, cookies, or chips for breakfast. If you are sending syrup or other condiments, please send them in a closed container because they can be messy. This is a kosher facility and we do not allow pork products of any kind, such as bacon, ham or sausage, on the premises.

LUNCHES

The lunch and snack program has both learning and social components and is an integral part of the day. We will inform you if your child needs more food. All children staying past 12:00 Noon, will need a lunch, snacks, and a drink with the utensils they will need for the day. All snacks and lunches are brought from home.

Except for children aged 0-15 months the following are the food safety requirements:

• We do not heat food, this should be brought in a thermos

• Food must be in a thermal lunch box

• There should be plenty of ice packs surrounding the food

FOOD SAFETY

Parents should cut foods into pieces no larger than 1/4 -inch square for infants and 1/2 -inch square for toddlers/ twos and threes.

The following foods present a choking hazard and should not be sent at any time for children under the age of 4 years:

• Hot dogs (whole or sliced into rounds)

• Hard pretzels

• Whole grapes

• Raw chunks of carrots, vegetables, or meat larger than can be swallowed whole

• Popcorn

• Raisins, Craisins® and other dried fruit

• Raw peas

• Children are not permitted to crawl or walk around with food, bottles or sippy cups and will be asked to sit at a table to finish their food or drink.

CHILDREN WITH FOOD ALLERGIES

With your permission, the food allergy information will be posted in the classroom. Dairy-free tables are provided in the classroom as needed and we adhere to a no-nut policy.

As required by the licensing standards of the Texas Department of Family and Protective Services, children requiring dietary considerations (such as food allergies) must have a written statement from the child’s physician or a registered dietitian stating which foods that must be avoided and suggesting alternatives. The staff will post the food allergy/sensitivity, nutritional needs, or other medical needs of the child for all staff caring for the child to review only if written permission to do so has been given by the parent. With severe food allergies, such as that to peanuts, a letter to all families in that room will be sent out to advise them of the severe allergy and to ask for them to take it into consideration when preparing their own child’s snacks and lunches.

CHILDREN WITH DISABILITIES

Children with special feeding needs will be handled on an individual basis as the family and program develop an appropriate plan.

CHILDREN WITH INDIVIDUAL DIETARY REQUIREMENTS

If your child has any dietary requirements which are not medical by nature, such as vegetarian or vegan, please discuss your preference with the EC Director and your child’s teachers to establish a plan of action.

INFANT/TODDLER FEEDING INFORMATION

Families with children in the A wing should send enough food each day to provide your child with two snacks and lunch and ample bottles or sippy cups of milk and/or juice.

We support breastfeeding by:

• Accepting, storing, and serving expressed human milk for feedings

• Accepting human milk in ready-to-feed sanitary containers labeled with the infant’s name and date

• Storing breast milk in a refrigerator for no longer than 48 hours (or no more than 24 hours if the breast milk was previously frozen) or in a freezer at 0 degrees Fahrenheit or below for no longer than three months.

• Gently mixing, not shaking, the milk before feeding to preserve special infection-fighting and nutritional components in human milk

• Providing a comfortable place for breastfeeding

• Coordinating feeding with the infant’s mother

• Breastfeeding education and resources in the community are available upon request

• Infants and toddlers will be held if unable to hold their bottle on their own or provided their bottle while sitting, as accreditation guidelines do not permit children to have bottles while laying down.

• Bottles and feeding schedules provided to the teacher must be updated at least monthly.

• Bottles will only be warmed with a bottle warmer; a microwave is not allowed for warming bottles or infant food.

• Cow’s milk should not be sent for children younger than 12 months; only whole milk should be sent for children 12–24 months of age. Written dietary instructions from the child’s doctor must be provided if the child is to continue formula or other alternatives to milk after 12 months of age.

• Bottles cannot contain any medication or solid foods unless the child’s doctor provides written instructions.

• The teachers will discard after one hour any formula or human milk that is served but not totally consumed or refrigerated.

• Solid foods and fruit juices should not be sent for infants younger than six months of age unless that practice is recommended by the child’s healthcare provider and approved by families.

• Only 100% fruit juice may be sent, and the amount to be served is limited to no more than four ounces daily.

• Sweetened beverages, not including 100% fruit juice, should not be sent.

• Glass bottles are not allowed.

HOME/SCHOOL COMMUNICATION

We believe that direct, effective communication is at the heart of a stimulating, safe, caring program for young children. Communication between the home and school provides a better understanding of each child’s needs, and development, and ensures success for every child. We will make every effort to communicate effectively and regularly with you about your child and program information. We are counting on you to stay informed by checking your emails from our program, checking your child’s cubby, reading classroom documentation, notes and newsletter from the teachers. Please let know if you want any additional information.

If you have questions concerning day-to-day operations, the program, or your child’s care or education, we expect you to discuss them with your child’s teachers at an appropriate time and setting. Open, respectful communication often clarifies a situation before it becomes a problem. If a resolution cannot be reached with your child’s teacher, parents are then expected to speak with the Early Childhood Director or Assistant Director to discuss a solution to your concern.

Please understand that we avoid transferring calls to your child’s classroom during the day because we want the teachers attending to the children rather than talking on the phone. We will give them your message or check on your child. Teachers will return your call during the children’s nap time or during their planning time. Please return calls from the school as soon as possible.

COMMUNICATION VIA APP/EMAIL

We will utilize communication apps, Brightwheel (BAS) and Remini (EBS) to communicate with you and to keep you informed about program information, such as school events, illnesses, volunteer opportunities, and information about the curriculum, and nutrition. You will receive updates from us regularly.

Flyers, artwork, and classroom information sheets will be sent home in your child’s backpack. It is your responsibility, to check these files and take the messages home daily. Please recycle unwanted flyers after reading.

Please do not distribute flyers, letters, or advertisements without approval of the Early Childhood Director.

MESSAGES FROM HOME

All important messages (a change in schedule, a different person picking up your child, child going with a friend, etc.) must be in writing, dated, and signed and given to the front office not the teacher.

NEWSLETTERS/FLYERS

Newsletters and/or flyers will be sent home to keep you informed of program activities, reminders, and other information. We feel that it is very important for each parent to stay informed!

FAMILY BULLETIN BOARDS

Information including lesson plans, daily schedules and other relevant information will be posted in your child’s classroom and/or on the door of the classroom. Additionally, an information bulletin board is in the hallway. Please check regularly for current information.

FAMILY/TEACHER CONFERENCES

A “meet the teacher” event is scheduled at the beginning of the year for you to become more acquainted with your child’s teacher, ask questions and become more familiar with the space your child will be spending the year in. Conferences with the teacher will be scheduled in the fall and spring to discuss your child’s development and progress. Teachers are willing to schedule additional conferences upon request.

FAMILIES AS PARTNERS

Family involvement is essential to the success of our program. Families are encouraged to take an active role by sharing your ideas, energy, and support. You are given opportunities during the year to volunteer in a variety of ways such as: serving as a ECDC member (see below), being a Room Parent, assisting with special events, making learning games for classrooms, assisting on field trips or in classrooms, helping with fundraising projects, painting, etc. Your willingness to help will enhance the quality of our program. We strongly urge you to fulfill this golden opportunity for a mitzvah.

EARLY CHILDHOOD DEVELOPMENT COMMITTEE

The Early Childhood Committee (“ECDC”) and all subcommittees are composed of lay people who may or may not have a child attending the JCC Early Childhood Schools. The Early Childhood Development Committee (“ECDC”) strives to enhance the educational experiences of the children by providing a vital link between the community and the administration. The ECDC is held accountable to the JCC Board of Directors, offers input to the Preschool Director, conducts fundraising activities for school needs, organizes volunteers for various functions, develops new programs and monitors existing programs.

ROOM PARENTS

Room Parents play an important role in helping in the classroom. Some responsibilities include communicating with parents about upcoming classroom events, organizing sign-up sheets for classroom parties and volunteering in the classroom and getting others to volunteer as needed.

Parents are asked to sign up to volunteer to help teachers coordinate special activities such as holiday parties, cooking projects, as well as obtaining volunteers as needed. Room parents are encouraged to organize a fall and spring class gathering outside of school hours to give families the opportunity to get together. Possible activities include meeting at the JCC pool, going to the zoo, coordinating a Shabbat Dinner, or meeting at a local park.

CHAVERIM

Chaverim means “friends” in Hebrew or chaver, friend. The purpose is to provide each new family with a mentor, guide, and friend to help them as they navigate the many wonderful opportunities of our program: from being a room parent to helping with a classroom party, from fundraising to planning the Shabbat Dinner, or just acclimating to a new school environment. New families will be contacted by a family who has been in the program to welcome you and help you learn more about our program.

PROGRAM EVALUATION

Annually families will be asked to evaluate the program’s effectiveness in meeting their needs. Please take time to complete the evaluation; your input is very important in helping us make improvements. By taking time to complete this annual survey, you provide us with valuable feedback allowing us to make strategic changes to the early childhood programs when/if needed. We appreciate your input and support to help us continually improve our programs.”

REFERRAL/COMMUNITY RESOURCES

We maintain a current list of child and family support services available in the community (e.g., mental health, behavioral issues, nutrition, parenting programs, early intervention-special education screening and assessment services). Upon request, we share the list with you and assist you in locating, contacting, and using community resources that support your child’s and your family’s well-being and development. The Jewish Family Services is a valuable resource to our program.

RESOURCE LIBRARY

The JCC Early Childhood Department maintains for our families a resource library with books and articles concerning Judaism, child development, child rearing, toilet learning, discipline, siblings, dealing with death, etc. Parents are encouraged to check with the office team to use these resources.

SPEECH/HEARING/VISION SCREENING

All children who turn four years of age by September of each school year are required by the State Health Department to have a hearing and vision screening by a licensed physician, qualified professional or certified screener. A record of the screening must be turned into the Early Childhood Office.

Screenings for preschool and pre-kindergarten programs are conducted in the fall by trained specialists. This evaluation screening is included in your registration fee. The information is compiled and distributed to you as soon as possible. When a follow-up is indicated, a meeting can be scheduled between the specialists, preschool staff and parents to review findings and discuss appropriate action. The screening results merely indicate that an area of development is on age-appropriate skill level, requires future monitoring and/or a more thorough evaluation. For the children who require professional guidance in reaching the age-appropriate skill level, we will provide space for specialists to meet with your child. Should professional guidance be required, the child’s parents are financially responsible for the additional services and should contract directly with the specialist.

Appendix A – JUDAICA

As our program is grounded in Judaism and the Jewish religion, these themes are present daily in the classroom. We observe Jewish holidays, follow the laws of Kashrut (Kosher dietary laws) and introduce Jewish values at the child’s developmental level. Foods appropriate to Jewish holidays are prepared by and eaten by the children. The music program emphasizes songs in Hebrew and English related to Jewish themes. Children will be introduced to a simple Hebrew vocabulary, such as colors, numbers, and names of animals. The visual environment is created by posters, photographs, and objects that reflect our Jewish traditions. Teacher-made and commercial materials and games related to Jewish themes are integrated into daily activities. To strengthen family life, the parents are invited to join the children in the celebration of each holiday. We observe Laws of Kashrut at the BAS/EBS. The following policies apply:

• No pork, ham, bacon, lard, or shellfish products are permitted at any time.

• Lunches should be either dairy or meat. The two may not be served together in the same meal. (For example, if you send a meat sandwich, do not include cheese or yogurt in the same meal.)

• Tuna fish, salmon and other non-shellfish items may be served with dairy.

• Fresh fruits and vegetables are considered kosher.

JEWISH HOLIDAYS

We observe and celebrate many Jewish holidays by explaining the holidays in an age-appropriate manner, learning about the key messages of each holiday, and eating foods associated to the holiday.

SHABBAT

The Jewish Sabbath starts at sundown every Friday and lasts until sundown on Saturday. It is written in the Torah that G-d created the world in six days and rested on the seventh...giving us Shabbat. In many Jewish homes the traditions of lighting candles and saying prayers to welcome the Sabbath are observed. Although Shabbat lasts from sundown Friday to Saturday night, we celebrate the welcoming of the Shabbat (Kabbalat Shabbat) at school each Friday morning. Traditional blessings are said over the candles, grape juice, and challah (twisted bread), and special songs are sung. Children are encouraged to bring a small donation for the class tzedakah collection each Friday. Each class will choose a special project to benefit a specified recipient.

When three stars appear in the sky on Saturday night (about an hour after sunset), Shabbat is over. Havdalah is the ceremony with which we transition from Shabbat to the rest of the week. We celebrate Havdalah on Monday morning. Just as we welcome Shabbat with candles and grape juice, so, too, we usher Shabbat out with of cup of grape juice and a braided candle with three wicks. Instead of challah, however, we now bless and savor besameen, sweet spices, as we try to hold on to the sweetness of Shabbat even as we bid it good-bye. With blessings and songs, children gather to let go of Shabbat and move into a brand-new week.

ROSH HASHANAH

This two-day holiday is the Jewish New Year and is a time of personal reflection of our past and future behavior. The children enjoy apples and honey, which are symbolic of hope for a sweet year. The shofar (ram’s horn) is shown and heard.

YOM KIPPUR

This is the most solemn holiday of the year - the Day of Atonement. For adults, it is a day of fasting and a day of prayer. We discuss with the children how to be the best we can be.

SUKKOT

The “Feast of Tabernacles” recalls the journey of the Jews from Egypt to the Promised Land when they lived in sukkot (booths). It is also a harvest holiday symbolized by the lulav (palm willow, myrtle) and etrog (citron). We decorate our sukkah with fruit and greenery and enjoy our snack or meals in the sukkah.

SHEMINI – ATZERET

This holiday occurs on the eighth day of Sukkot and is considered a holiday in itself. It is a solemn day with special prayers for rain (geshem).

SIMCHAT TORAH

On this joyous holiday, we complete the reading of our Torah for the year and immediately start reading the Torah all over again. This is a happy holiday for children as they march, sing, and carry flags.

CHANUKAH

“The Festival of Lights” celebrates the Maccabean victory when brave Judah Maccabee and his small band of followers saved the Jewish nation from the Syrians. For the 8 days of Chanukah, the chanukiah (a nine-branched candelabra, often referred to as a menorah) is lighted to recall their rededication of the Temple in Jerusalem. and to give thanks for the great miracle of the survival of the Jewish people. At school we light the chanukiah and say the blessings, prepare potato latkes (pancakes), play the dreidel game, and participate in other special activities. The children will participate in the “Chanukah Experience” through a special hands-on activity that explains this holiday. Each class has a Chanukah party which families are encouraged to attend.

TU B’SHEVAT

On Tu B’Shevat we celebrate the new year of the trees. The Jewish calendar, with all its holidays, is tied to the cycle of growing things. As Jews, we have a kinship with trees, especially fruit trees. There are two mitzvot and Jewish values connected to this holiday. Bal tashcheet means “do not destroy” and tikkun olam means “repair the world”. We emphasize recycling, caring for animals and for materials in the classroom. We collect money for trees in Israel and sample a variety of fruits and nuts that are grown in Israel.

PURIM

Purim is the most festive of Jewish holidays. Purim commemorates the story of Queen Esther and her Uncle Mordechai who saved the Jews of Persia from a plot by the Prime Minister Haman, who sought to destroy them. This day we eat hamantashen (triangle shaped cookie with filling inside, modeled after the triangle hat Haman purportedly wore), which the children enjoy making at school. The children are encouraged to come in costume to school for this holiday. During the reading of the Megillah (a scroll of the Book of Esther), the children make loud noises by shaking groggers (noisemakers) and stomping their feet whenever the name Haman, the villain, is read. The children send Mishloach Manot (gifts of at least two different kinds of food such as hamantaschen, candy, nuts, fruit and juice which are send by our families) to be shared with friends at the Jewish Campus. Also, we share and care during Purim by providing gifts of money or material donations such as canned food for the Food Bank (Matanot l’evyoneem: sending gifts to the poor)

PASSOVER

Passover (Pesach) commemorates the experiences and ordeals of slavery in Egypt and the subsequent Exodus. Pesach centers around family and friends, and children learn about the traditions, ceremonies, and customs of this joyous holiday. The Seder is a special family occasion; prayers and songs from the Haggadah (the story of Passover) are read, and special foods are eaten during the holiday. The best known of these foods is matzah, or unleavened bread. Your child and his/her classmates will prepare Passover foods and experience the story of Passover through a hands-on “Passover Experience.” During this 8-day holiday, only foods kosher for Passover are served in our school. Bread and bread products are not allowed to be sent to school during Passover! More details will be shared close to the holiday each year.

HEBREW VOCABULARY

COUNTING: 1 TO 10

1. Achát

2. Shtáyim

3. Shalosh

4. Arba

5. Chamesh

6. Shesh

7. Shéva

8. Shmoneh

9. Tésha

10. Éser

COLORS

• Lavan - white

• Shachor – black

• Yarok - green

• Tzahov - yellow

• Varod - pink

• Choom - brown

• Katom - orange

• Segol - purple

• Kachol – blue

GREETINGS

• Bóker tov - Good morning

• Érev tov - Good evening

• Láyla tov - Good night

• Toda raba - Thank you

• Shalom - Hello; goodbye; peace

FAMILY MEMBERS

• Yélad - boy

• Yalda - girl

• Éma - mother

• Ába - mather

• Sába - grandfather

• Sávta - grandmother

• Ach - brother

• Achot - sister

• Mishpacha - family

BLESSINGS OVER FOODS

BREADS

Baruch Atah Adonai Elohenu Melech Ha-Olam ha-motzi lechem min ha-aretz.

Blessed are You, Lord our God, Ruler of the Universe, who brings forth bread from the earth.

CRACKERS, CAKE, COOKIES, SNACKS, ETC.

Baruch Atah Adonai Elohenu Melech Ha-Olam boray minay mizonot.

Blessed are You, Lord our God, Ruler of the Universe, creator of various kinds of foods.

FOODS

OF

THE TREE (Apples, Pears, Oranges,

Etc.)

Baruch Atah Adonai Elohenu Melech Ha-Olam boray p’ri ha-aytz.

Blessed are You, Lord our God, Ruler of the Universe, creator of fruit of the tree.

FOODS FROM THE GROUND (Potatoes, Carrots, etc.)

Baruch Atah Adonai Elohenu Melech Ha-Olam boray p’ri ha-adama.

Blessed are You, Lord our God, Ruler of the Universe, creator of fruit of the earth.

GRAPES, WINE & GRAPE JUICE

Baruch Atah Adonai Elohenu Melech Ha-Olam boray p’ri ha-gafen.

Blessed are You, Lord our God, Ruler of the Universe, who creates fruit of the vine.

MEAT, EGGS, POULTRY, DAIRY AND FISH

Baruch Atah Adonai Elohenu Melech Ha-Olam sheh hakol ni-he-yeh bidvaroh.

Blessed are You, Lord our God, Ruler of the Universe, by whose word all things come into being.

APPENDIX B – Nutrition Guideline

Meal Pattern Chart for Infants

CHILD AND ADULT CARE FOOD PROGRAM MEAL PATTERN FOR INFANTS

Infants Birth through 3 months 4 to 6 fluid ounces (fl oz) breast milk1,2 or formula3

Infants 4 months through 7 months 4 to 8 fl oz breast milk or formula

0 to 3 tablespoons (Tbsp) infant cereal

Infants 8 months through 11 months 6 to 8 fluid ounces (fl oz) breast milk or formula 2 to 4 tbsp infant cereal

1 to 4 tbsp fruit and/or vegetables

4 to 6 oz breast milk or formula

4 to 8 oz breast milk or formula

0 to 3 tbsp infant cereal

0 to 3 tbsp fruit and/or vegetable

6 to 8 fl oz breast milk or formula

2 to 4 tbsp infant cereal; and/or 1 to 4 tbsp meat, fish, poultry, egg yolk, cooked dry beans or peas, or 1/2 to 2 oz cheese; or 1 to 4 oz cottage cheese, cheese food, or cheese spread; and 1 to 4 tbsp fruit and/ or vegetable6

4 to 6 oz breast milk or formula

4 to 8 oz breast milk or formula

2 to 4 fl oz breast milk or formula or fruit juice4

0 to 1/2 slice break or 0 to 2 crackers5

Grains/Breads a serving is a bread or bread

enriched or whole

Supplement (Snack)

Lunch or Supper

MUNCH, MUNCH, IT’S TIME FOR LUNCH!!

With all the day-to-day chaos of life, it can seem daunting to set aside time to plan for healthy eating. By following these guidelines, you can be sure your child is getting all the nutrients they need and also save yourself some time when shopping and planning for school lunch. These guidelines are based on Texas Department of Family and Protective Services (TDFPS) Minimum Standard Rules for Licensed Child Care Centers and the recommendations of a certified dietician.

Choose at least one item from each of the following categories to make a delicious and healthy lunch!

LEAN PROTEINS

Serve at least 1 oz of any of these:

Tip: Try to choose proteins with less than 7 grams of fat per serving.

• Cheese

• Cashew butter

• Peanut butter

• Turkey

• Chicken

• Almond butter

• Tuna or other fish

• Eggs

• Tofu

• Vegetable-based meal

• Tempeh

• Seitan substitutes

• Beans (black, pinto, kidney, lima, etc.)

• Garbanzo/chickpeas (hummus)

WHOLE GRAINS

Serve at least ½ slice or ¼ cup of any of these:

Tip: Look for foods to say “100% whole wheat” to be sure you are getting the grains and fiber you need.

• Sliced bread

• Sandwich flats

• English muffins

• Tortillas

• Pita

• Rice cakes

• Crackers

• Bagels

• Rice (Brown is best)

• Pasta (Whole wheat is best)

• Quinoa

• Barley

• Couscous

FRUITS & VEGGIES

Serve at least ¼ cup of any of these (or other fruits & vegetables not listed):

Tip: Fresh or frozen is best. Look for canned fruits packed in “100% juice” or “unsweetened”.

• Apple slices

• Orange wedges

• Bananas

• Strawberries

• Blueberries

• Blackberries

• Cantaloupe

• Watermelon

• Grapes (cut)

• Plums

• Pears

• Peaches

• Apple sauce

• Carrots (shredded or cooked)

• Tomatoes

• Edamame

• Celery (cut)

• Leafy greens (spinach, kale, turnip, mustard)

• Radishes

• Broccoli

• Cauliflower

• Cooked peas

• Green beans

• Asparagus

• Zucchini

• Eggplant

• Squash

• Sweet potatoes

• Corn

BEVERAGES

Serve at least 2 oz (¼ cup) of any of these:

Tip: Limit fruit juice consumption to 4 oz per day. It’s better to eat fruits instead of drinking them.

• Milk (white is best) -Whole if < 24 months age - 1% or skim if >

• 24 months age - avoid flavored milks such as chocolate & strawberry

• Water

• 100% pure fruit juice

- Avoid juice drinks or fruit flavored drinks such as punch

• 100% pure fruit & vegetable juice blends

• 100% pure fruit juice and water blends

• Don’t forget your cold packs to keep those cold foods cold!

• Be sure to check the expiration dates on perishable foods.

• The Laws of Kashrut are observed at the JCC. No pork, ham, bacon, lard or shellfish products are permitted.

• Fresh fruits and vegetables are kosher.

1. It is recommended that breast milk be served in place of formula from birth through 11 months.

2. For some breast-fed infants who regularly consume less than the minimum of breast milk per feeding, a serving of less than the minimum amount of breast milk may be offered, with additional breast milk offered if the infant is still hungry. All breast milk and formula will be discarded after being out of the refrigerator for one hour.

3. Infant formula and dry infant cereal shall be iron-fortified.

4. Fruit juice shall be full-strength

5. Bread and bread alternates shall be made from whole grain or enriched meal or flour.

6. A serving of this component shall be optional

7. If you are serving juice: Try not to serve juice to meet the fruit/vegetable requirement too many times throughout the day. It may fill up the children and take the place of other needed nutrients.

8. If you are serving cold dry cereal for breakfast: For ages 1 and 2 years, serve: ¼ cup (volume) or 1/3 oz (weight), whichever is less. For ages 3 through 5 years, service: 1/3 cup (vol) or ½ oz (weight), whichever is less. For ages 6-12 years, serve: 3/4 cup (vol) or 1 oz (weight), whichever is less.

9. If you are serving nuts and seeds for a supplement (snack): For determining combinations: 1 oz of nuts or seeds = 1 oz of cooked lean meat, poultry, or fish. Tree nuts and seeds that may be used as meat alternates are listed on page 34.

CAUTION: Children under 4 years of age are at highest risk of choking. For this age group. USDA recommends that nuts and/or seeds be ground or finely chopped and served to children in prepared food.

10. Commercially prepared yogurt is now permitted as a meat/meat alternate. You may serve 4 oz (weight) or 1/2 cup (volume) of plain, sweetened, or flavored yogurt to fulfill the equivalent of 1 oz of the meat/meat alternate component. For younger children, 2 oz (weight) or 1/4 cup (volume) fulfills the equivalent of 1/2 oz of the meat/meat alternate requirement.

11. Try not to serve juice to meet the fruit/vegetable requirement too many times throughout the day. It may fill up the children and take the place of other needed nutrients.

The Evelyn Rubenstein Jewish Community Center of Houston is home to innovative programs that meet the challenging needs of our growing community.

For more than 75 years, the Evelyn Rubenstein Jewish Community Center has provided social, recreational and education programs for people of all ages.

Bertha Alyce Early Childhood School 5601 South Braeswood, Houston, TX 77096

713.551.7200

Mon-Fri | 7:30 AM - 5:30 PM

Ellen Boniuk Early Childhood School 1120 Dairy Ashford, Houston, TX 77079 281.556.5567 Mon–Fri | 7:00 AM - 6:00 PM

Evelyn Rubenstein Jewish Community Center 5601 S. Braeswood | Houston, TX 77096 | 713.729.3200