GAIS Handbook Preschool School Year 2016-17

475 Pope Street Menlo Park, CA 94025

Phone: (650) 324-8617 Fax: (650) 324-9548

www.gais.org info@gais.org

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CONTENTS I Preschool Program ......................................................................................................... 3 1 Primary Years Program – Preschool ......................................................................................... 3 2 Admission Requirements ........................................................................................................... 3 3 Curriculum Overview .................................................................................................................. 4 4 Language in the Preschool ........................................................................................................ 5 5 Daily Schedule ........................................................................................................................... 5 II Program Policies .......................................................................................................... 10 1 Language Policy ...................................................................................................................... 10 2 Drop-off / Pickup / Late Fees ................................................................................................... 10 3 Snacks / Meals ......................................................................................................................... 10 4 Parents in the Classroom ......................................................................................................... 11 5 Clothing .................................................................................................................................... 11 6 Sharing Things from Home ...................................................................................................... 12 7 Personal Belongings ................................................................................................................ 12 8 Licensing and Reporting Duties ............................................................................................... 12 III Student Welfare, Behavior and Discipline ................................................................ 13 1 Student Behavior ..................................................................................................................... 13 2 Inclusion ................................................................................................................................... 14 3 Health and Safety .................................................................................................................... 16 IV Supplementary Programs, Activities and Special Events ...................................... 20 1 Field Trips ................................................................................................................................ 20 2 Assemblies and Visitors to the Preschool ................................................................................ 20 3 Birthdays .................................................................................................................................. 21 VII Communication .......................................................................................................... 22 1 Parent-Teacher and School Communication ........................................................................... 22 2 Proper Channels of Communication ........................................................................................ 22 3 Parent Conference Days / Child-Progress Reports ................................................................. 22 4 Parent Coffees and Class Meetings ........................................................................................ 23 5 Teacher Info mails ................................................................................................................... 23

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I Preschool Program

1 Primary Years Program – Preschool

The German-American International School’s Preschool Program is a developmental program for children between the ages of 2 years 9 months to 5 years old. It is a place where children can learn and grow as whole individuals in a caring and nurturing environment. We believe that social, physical, emotional and cognitive growth are interrelated and of equal value. Thus, our activities address the needs of the whole child. The preschool is designed to encourage and guide children in the development of self-direction, individual responsibility and intellectual growth. We believe a child can reach his or her full potential if he or she is encouraged to have a positive self-image. To emphasize this goal, our preschool offers an environment in which they learn to choose their activities, cooperate, share and form friendships with peers. The preschool is a play-based learning program that provides a balance between structured activities and time for free play and exploration.

The German language immersion nature of the Preschool program gives students a solid linguistic foundation for transitioning into GAIS’ Elementary School program. As such, priority is given to families with future intentions of enrolling their children into the Elementary School program. Admissions consideration also includes maintaining a balance of age, gender and language background within the program.

2 Admission Requirements

Children entering preschool must be potty-trained. Children in pull-ups are not considered potty-trained.

Applicants who meet all admissions criteria are admitted, class size permitting. The School reserves the right to deny admission or re-enrollment to any applicant if, in the School’s opinion, there are reasons to believe that admission or re-enrollment would not be in the best interest of the applicant or the School. The School also reserves the right to postpone admission if class size reaches the maximum. In such case, the applicant is wait listed.

Progress reports or other relevant information may be requested from the previous school or care facility. The School reserves the right to contact the applicant's previous school prior to acceptance or even once the student has been accepted to assure that the School is able to meet the student’s needs.

Preschool students who are five years old by September 1 of the school year to which they are applying will be admitted to the Vorschule (Kindergarten) program. However, factors such as previous records, measured aptitude and achievement, physical and emotional development, and other relevant details are also considered. The final decision is the responsibility of the Director and senior leadership team.

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3 Curriculum Overview

3.1 Philosophy

The GAIS preschool program follows the guidelines of the International Baccalaureate Organization (IBO) Primary Years program. This program is divided into four units (e.g., units on animals, music, the five senses, families), with ample time and flexibility to explore these units in considerable depth. The program is inquiry-based and therefore encourages curiosity. Children are encouraged to ask many questions and explore with a “hands-on” approach. Based on the given unit, the teachers prepare activities such as games, plays, experiments, cooking, songs, books, observations, outside activities or field trips as well as visitors, parties, arts and crafts, and room decorations.

Otherwise, the curriculum of the Preschool is kept flexible as our groups are age-mixed and reflect a variety of cultural backgrounds.

The curriculum can and will be adjusted and changed to meet the needs of the children and the group. For example, the time between units is spent on topics based on the child’s interests (child-emergent curriculum), seasonal events, current situations in the group or personal life experiences. Many of the between unit topics reflect and recognize the students’ varied cultural backgrounds. Parents who would like to share aspects of their culture with the students are more than welcome to do so.

Math concepts such as measurements, estimates, concepts, sequencing as well as science projects are incorporated in the daily curriculum and are practiced rather than presented as facts that need to be memorized. We enhance our German and English language skills through stories, reading, music, drama, and conversation.

3.2 Core Values

GAIS is a place where children are given the opportunity to learn and grow as whole individuals. It is the school’s philosophy that cognitive, social, physical and emotional growth are interrelated. Therefore, the school’s activities, both academic and non-academic, address the needs of the whole child. Moreover, the school’s curriculum is designed to encourage and guide children in the development of self-direction, individual responsibility and intellectual growth. We believe that children can reach their fullest potential if they are able to develop a positive self-image. To further these goals, our school creates a learning environment that fosters the development of a creative and critical mind.

We emphasize the following:

• The fostering of a child’s imagination and creativity through hands-on projects andexperiments

• An environment that encourages student involvement• A student-focused, individualized approach to instruction

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The school strives to cultivate core values of respect, tolerance, responsibility, caring, principled, integrity, courage, and collaboration. Multicultural traditions are discussed and observed throughout the year, placing an emphasis on international awareness. Extracurricular events and field trips supplement our students’ education, nurturing a commitment to the school community that is in turn supported and encouraged by our parents.

3.3 Staff

The GAIS preschool staff is international, comprising educators from various cultural backgrounds. All staff members are bilingual German-English, and several speak additional languages. All staff members have college degrees from institutions in the U.S., Germany or another country. The majority of the preschool staff has been with GAIS for far more than 5 years, providing consistency for the program and a wealth of knowledge and experience in the field of Early Childhood Education. For detailed information on our current Preschool staff, please visit gais.org/academics-team-preschool/.

4 Language in the Preschool

The preschool provides a German-language immersion environment that provides students the linguistic foundation needed for further study at GAIS. The children speak English and German with each other in and outside of the classroom. At the beginning of the school year, some explanations might be given in both languages in order to familiarize new children with no prior German skills, so that they can be comfortable with their new environment. Matters concerning safety and other essential information are always announced in both languages.

Because of the English-speaking environment outside the classroom and in the broader community combined with the fact that many of our students come from bilingual homes, we find students frequently speak to each other in English during free play. Therefore, we have found that German-speaking children do not encounter great difficulties in in inquiring English.

In an effort to support the German language skills of students who have committed to the GAIS Vorschule/Kindergarten for the following year, additional German language support may be offered to a subgroup of students in the Preschool. This will take the form of a teacher working with up to six students at a time in a playful learning environment consistent with the Preschool Program. This additional support will be offered from time to time, depending on teachers’ recommendations as well as staff and space availability. Decisions regarding student inclusion into the program will be made by the Preschool Principal.

5 Daily Schedule

The following provides a snapshot into the typical day of a Preschool student at GAIS (note: this is a general snapshot; the daily schedule will vary slightly from group to group).

8:25 am Doors Open 8:25-9:00 am Children arrive

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9:00-9:30 am Circle time 9:30-10:30 am Project time (e.g.: teacher guided activities, including art, cooking, baking,

science projects), snack 10:30 am Free Choice Time: inside & outside (activities may include: art, board

games, story reading, games outside, feeding the animals, gross & fine motor activities, role play, water table, etc.)

11:40-12:15 pm Lunch 12:15-1:00 pm Story time, free choice time inside and outside 1:00-1:10 pm Clean-up time outside 1:15-1:25 pm Clean-up time inside 1:25-1:45 pm Circle time/Pick-up time

5.1 Separation

Starting preschool for the first time is a big transition and can be stressful for your child as well as other members of your family. If a parent feels positively about a child’s entry into preschool, then so will the child. However, every parent and child will adjust differently to the start of a new school year, and as a result, this transition will be easier for some than others. The following suggestions are helpful at the transition time:

• Try to answer all of your child’s questions. Knowing what to expect should curb most fearsand anxieties. Reading books on starting school for the first time can also be helpful.

• Tour the school with your child. This will help him/her gain a better understanding of whatto expect.

• Try to keep the first month of school as simple as possible. Plan extra free time and quiettime. Also, try not to start a lot of other new activities during this time, allowing your child tofocus on acclimating to school and the school environment.

• Allow some flexibility in your work schedule in case your child needs more help during thetransition into preschool.

• Establish a way that you and your child like to say “goodbye” each day. This helps thechild to participate in the process as well as to anticipate your leaving. (For instance: Pickone book to read before you go. Alternatively, organize a good-bye procedure or activity,e.g. “Let’s go to the swings for our goodbye swing.”

• Give your child a concrete memory of what you will be doing or where you will be goingwhen you leave, whether it is for a short time or the whole morning, e.g. “I’m getting a cupof coffee,” or “I’m going to buy groceries,” etc.

• Form ties with a friend: Invite a child from school for a play date or carpool with anotherfamily.

• Never sneak out on your child when he/she is distracted!• When needed, remember to work together with your child’s teacher to make a plan so your

child will adapt as quickly as possible to these new surroundings.• Picking your child up early during the first few days (e.g. after lunch) can help ease the

transition to a long school day, especially for children who have no prior preschool or childcare experience.

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5.2 Free-Choice Time

Children may move freely between the different areas of the preschool once all the rooms have opened at around 10:30 am and again after lunch. The children have the opportunity to choose according to their needs or interests. During this time the children can choose to participate in guided activities (e.g., arts and crafts in the workshop; cooking projects on certain days, German board games) or play independently in any of the areas of the preschool. The teacher's role during this time is to offer activities, encourage and initiate play, assist in problem solving and conflict resolution, and be a source of comfort and guidance. We provide the children with challenges and opportunities to experiment, as well as "food" to satisfy their natural hunger for learning.

5.3 Circle Time

Circle times are held in German and take place in the morning (~ 9:00 a.m.) and afternoon (~ 1:15 p.m.) in every Preschool Group. Activities include conversations, activities and inquiry into thecurrent unit, as well as songs, finger plays, stories, conversations about a certain topic or theme,puppet play, games, etc. Planned activities for the day are introduced during the morning circle.

5.4 Project Time

Immediately following Circle Time, the children continue either with the entire group or in smaller groups for Project Time. Project time usually takes place inside the classroom, but may take place outside as well. During this time the teacher may lead an art, science, math or other activity, related to the unit. Doors to the other groups will open at the end of the Project Time between 10:00 and 10:30 am. At this time students can choose where and what they want to play (Free Choice Time).

5.5 Library and Gym Time

All classes visit the school library and school gym on a regular basis. The 5-day classes visit both weekly, the 3-day classes bi-weekly, the 2-day class monthly. The children are allowed to check out a book while visiting the library with their class. In order to teach the concept of responsibility, children may only check out one book at a time and can check out a new book once the first book is returned.

Students also receive physical education instruction for structured movement development. Gym class will be instructed in the gym, either by the classroom teacher and/or a PE specialist. For safety reasons, girls need to wear pants or shorts in order to participate in Gym activities.

Library and Gym days are indicated on the class calendar. 5.6 Outside Activities, Free Exploration and Play

Given today's world–with the increased usage of television and computers even at a young age, as well as long commute hours and other factors that don't always encourage physical movement–it's important to provide opportunities for the children to use their bodies and develop

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the gross motor skills that are essential to the development of the brain. We view sensory-motor activities as basic to academic skills (reading, writing, etc.).

Similarly, children need challenges and opportunities in order to learn to experiment and take risks. We believe our outside environment provides just that. We often provide materials with which the children can experiment with freely, without having to worry about making a big mess. For example, children can play at a water table where they can experiment with water or other sensory materials. We also offer painting materials outside, where the children can paint on easels or large boards to enhance their motor development.

We also have a sandbox with water where the children can combine sand and water and create rivers and dams or just make mud. As you can imagine, this and some of the other activities can often get messy, and it is therefore important that the children wear clothes to school that can get dirty. We strongly encourage students to always have 1-2 extra sets of clothing (including extra shoes) in their cubby.

The children become little risk-takers as they try to master skills such as bicycling, scooter riding and roller-skating. Many children learn these and other new skills by observing, imitating and practicing again and again. As a result, children need to bring a helmet from home (labeled with their name) as soon as they ride any vehicles with two wheels (e.g., a bicycle or scooter). Please be sure that the helmet fits properly.

Free exploration allows the child to…

• Do his or her own thing, so that later in the child’s academic experience it will be possibleto focus on the material as learning material

• Gain a sense of his or her environment• Satisfy curiosity• Realize that learning takes place in more than one way and with more than one material.• Learn from other children• Discover a variety of possibilities with various materials• Have an opportunity to spontaneously discover sorting, counting, pattern, geometry,

measurement, balance, comparisons of color, shape, size, weight, sound, etc.• Feel successful• Experience the idea that there are no right or wrong answers• Verbalize ideas• Problem-solve• Feel, explore, and find the possibilities and limitations of various materials• Feel at ease in the classroom because the environment is familiar• Make a decision to get involved in something• Develop communication skills through language• Share experience and ideas• Learn to share space and materials• Awaken his or her senses• Discover similarities and differences in the world around them• Begin to focus attention on the natural environment

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• Understand the variety within one material so they will be able to focus on those details inorder to later build a pattern

• Become familiar with their environment so that later, for example, if the teacher wants touse Unifix cubes for a graph, he or she will be able to focus on the graph rather than onthe particular qualities of the Unifix cubes like how do they fit together? What do they feellike? Can you look through the hole? How many would it take to stretch to the wall? etc.

Free exploration allows the teacher to… • Observe the complexity of the tasks each child sets for him or herself and to observe how

each student reacts to difficulties in completing their task• Observe how the children interact with one another and the different materials• Observe what the children do spontaneously with different materials, i.e. observe children

working with materials without trying to please the teacher or do what they believe isexpected of them

• Observe how a child learns through play• Observe which children are self-directed• Observe language patterns of children as they talk with their peers• Have time to assess children’s skills

5.7 Quiet Time / Story Time

Because the children only stay in school until 1:45 p.m., they aren't required to take naps. However, we do offer a quiet time/reading time. Here they have the choice to rest and listen to stories that are read by a teacher. Children who stay for the extended day program (Hort) will have a time for quiet time / nap at 1:45 p.m.

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II Program Policies

1 Language Policy

The GAIS language policy articulates the beliefs and values regarding language development as well as the aims and objectives of language teaching. This policy is reviewed annually and revised as needed. The GAIS language policy has the following objectives:

• To achieve a common understanding of our aims and objectives for language teaching• To meet the standards of the IBO Primary Years program and Middle Years program• To identify the needs of the students at GAIS and concerns that must be addressed by the

school regarding teaching German and English• To establish agreements on how to meet the needs and propose actions to address the

concerns that reflect the school's values and vision, and• Provide the foundation of a whole-school language curriculum

2 Drop-off / Pickup / Late Fees

Children can be dropped off after 8:25 a.m. for all morning programs. Parents are required by the State of California to walk their children into the classroom and sign them in on the daily sign-in sheet. Children must also be signed out before leaving. Parents can help avoid confusion and delays during pickup time by indicating on the sign-in list who will pick up their child that day.

Children may leave school only with their parents or those listed on their required emergency forms or permission slips. If your child is going to be picked up by anyone else, i.e. somebody NOT on these forms, you must provide the school with a written note. Permission slips are available at the sign-in desk.

All children must be picked up on time when their program is over, i.e. 1:45 p.m. Please note that a late fee ($20 for the first 15 minutes plus $1 for each additional minute) applies to any child who is picked up after 1:50 p.m. (or after 6:00 p.m. for students enrolled in the After-School Care Program (Hort). The German-American International School will bill the late fee to your account.

3 Snacks / Meals

We have several recommendations with respect to lunch however first and foremost: please pack a healthy snack and lunch for your child. Do not send sodas or other sugary drinks. Many small portions usually work best for children this age, as do lunch boxes that are easy to open and identify a variety of foods without having to open too many little boxes (e.g. Bento style lunch boxes). In our experience, small coolers make the best lunch and/or snack boxes. They are sturdy and will keep your child’s food cool. We encourage parents to involve their child in the process of packing a lunch as much as possible.

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Please make sure your child is able to open his/her lunch box and containers by himself/herself. We can heat student meals in our microwave however please ensure food is packed in microwave safe containers. Small thermos containers keep food hot for hours and serve as a nice alternative to microwaving food.

Make sure all containers are labeled (including the lids), so we are able to return them if left behind. Consider labels such as mabelslabels.com for easy labeling of containers and clothes. Please, no disposables such as glass bottles, paper bags, aluminum foil, etc.; use reusable containers instead. Recycling and reducing waste are part of our curriculum.

With respect to food allergies and GAIS’ nut policy, please refer to the Allergies section (page 19) under Student Welfare, Behavior and Discipline in this handbook.

4 Parents in the Classroom

Parents are always welcome to come and be part of our Preschool Program. All teachers believe that it is best for the children if their parents are actively involved in our program, rather than just sitting and observing. So we encourage parents to get involved in an activity. The benefits of active parent participation include participating in the teaching/learning process as well as the opportunity for parents to see their children in action: learning, playing, listening and interacting with others.

If your child is having separation problems (not uncommon at the beginning of the school year) and is not able to participate in our program while you are present, then we encourage you to try again at a later time. Remember: English-speaking, German-speaking, or parents with other languages are all equally welcome.

5 Clothing

Please always consider the functionality of your child's school clothing. Keep in mind that children paint and play outdoors and get dirty. As a result, sometimes their clothes get stained. As a result, it is best to dress your child in old, comfortable clothes! The clothes should be easy for children to handle, e.g. large buttons and button holes, underwear convenient for toileting, shoes and boots the child can easily remove and put back on, and loops on coats for easy hanging. Velcro closures for shoes are best!

Each child must bring a few spare sets of clothes, including shoes (in the event a change is needed) as well as raincoat and rubber boots for the rainy season. However, we go outside in any kind of weather, so please dress your child accordingly. There is no such thing as bad weather, only inappropriate clothing! Please label your child's clothes and shoes for easy return if they're left behind. Unlabeled clothing is collected in the lost-and-found bin behind the school. Unclaimed articles are given to charity at the month's end.

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6 Sharing Things from Home

Children may not bring toys from home. Toys get broken or lost and often create unnecessary conflicts and tension. The children may however bring items on special occasions that will be announced in advance (i.e. stuffed animal day, sport day, etc.). Children may also bring a comfort toy (i.e. stuffed animal) at the beginning of the school year if it helps them during transition time.

7 Personal Belongings

Each child has a cubby and a hook for his/her lunch box, personal belongings, spare clothing and artwork. Please check your child's cubby and take all belongings home every day. Instruct your carpool to do the same. Please remember to label all your child's belongings before bringing them to school!

8 Licensing and Reporting Duties

The German-American International School and its Preschool Program operates under and abides by all California laws and regulations. The Department of Social Services - Community Care Licensing oversees Preschools and Child Care Centers. They have the right to visit a facility without prior notice to confirm that the school abides by the regulations.

Although it happens rarely, licensing inspectors are legally allowed to visit the preschool and interview children without the permission of parents. There are guidelines for these occasions and we will make sure that those guidelines are followed.

According to Article 11166 of the California Penal Code, teachers are required to report any child abuse or any indication of suspected child abuse. Teachers can be prosecuted if they do not follow this law.

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III Student Welfare, Behavior and Discipline

1 Student Behavior

The German-American International School values tolerance and respect of people and materials. Relationships with other members of the community and especially with other students must be recognized and reflect these principles. The following code of behavior signifies what we expect from the:

Our goal is to build a positive self-concept. Future success in life depends on being able to handle various social situations and interactions. This emphasis is intended to encourage and reinforce positive behavior.

One of our primary goals is to provide a safe, nurturing, and pleasant environment for all of the children we serve. We recognize that one of our jobs is to help children learn appropriate ways to handle conflicts. We work on this as conflicts arise, helping children find satisfactory solutions. We understand that many preschoolers may use misguided behavior because they have not yet learned what it is acceptable behavior and we will work hard to teach them that.

We use the following steps to resolve student conflicts: 1. We find out what happened and take into account both sides.2. We make sure children recognize that their behavior was inappropriate.3. We help children find a solution or determine what they could have done instead.4. We help children find a way to make the other person feel better.5. Should other incidents occur that, the child will lose the choice of playing where he/she wants and will be given a teacher-directed activity.6. If the problem persists, parents will be notified. Teacher and parents will discuss the behavior and work together to find a solution. We strongly believe the home-school partnership is fundamental to effective student management.7. We may consult the School’s Student Success Team (SST) to find ways to help the student be successful in their school environment long-term. 8. We may suggest seeking outside advice / support.

We reserve the right to terminate any child’s enrollment if we have tried all of the above and feel that any of the following conditions exists:

1. The School cannot meet the child’s needs2. The parents are not able to work with the School to find an acceptable solution.3. The continuing behavior endangers the well being of other children, and/or the

child engaging in the behavior.

• Show respect for yourself, others and the environment.• Be responsible for your actions, materials and safety.• Be reflective about your learning and your actions.

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While this is our general policy, each case is handled individually, taking the needs of each child into account. Any form of discipline or punishment that violates a child’s personal rights as specified shall not be permitted regardless of authorized representative consent or authorization.

2 Inclusion

IB programs "encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right" (IB mission statement 2004). The IB philosophy and practice are particularly significant with respect to special education.

Difference and diversity are central in IB World Schools, where all students enrolled in IB programs receive meaningful, equitable access to the curriculum. The enhanced motivation to learn from multiple perspectives, through collaborative teaching approaches, can lead to positive outcomes for all students. These outcomes include improved academic and social skills, increased self-esteem and more positive relationships with others in the community ("Special Education Needs Within the International Baccalaureate Programs" IB August 2010).

The needs of students who require mild to moderate accommodations in order to have access to the curriculum are met through our "Tiers of Support" model. This model uses a team approach that involves parents, students, teachers and administrators, who collectively and collaboratively ensure that such students benefit from the challenges appropriate to their potential.

• Tier 1 involves teachers, students and parents documenting minor adjustments to teachingmethods and materials;

• Tier 2 involves the special support coordinator, teachers, students and parents. Throughan observation and consultation process, the team works together to develop and recordclassroom accommodations that help achieve our goal of appropriate challenge;

• Tier 3 involves the special support coordinator, teachers, students, parents and otherprofessionals to work as a team to modify and assess the curriculum as it is written andtaught. These changes are documented through Student Program Plans (SPPs).

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A key objective at GAIS is to provide an appropriate educational setting for each student. In order to meet such needs, we have the following expectations:

Tier 3

Student Success Team (SST)

Possible referral to other professionals

Student Program Plan

(SPP)

Tier 2

Tier 1

Action assessment meeting (teacher(s), SSC, Parent(s))

Tier 2 support referral completed Student/classroom observation(s)

Student observation feedback Specific accommodations/action

Action planning (teacher(s), SSC, Parent(s))

Student identified, teacher begins documentation and appropriate filing process.

Regular parental contact via meetings/e-mail/phone calls discussion of basic accommodations.

Informal discussions with SSC as appropriate.

Tier 1 support document completed

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1. Educational Assessment• If the school believes it will not be able to meet the student's needs without the input of

relevant professionals, the school will notify the family in writing and assist with thereferral. The family will be asked to cover these expenses

• Full disclosure of any educational assessments and/or diagnosed special need (as definedin the inclusion policy) is expected

• If a family refuses to seek the assistance of relevant professionals, the school reserves theright to refuse re-enrollment

2. Planning for inclusion• Students with diagnosed special needs are eligible for a written Student Program Plan

(SPP) that details the goals, strategies, accommodations and modifications specifically forthat student

• In circumstances where, through a consultation process involving the relevantprofessionals, the school doesn't believe it has the appropriate resources, facilities orpersonnel to deliver an appropriate education for a student, the family will be notified inwriting. If an appropriate educational setting can be achieved through the use of additionalpersonnel (an instructional aide), assistive technologies and/or resources, the family willbe asked to cover these expenses in addition to tuition

• In the event GAIS is unable to provide an appropriate educational setting for a student, thestudent will be counseled out in order to receive appropriate education elsewhere

Please refer to our website (http://www.gais.org/downloads/) for the inclusion policy.

3 Health and Safety

3.1 Accidents and Emergencies

In case of an injury, the staff will make every effort to contact you. Please make sure that all emergency information is always up-to-date (including current phone numbers, alternate numbers and other emergency contacts) and that we can reach you during the day. If necessary, we will call 911 for an ambulance to have your child transported to the nearest hospital. Until you or the ambulance arrives, staff will make all the necessary decisions concerning the care for your child.

For emergencies in which the school may be suddenly closed or locked down, please refer “Alert System” in the General Handbook.

3.2 Minor injuries

In case of lesser injuries, such as head-bumps, bites and larger scrapes and bruises, these will be reported to parents via e-mail with the subject line ‘Little Ouch.’ This is intended to let you know that your child was hurt, describe briefly what happened but it also reassure you that your child was easily taken care of and has resumed playing. If we feel that a child needs medical attention, but it is not urgent, we will call you to have the child picked-up and taken to the doctor.

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3.3 Student Illness

If your child falls ill and won’t be attending school on a given day, please e-mail your child’s teacher and the Preschool principal (heike@gais.org) with notification and cause of illness. If it isa communicable disease (e.g. measles, chicken pox, mumps, etc.), it is important that the school knows and the principal can alert other parents (more on this below). If your child attends Hort, please notify the Office at office@gais.org as well. The names of individual children will remain confidential.

Children who are contagiously sick or show symptoms such as chills, communicable disease, heavy coughing, diarrhea, earache, inflamed or swollen eyes, flushes or unusual pallor, fever, severe headache, listlessness, nausea or vomiting, skin rash or sore throat need to be kept at home. Mildly ill children who are irritable and cannot fully participate in school also need to stay home. Children with a fever need to be fever-free for 24 hours before they can return to school. Do not send children back to the Preschool until they have completely recovered and will be able to participate in the entire program, including outdoor play.

Parents will be contacted to pick up their child if he or she becomes ill during the day. We ask parents to pick up their child in a timely manner, as the child may need to be isolated and attended by one staff member. If we are unable to reach you, we will contact the next person on your Emergency Form. We will notify parents of communicable diseases by hanging a notice outside the classroom door. Families may wish to consult their family physician concerning incubation period, duration of illness and/or immunization. The list that follows contains guidelines for illnesses requiring exclusion from school mandated by California state law. Parents may be asked to bring a doctor's note to show that a child may return to school.

Guidelines for Illnesses Requiring Exclusion

Exclude children and adults with these illnesses or symptoms: • Fever (Fieber): Defined by the child's age as follows; until medical evaluation indicates

inclusiono Infants and children older than four months (accompanied by behavior changes or

other symptoms of illness): Rectal temperature of 102°F or greater, oraltemperature 101°F or greater, axillary (armpit) temperature 100°F or greater

• Signs of possible severe illness (Zeichen einer möglichen schweren Erkrankung):Including unusual lethargy, irritability, persistent crying, difficulty breathing

• Uncontrolled diarrhea (Durchfall): Defined as an increased number of stools comparedwith the child's normal pattern, with increased stool water and/or decreased form that isn'tcontained by toilet use

• Vomiting (Erbrechen): Two or three times in the previous 24 hours unless the vomiting isdetermined to be due to a non-communicable condition and the child is not in danger ofdehydration

• Mouth sores (Mundsoor) with drooling, unless the child's physician or local healthdepartment authority states the child is noninfectious

• Rash (Hautausschlag) with fever or behavioral change until a physician has determinedthe illness not to be a communicable disease

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• Purulent conjunctivitis (Augenentzündung): Defined as pink or red eye and discharge,often with matted eyelids after sleep, including a child with eye pain or redness of theeyelids after sleep, and including a child with eye pain or redness of the eyelids or skinsurrounding the eye

• Infestation (z.B. Läuse) (e.g., scabies, head lice): Until 24 hours after the start of treatmentand all nits have been removed

• Tuberculosis (Tuberkulose): Until the child's physician or local health department authoritystates the chills is noninfectious

• Impetigo (Hautentzündung): Until 24 hours after the start of treatment• Streptococcal pharyngitis (Streptokokken): Until 24 hours after the start of treatment and

until the child has been fever-free for 24 hours• Ringworm infection (Ringwurm) (tinea capitis, tinea corporis, tinea cruris and tinea pedis):

Until 24 hours after the start of treatment• Varicella (Windpocken) (chicken pox): Until six days after onset of rash or until all lesions

have dried and crusted• Pertussis (Keuchhusten): Laboratory-confirmed or suspected based on symptoms of the

illness, or is suspected because of cough onset within 14 days after having face-to-facecontact with a laboratory-confirmed case of pertussis in a household or classroom, untilfive days' of appropriate chemoprophylaxis (currently erythromycin) have been completed

• Mumps (Ziegenpeter): Until nine days after onset of parotid gland swelling• Hepatitis A (Leberentzündung) virus infection: Until one week after the onset of illness or

until after immune serum globulin has been given to appropriate children and staff in theprogram, as directed by the responsible health department

• Measles (Masern): Until six days after the rash appears• Rubella (Röteln): Until six days after the rash appears• Streptococcal infection, including scarlet fever (Scharlach) and streptococcal sore throat

(angina): Onset usually two to five days after exposure; sore throat, fever. In someinstances, a rash develops. If your child becomes ill, consult your physician immediately

3.4 Medicine Administered at School

When staff is requested to administer medication to a child, the parent and/or physician must make the request in writing with specific instructions as to the dosage and time when the medication is to be given. Medical Authorization Forms are available from the teacher. Prescription medication can be given only if it is prescribed by the child's physician with the prescription present on the container. Children may not bring their own medication and administer it themselves. Please do not put any medication, whether prescription or non-prescription, in the child's lunch box, instead hand the medication to your child’s teacher.

For students with food or other allergies, parents must fill out an Allergy Action Plan form, which is available from the school office. These will be given to the homeroom teacher and posted in all classrooms.

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3.5 Hygiene

The Preschool takes certain steps to ensure proper hygiene in its classrooms. Parents can support these measures at homes as well by reinforcing best practices, e.g. coughing into elbows, sitting down on toilet, etc. While at Preschool:

• Children are taught and reminded to wash hands before meals and meal preparation, afterusing the bathroom, and other times as needed.

• We ask the boys to sit down on the toilet for sanitary reasons.• Bathrooms get spot-checked and cleaned during the day as needed.• Children are taught and reminded to cough into their elbows, not their hands to keep

germs from spreading.

3.6 Allergies & Other Health Concerns

It is important that parents provide us with accurate and up-to-date information about their child’s allergies. Make sure you have filled out an Allergy Action Plan (that includes a picture of your child for easy recognition) and check to make sure that your child’s teacher has received a copy of the plan and is aware of the allergies and needed action. Teachers must also receive any medication needed to treat an allergic reaction (e.g.: Benadryl, EPI Pen). An authorization to administer medication has to be included!

Similarly, parents need to fill out an Health Action Plan for seizures, asthma or any other serious health conditions.

No-nut policy Since we currently have children that are highly allergic to nuts, we have a NO-NUT POLICY to assure children’s safety at school. Please do not pack, send or bring any food items containing nuts, even if your child does not have a nut allergy. Nut allergies can result in severe reactions on contact alone, so it’s important that peanuts or other kinds nut varieties not be smeared or spread on furniture and toys, especially since young children are not very tidy eaters.

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IV Supplementary Programs, Activities and Special Events

1 Field Trips

The German-American International School encourages field trips within the local community to enhance the learning experience. Field trips serve to:

• Support and enhance a unit of study.• Give students real, hands-on experiences to complement their studies.• Provide participation in a recreational and/or educational program.

Field trips may include visits to the fire station, pumpkin patch, children’s museum, a train ride, etc. A schedule of field trips will be communicated throughout the school year, making sure that parents have enough advance notice prior to each trip. The cost of the field trips are included in the tuition.

Parents must sign a Field Trip Authorization Form to allow their child to participate in school field trips. While school buses will be used on occasion, transportation for field trips is primarily by private automobile. As a result, parents are expected to help with transportation for field trips. Prior to volunteering as drivers, parents must read and sign the Field Trip Rules form.

Children who are either under the age of 8 or weigh less than 80 pounds are required by law to have an appropriate car seat. It is the parent’s responsibility to send a car seat labeled with the child’s name to school on the day of a field trip. Children will not be able to participate without a car seat. On the occasion that parent drivers have extra car seats installed in their cars, parents need to sign a consent form allowing their child to ride in a car seat other than his/her own (this is indicated in the Field Trip Authorization Form).

2 Assemblies and Visitors to the Preschool

We often invite visitors to the Preschool. Visitors often include parents who share aspects of their culture, job, special interests, etc. and these presentations bring great pride for the child whose parent is involved. Visitors in the past have included people who share some aspect of their culture, a storyteller, musician, dentist, someone who talked about emergencies and 911, and others. We encourage parents to come in and share their expertise (introduce an instrument, talk about their job, etc.) or an aspect of their culture (special celebrations, food, traditions, music, etc.).

In the past we have also invited professional visitors, e.g. puppeteers, musicians, theater groups, science programs, etc. Professional visitors supplement our units’ field trip program and are funded with the field trip budget.

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3 Birthdays

A child's birthday is a special occasion, so we will celebrate this event in a special way. Children will celebrate their birthday during the school year on the day of their birthday. Birthdays that fall on a weekend or during a school break will be celebrated on the following weekday. Summer birthdays are often celebrated on the half-year mark. In the case of a late June birthday, we can either celebrate on the half mark or during the last week of school, depending upon parent preference.

We have a special birthday ritual for which we would like you to bring the following (please consult the teacher regarding allergies before bringing food):

We have a special birthday ritual for which we would like you to bring the following: • Photos showing the child each year of his/her life• One small flower for each year of the child’s age• Cake, muffins, cookies or fruit to share (please, not too sweet and creamy!)

A children’s book donation (in German or English) that we can dedicate to the student to commemorate his/her birthday also makes a nice gift and memorable occasion. The children always love to see their picture in the book they have donated and we make sure to read the inscription and show the student’s picture whenever we read the book.

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VII Communication

1 Parent-Teacher and School Communication

You will receive regular communications from GAIS, including: • Infomail "News That Matters" (NTM) from the communications manager• Weekly mails/posts on ManageBac from your child’s teacher• Daily posts to ManageBac about daily class activities from your child’s teacher• Back-to-School information evenings• Periodic parent coffee morning meetings• Parent-teacher conferences

For general information, please check your mail folder in front of the Office and our website at www.gais.org regularly for information on upcoming events, announcements, etc.

2 Proper Channels of Communication

We strongly encourage an environment of open communication. If you have any issue pertaining to your child, even if you may feel that it is not very significant, please do not hesitate to speak to your child’s teacher directly. All teachers have a GAIS e-mail address in which you may use to schedule an appointment. At times, teachers may also be able to speak to you after school.

If the concern relates to a more general issue, or you may feel uncomfortable approaching the teacher directly, the Preschool Principal should be contacted (heike@gais.org).

Confidentiality GAIS maintains a strict policy of confidentiality for all matters concerning children. If a parent has a concern about an individual child’s behavior, that concern should be raised with the classroom staff, rather than with other parents. Confidentiality and respect for individual privacy are to be maintained at all times.

3 Parent Conference Days / Child-Progress Reports

The School schedules a conference day once per semester to give parents and teachers the opportunity to review and reflect on a child’s progress and development and gain a greater mutual understanding of your child’s progress. Valuable insights, observations and impressions are shared and discussed during these conferences. Parents will receive a progress report of their child’s development during these conferences. Parent-teacher conferences however should not be the only time that parents feel they can discuss their child’s progress with his/her teacher. Please feel free to contact your child’s teacher to make an appointment for a conference, if needed.

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4 Parent Coffees and Class Meetings

Regular coffee mornings, hosted by the Preschool principal, will occur throughout the year. All classes will have an additional class meeting in the second semester, involving the classroom teachers. Coffee Mornings and Class meetings are designed to provide an open forum for discussion about events or issues related to the Preschool or the School in general.

5 Teacher Info mails

The preschool teachers write regular e-mails to classroom parents to keep them informed about their child’s class. Info mails include unit information, current and upcoming events, reminders, and class specific information about activities the teacher has been working on with the children. Weekly Info mails will be emailed and posted on ManageBac. Daily class activities will be posted on ManageBac only.