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Handbook

Mission

The mission of the Baylor University Piper Center for Family Studies and Child Development Center (Piper) is a laboratory school that provides model programs for infants, toddlers, and preschool children and leadership to students consistent with the teaching, research/creative endeavors, and service missions of the Department of Family and Consumer Sciences and Baylor University.

Program Goals

Piper strives to:

• Provide quality programs for young children and their families based on scientific developmental theory, research, and developmentally appropriate practice;

• Provide education in all aspects of child development and family studies in a child-directed, inquiry-based, play-centered learning environment that is nurturing, safe, and secure;

• Provide an exemplary learning environment for students to observe, interact, and solidify concepts learned through coursework;

• Provide a context for research that furthers the understanding of children and families.

Philosophy

Piper believes that each child is unique and learns best through play and exploration of a variety of materials and environments. We are dedicated to providing model developmental care for each child in a nurturing, secure, and stimulating learning environment. We seek to create an environment of rich and diverse of experiences that will take the children along new paths, deepen their understanding and skills, and give added complexity to the talents and personal qualities they posses. Our philosophy is soundly based in child development and educational theory including the works of Piaget, Vygotsky, Erickson, and Dewey. The staff provides an innovative and creative model of early childhood education in a supportive family environment. Children of all abilities, from infants through preschoolers, are welcome to play, explore, and expand their repertoire of skills. We believe an environment that fosters all aspects of development through comprehensive and multi-disciplinary activities will enhance a child's opportunities for learning.

Curriculum

At Piper we know that the first principle is how children learn. It is only through the active, meaningful engagement and experimentation with objects and people that children can begin to construct their knowledge, logical reasoning and develop social relationships. This happens most easily through children's play and socialization experiences.

Many of the curriculum activities grow from our objectives for individual and groups of children and our classroom environment. For example, the dramatic play area affords much opportunity for socialization and language development. Blocks are wonderful for exploration of relative size and shape (geometric relationships), as well as fine motor manipulation. Music and movement offer opportunities for socialization, bodily-kinesthetics, pitch and rhythm awareness, and appreciation of cultures. Activities like painting, working with playdough, develop interest, fine motor skills, socialization, sensitivity to color, media, form, shape, etc.

As you will see our curriculum areas are integrating and overlapping. Each classroom emphasizes creative expression and problem-solving, while maintaining a balance of teacher-planned activities, and those that emerge from the children's and teacher's interests, abilities, goals and objectives. As children move into the early elementary groups there is increasingly more focus on the acquisition of academic skills, which are needed in order to succeed in any school program.

The second principle at Piper relates to the role of the teacher. At Piper, each teacher creates an intellectually vital, emotionally safe, and supportive setting in which to encourage every child's overall development. To do so, all the teachers have a solid knowledge of child development as a foundation for understanding and assessing children's growth. In addition, the teachers appreciate the developmental trajectory of the many areas of the curriculum and include simple to increasingly more complex activities in each of the domains.

In both cases, the principles that guide our curriculum planning and implementation of it have their roots in what is called emergent curriculum.

Emergent Curriculum is sensible but not predictable. It requires of its practitioners trust in the power of play – trust in spontaneous choice making, among possibilities. Good programs for young children encourage children to become competent players. Children's programs that are also good for teacher growth encourage teachers as well to become competent players, choosing among possibilities and thus constructing their own hands-on understanding of the teaching-learning process.

Emergent curriculum describes the kind of curriculum that develops when exploring what is "socially relevant, intellectually engaging, and personally meaningful to children." The basic idea is that organic, whole learning evolves from the interaction of the classroom participants, both children adults. "As caring adults, we make choices for children that reflect our values; at the same time we need to keep our plans open-ended and responsive to children" (Jones and Nimmo, 1994, p.3). In emergent curriculum, both adults and children have initiative and make decisions. This power to impact curriculum decisions and directions means that sometimes curriculum is also negotiated, between what interests children and what adults know is necessary for children's education and development. Ideas for curriculum emerge from responding to the interests, questions, and concerns generated within a particular environment, by a particular group of people, at a particular time (Cassady, 1993). Emergent curriculum is never built on children's interests alone; teachers and parents also have interests worth bringing in to the curriculum. The values and concerns of all the adults involved help the classroom culture evolve. The curriculum is called emergent because it evolves, diverging along new paths as choice and connections are made, and it is always open to new possibilities that were not thought of during the initial planning process (Jones and Reynolds, 1992).

Emergent curriculum arises naturally from adult-child interactions and situations that allow for "teachable moments". It connects learning with experience and prior learning. It includes all interests of children and responds to their interests rather than focusing on a narrow, individual, or calendar driven topic. It is process rather than product diver. The curriculum is typically implemented after an idea or interest area emerges from the group of children.

Goals for Children

The primary goal of Piper is meet the needs of whole child through a high-quality developmental program. More specific goals are to:

1. Provide each child with opportunities and encouragement to express his/her individual creativity in a variety of ways;

2. Foster the development of large and small motor skills through a variety of activities;

3. Stimulate language, problem solving skills, and cognitive development that leads to higher ordered thinking skills and provides the foundation for early math and literacy skills;

4. Develop social skills through interactions with other children and adults; and

5. Encourage the child to appreciate and respect themselves and others.

Enrollment

Enrollment at Piper is open Baylor students, faculty and staff, alumni, and community members Individuals associated with Baylor University are given priority for enrollment. All children enrolled in the center must have information on file as required by Minimum Standard Rules for Licensed Child-Care Centers including the following.

Child care enrollment agreement

Admission information

Statement of Child's Health

Immunization Record

Hearing and Vision Screening (if applicable)

Piper (as a part of Baylor University) also requires additional forms be completed including

Website release form

Consent statement

General Release and Indemnity Agreement

Emergency Notification form

Each spring, families are asked to indicate their desire to continue their child's enrollment into the next school year which begins in the middle of August. In the spring, updated policies are distributed to parents, along with the new school calendar, and any changes in the curriculum or the program. Parents are also asked to update their child's medical and emergency contact information as changes occur.

Piper Center for Family Studies and Child Development Waitlist Policy

Upon receipt of the completed Waitlist Form, Piper will place your family on a wait list (in order to place a child on the wait list, you must have sent the completed form, and the anticipated start date).

Your child will be placed according to the age group, the date of the waitlist form, and the date your placement is needed. As your child ages up, he/she will be moved to the appropriate age group, according to the date of the registration and the date care is needed. The aging up process will not affect your child's place on the wait list.

Registrations for unborn children are accepted with a due date noted. If you are adopting a child, you may request a date based on the anticipated date care will be needed. It is recommended that adoptive families add their name to the wait list after they receive their letter of confirmation from the embassy or agency.

When a space becomes available, the Center will notify you using the information provided on

the Waitlist Form (it is up to each family to notify the Center of any pertinent information changes, i.e., address change, phone/e-mail addresses, early birth, etc.). You will have 48 hours to contact the center and either accept or refuse the space. Contact should be made in writing or via e-mail.

Because spaces may become available at any time, there is no guarantee that if/when a space becomes available for your child that it will be on the exact date you want care to begin. Therefore, the time frame for an offer of a space may not match your chosen date. It could be sometime prior or after your chosen date. If we notify you and offer the space(s), you will have the right of refusal and retain your space on the wait list.

• If you decline an offer of a space, you are eligible to remain on the list for a second enrollment offer.

• If the first offer is declined, you will retain your place on the wait list and are required to give a second request date. The second request date should be the earliest date you would enroll your child if another space in your child's age group becomes available. The second request date is not a guarantee that a second offer will be made. Every effort will be made to fill the space originally declined.

• If you decline the second offer, your name will be moved to the bottom of the list.

The Waitlist Priority

A Wait List spot does not guarantee you a place in that classroom.

The following priority for enrollment will be followed:

• Dependents of a Piper's Center staff

• Siblings of a child currently enrolled in the center

• Current Baylor faculty, staff and students

• Baylor alumni

• Community

Not all circumstances can be foreseen. The administration reserves the right to make enrollment decisions based on developmentally appropriate practice to best meet the needs of the children and families.

Openings occur each August at the beginning of a new school year. Rarely do we have openings during the year, but it can happen if a family moves away. During enrollment or when an opening does occur, we will look at the existing class make-up and fill the opening (s) in a way that allows for a range of ages and a balance of boys and girls. Because Piper's primary purpose is training and modeling appropriate practice for our University students, we use this enrollment system to ensure that our students are exposed to a variety of families and children. As openings occur, we will offer space to families in this order:

• First, we will look at our waitlist for a child of the appropriate age who has priority (based on the rules given above).

• Second, we will start at the top of the waitlist and offer the space to the first child of the appropriate age.

• Third, if the first child declines the space, will offer the space to the second child of the appropriate age, and so on, until someone accepts the space

Hours of Operation

Piper is open from 7:30 a.m. until 5:30 p.m., Monday through Friday, year round. Parents will receive, at enrollment time each year, a school calendar indicating which days the center is closed. Piper follows the Baylor University calendar for closings. Additional closings for staff development are noted on the Piper school calendar.

Fees

Tuition rates are established each budget year at the beginning of June. An annual registration fee and activity fee is charged. Tuition rates are determined by the classroom assignment. Children are placed into classes based on their age as of September 1.

Tuition is due on the first school day of each month. An arrangement to pay tuition in two payments each month may be made with the Assistant Director. A grace period of five days from the due date for tuition will be granted. A $25 late fee will be assessed for tuition that is not paid within the five day grace period. Piper reserves the right to discontinue a child's enrollment if tuition is not kept up to date.

A one month's notice that your child will be leaving the center is required in order for the final month's tuition to be prorated to reflect the final day of enrollment.

Increases in tuition or other fees will be announced at least one month in advance. No refunds or credits for sickness, or other absences, will be given. Tuition payments reserve a place for your child at the center and are not prorated for absences. Full tuition is charged regardless of attendance, due to illness, holidays, or any emergencies (such as Emergency Weather Days). Child care fees are charged in advance of services rendered.

Attendance

Diligent effort is made to provide a consistent and regular schedule in each of our classrooms. Consistent late arrival can be disruptive to the child and the classroom and make it difficult for the child to establish a routine. We ask parents to notify the center by 9:00 AM if their child will not be attending or will be arriving late. We ask that parents not drop off or pick up during rest time (12:00-2:30) as this can be disruptive to sleeping children. We value and respect the child's time with you and will make every effort to work within your families unique needs.

Late Pickup

Parents are expected to arrive at Piper in enough time to visit with the teacher about the child, gather the child's belongings, and exit the center no later than the closing time of 5:30 p.m. Late Pick-Up Charges will begin at 5:31 PM and will be charged $10.00 for any portion of the first fifteen minute period, then $1.00 per minute thereafter. Late charges may be paid at the time of pick-up or will be added to your monthly statement. Piper reserves the right to terminate child care services if there is a pattern of late departures (after 5:30).

Health Care

Piper cannot admit an ill child for care if one or more of the following exists:

1. An illness that prevents the child from participating comfortably in child care center activities including outdoor play.

2. An illness that results in a greater need for care than caregivers can provide without compromising the health, safety, and supervision of other children in care.

3. The child has one of the following:

a. Oral temperature of 100.4 degrees or greater, accompanied by behavior changes or other signs or symptoms of illness;

b. Armpit temperature of 99.4 degrees or greater, accompanied by behavior changes or other sign or symptoms of illness;

c. Symptoms and signs of possible severe illness such as lethargy, abnormal breathing, uncontrolled diarrhea, two or more vomiting episodes in 24 hours, rash with fever, mouth sores with drooling, behavior changes, or other signs that the child may be severely ill; or

d. A health-care professional has diagnosed the child with a communicable disease, and the child does not have medical documentation to indicate that the child is no longer contagious.

e. An infectious disease (chicken pox, measles, strep throat, etc.; readmission is based on Texas Department of Health guidelines) ;

f. Croup (until symptoms subside)

g. Lice (may return after shampoo treatment and removal of nits);

h. Any unexplained rash (until a doctor has released the child to return to the center and/or determination of childcare staff);

i. Any skin infection- boils, ringworm, impetigo or open sores (may return 24 hours after treatment and the infection is covered);

j. Pink eye or other eye infections (may return 24 hours after treatment and the symptoms are gone); and

k. Other signs or symptoms of illness not listed above; readmission guidelines offered by the American Academy of Pediatrics will be followed.

Please notify the teacher immediately if your child has been exposed to any contagious disease, especially chicken pox.

All contagious illness will be posted for the parents' notification.

Upon arrival each day, the child will be observed for symptoms of illness.

In case of a serious illness, emergency medical care will be obtained and the parent(s) notified as soon as possible. A release for emergency treatment must be on file.

When a child becomes ill, he/she will be cared for until they can be picked up. Parents must provide Piper with the phone number of a person to contact in case of an emergency, if they are unavailable. Parents will receive a copy of a symptom report stating the details of the symptoms of illness observed. Parents will be notified when the child has been exposed to a communicable disease.

Readmission of any child recovering from a communicable disease or disabling illness shall be based on the recommendations of the Texas Department of Health or the American Academy of Pediatrics. Each teacher has a copy of the Center's full health policies. These include a stipulation that children must be free of fever, diarrhea, and vomiting for 24 hours before returning to the Center. The Piper Center Staff reserves the right to refuse care for a child even with a doctor's note.

Piper is required by Child Care Licensing to have each child's vision and hearing tested for all the children who are four years old. This policy may be found at the Health Department's website

www.dshs.state.tx.us./vhs. The Department of Communication Sciences and Disorders at Baylor provides hearing tests and the vision test is provided through the Altusa Society here in Waco.

Dental Hygiene

Your child may brush their teeth after meals and snacks if you request that they do. You will provide the tooth brush and tooth paste (if you choose for your child to use toothpaste). Gum cleaning of infants will be provided if you request the staff to do this for your child. You will provide the tools for this procedure.

Medication

Piper staff will only administer medications that are life sustaining with properly signed orders. Medication and special medical procedures will be administered to a child in the center only on the written, dated and signed request from a licensed physician and parent(s) or guardian(s) of the child. Medication permission forms can be found in each classroom.

Medications prescribed for a specific child must be kept in the original container bearing the pharmacy label which shows the prescription number, date filled, physician's name, directions for use and the child's name.

No medication will be administered except that brought by the parents and for which there is proper authorization. All medication must be taken home at the end of the week. Piper reserves the right to obtain additional administration information from a pharmacist or a physician.

Non prescription medication cannot be given at Piper. Benadryl and Tylenol are kept at the Center for emergencies until the parent can arrive. These will only be given with directions from the parent.

Piper encourages the use of sun block to protect children from the harmful rays of the sun. Parents are asked to apply sun block in the morning when dressing the child. The center will apply the sun block in the afternoon after naptime. Sun block must be supplied by the parent and can only be applied with written permission. The same procedures will be used in the application of insect repellant. Please send lotion forms of insect repellants and not sprays.

Texas Department of Health Requirements for Childhood Immunizations

Required immunizations (each age level assumes the immunizations for the preceding age levels have been obtained):

At age 2- 3 months ™™Hepatitis B #1, DTP #1, IPV #1, Hib #1, PVC #1

At age 4-5 months ™™ DTP #2, IPV #2, Hib #2, Hepatitis B #2, PVC #2

At age 6-15 months ™™Hepatitis B #3, DTP #3, Hib #3, PVC #3

At age 12-15 months ™™™.MMR#1, PVC#4

At age 19-35 months™™™. DTP #4, IPV #3, Varicella, Hepatitis B #3

At age 5™™™™™™™™ DTP/DTP #5, IPV #4, MMR #2, PVC #5

A signed statement from parents or a physician saying that the child cannot have all or some of the immunizations for religious or medical reasons as defined by the Texas Department of Protective and Regulatory Services will be accepted.

Meals

A nutritional meal plan is posted in the hallway by the front door and outside your child's classroom at the beginning of each week. All meals and snacks are prepared, served, and stored in accordance with the US Department of Agriculture Child and Adult Nutrition Care Food Program guidelines. Menus are available for parents to take home. Our menus are evaluated twice a year by a registered dietician on faculty in the Family and Consumer Sciences Department at Baylor. Piper will serve a breakfast snack, lunch, and an afternoon snack daily. Piper is a nut free environment; we do not serve peanut butter or any type of nut.

Breakfast snack will be served 8:00-8:25 a.m. If you arrive at Piper after this time, we ask that your child eat breakfast at home. If your child has not arrived by 9:00 a.m., and Piper request that you phone to let us know if your child will be coming to school late and the expected time to arrive. This will help to let the kitchen know to include your child in the lunch count. Lunch is served from 11:00 until 11:30 and afternoon snack is served at 2:30 each day.

If your child will be arriving near the end of a meal, breakfast or lunch, please arrange to have your child eat before coming to the center. It is difficult for a teacher to begin serving a late child while managing the rest of the class's transition to the next activity of the day.

Bottles (milk/formula/juice) and food for infants who are not eating table foods must be provided by the child's parents. Label all with the infant's name and date brought to the center.

Children may not bring food from home unless that food is a part of a special diet plan. All foods must be clearly labeled with the child's name and date. The special diet plan must be approved by the child's physician or a dietician. The foods brought from home must meet the USDA's CACFP food guidelines. Piper must have this plan in writing. Foods brought from home for the day's meals, must be taken to the kitchen so proper refrigeration and preparation may take place.

Special Dietary Needs

If your child has an allergy or intolerance to certain foods, or must avoid or be given certain foods for other medical reasons, Piper must be given a written dietary plan by a physician or a licensed dietician. This diet should address possible deficiencies the special diet may cause such as a possible lack of vitamin C if the child cannot have orange juice. Children who cannot drink milk due to milk intolerance or allergy must have a nutritional plan for a source of calcium written and approved by a physician or dietician and submitted to the child care office. Parents must provide supplements or substitutions for items on the Center's menu that are restricted from their child's diet. The foods brought from home must meet the USDA's CACFP food guidelines.

Security and Emergency Procedures

If Piper must close due to bad weather, we will abide by the decision of Baylor University. If the University closes, then Piper will close. In some cases Baylor University will choose to open late. Again, we will abide by those hours of operation. In cases of bad weather you will be notified by the Baylor Emergency Notification system as well as the university will announce on the radio and television its decision to close.

Each family will choose a 4-digit pin number to be programmed into our security system. This will allow parents access to our building. Please do not give that number to anyone outside of your family. A person without an access code can obtain access by pushing the buzzer button by the front door and someone inside the building will meet them.

The responsibility of a teacher and child care provider is to provide a safe environment while allowing children the opportunity to develop their motor skills and explore their environment. Minor accidents occur as children play and explore. When such an incident occurs, caregivers will do all that they can to determine the cause of the accident, care for the child, document the injury for the parents and the director, and evaluate the incident to determine how it can be prevented in the future. Parents will receive an injury report explaining the details of an accident. If a serious injury occurs that requires medical attention, Piper will notify the parent.

Parents must keep their emergency contact numbers and medical information (allergies, medication, and physician contact) up to date at all times. The center will call the child's doctor for instructions, if the parents cannot be contacted. If the child must be transported immediately for medical attention, EMS will be called.

All Piper staff have current Pediatric First Aid and CPR certificates.

Fire evacuation is practiced monthly with the children so that the children are less likely to be frightened and the teachers are prepared. Special evacuation cribs are in the infant room so that the babies can be removed quickly. The smoke detection and security system is connected with Baylor University and help will come immediately if the alarm is activated.

Preparations for threatening weather have been made at the Center. Twice a year the teachers and children practice going to safe places on the inside of the building. The adult restrooms and the Pre-Kindergarten restrooms, have enough space for everyone to be safe.

If we must evacuate the building and go to a safer place, the Public Safety office at Baylor University will coordinate our transportation to the Family and Consumer Sciences Building on campus. This information will be sent to you via Baylor Emergency Notification System. If you have questions you would need to call Baylor Police at 254-710-2222.

Emergency Procedures

Procedures for protecting and/or evacuating the children during emergencies such as fire, tornados, chemical spills, gas leaks or other events are listed below that we will follow:

1. Fire Emergency- Fire drills are practiced monthly. The drill is coordinated through the Risk Management office of Baylor. The Fire and Occupational Safety representative comes to Piper monthly to conduct our fire drills. The alarm is set and the teachers gather the children, count to make certain all children are present, take the sign-in and emergency book, evacuate the building to the parking lot, and then recount the children. Staff verifies that all children are accounted for. Classes evacuate the building through one the fire exit that is closest to their classroom.

The teachers will not take time to put on coats or shoes at naptime. The basket of shoes will be carried outside by one of the teachers. If the children are on the playground during a fire drill they exit through the gate on the field to the parking lot.

2. Tornado/weather emergency –During severe weather, the office staff monitors the weather through an emergency radio, as well as emergency updates through the Emergency system at Baylor. Quarterly tornado drills will be conducted.

In the event of high winds or tornado the children will be moved from their classrooms to a center room in the building.

Infants, toddlers, & 2"s classes will go to the Women's restroom

3's will go to the bathroom between 3's and Pre-k classroom

Pre-k will go to the men's restroom

Extra adults, Baylor students, visitors will use the small room behind the office.

Each of these safety zones are supplied with first aid kits, bottled water, snacks, flashlights, blankets, radios and batteries, a collection of things to entertain the children, diapers, wipes, Kleenex.

The children will be taken to these areas and remain there during a tornado warning for our part of the county or if the tornado siren gives the alert. Parents are discouraged from leaving the center with their children during these dangerous weather conditions.

3. Chemical Spill – The likely scenario will be a chemical spill after a traffic accident by our building and notification by the police to protect ourselves or evacuate the area. At this notification, all thermostats will be turned off to heating or air conditioning. Bring children inside the building. If necessary, seal doors and follow directions from Risk Management, Baylor Police and Waco Police and Fire Department.

If need for the children to be relocated, the Baylor Police will assist in moving the children to the Department of Family and Consumer Sciences Building on Campus. Parents will be notified via Piper's Emergency Notification System either by email or text message of the location to pick up your child.

In case of a leak in the gas line, the children will be evacuated in the same manner that we evacuate during a fire drill and Baylor Police will assist in moving the children to the Department of Family and Consumer Sciences Building on Campus. Parents will be notified via Piper's Emergency Notification System either by email or text message of the location to pick up your child.

4. Parent Contact information- Notice of changes in parents' phone numbers, addresses, places of business, or cell numbers should be given to the office immediately. Parents need to make certain that they or their designated emergency person can be reached at all times.

Diapers and Toilet Learning

Disposable diapers, will be provided by Piper at a fee for parents beginning August, 2012 . Approved cloth diapers may be used for parents who choose cloth over disposable. Children using the approved cloth diaper must also have an outer cover/plastic to prevent leakage and an approved bag for soiled cloth diapers must be provided by parents. Pull ups may not be used at the Center because we have found that pull ups confuse children and frequently delay toilet learning. Before you begin preparing to toilet learn your child, we ask that you meet with your child's teacher. We want to work with you and help make this a successful new step in your child's development. Expect your child to engage in toilet play before he or she is ready to toilet train. Just like your child likes to imitate other things you do, your child will play at toileting. Toilet learning comes when your child is ready to take responsibility for eliminating in the toilet and handling his or her own clothing. This is generally around two-and-a-half to three years of age. For more detailed information see the Infant/Toddler information guide.

Items from Home

Please do not bring food from home except that which your child needs for a special diet (see instructions under "Special dietary needs") or for special occasions, i.e. parties, projects or birthday celebrations.

Piper does not allow toys to be brought from home. Bringing a toy often leads to disagreements with playmates and upset feelings. The best items to bring from home are found "treasures." The teachers are always eager for you to share these with the class. Shells from the beach, wildflowers, snails, bugs, seeds, bird nests, magazine pictures, interesting bottles or containers, old jewelry, and many more things are valued by the children and the teachers. Children often like to share things from their house. This interest can be redirected from toys to these "treasures."

Security items are very important to a child and often misunderstood or not respected by adults. Security items include blankets, stuffed animals, and pacifiers. These transitional items or self-comforting items will be respected by our teachers. Please label them clearly. As your child adjusts to our program and begins to need his or her security item less, we will put it in his or her cubby. We will not force your child to separate from this item, but we will help your child find new ways to be comforted and feel safe.

Outdoor Play

Young children need regular opportunities for outdoor play. Weather permitting, all children including infants will spend from 15 minutes to two hours per day in daily outdoor play. It is necessary that children have freedom of movement, so it is requested that children are dressed accordingly. Piper schedules outdoor play two times each day for all children who are walking. Children must come to school healthy enough to be able to participate in outside play. Nonwalking children will be outdoors when the ground is dry and the temperature is above 40 degrees. Walking children will be outside if the temperature is above 32 degrees; however, teachers may decide to take children outside at lower temperatures on dry, sunny, calm days for short periods of time. Parents should provide appropriate clothing, including hats and gloves. Outside play may be limited during the summer months if the temperature and/or heat index rises above 97 degrees. We make certain that children are getting adequate supplies of water during warm weather.

We do allow the children to go barefoot on the playground. Childcare licensing does allow for this. If you do not want your child to go without their shoes on the playground, please let your teacher know. The children do ride the trikes and scooters while outside. Your child will need a closed toed shoe with backs to ride on the trikes and scooters.

Rest Time

A supervised quiet period of two hours will be provided for children after the noon meal. If the child has a small soft sleeping toy, it can be brought with the understanding that it will be put in the child's storage area until naptime. All children will be required to rest for one hour, but they do not have to sleep. They are asked to be quiet and allow their classmates to rest. After a period of rest, children who are not sleeping may read a book and continue to rest quietly.

Clothing

Children should come to school dressed in comfortable, washable play clothes. Please avoid belts, overalls, suspenders, jump suits, tight fitting clothes, and clothing with complicated fasteners. Children who are potty training should have clothing that is easily pulled up and down as independently as possible. Complete independence of adult help in dressing is a goal our children are encouraged to achieve. Simple clothing will enable your child to achieve this goal. Children are required to have shoes with backs when at school. For playground play on scooters and trikes, children are required to have shoes with closed toes to prevent injury on trikes and scooters.

Remember that play is a child's work and that much of play is dirty. The children will paint, dig in dirt, roll down hills, play in mud, dig in the garden, play with bugs, crawl on the floor, cook, mash playdough, and more. We have smocks for the children, but the paint often finds a way to get on clothes. The teachers have had success getting paint off their own clothes with cold water and Spray ‘n Wash and some elbow grease at the sink.

The right clothing will contribute to your child's safety at the Piper. Select shoes for your child that can be tied or buckled securely to your child's feet and have rubber soles. Sandals, dress shoes, and boots can contribute to playground injuries from slips and falls. Select clothing that allows your child to run and climb safely. Avoid necklaces and draw-string hoods as these have been known to catch on climbing equipment or furniture, with the threat of strangulation.

Jackets, sweaters, hats, mittens, etc., should be clearly marked with your child's name.

An extra set of clothes should be brought to the center and placed in the child's storage area in case a change of clothes is needed. Please mark these items with your child's name.

Discipline and Guidance

Guidance is based on an understanding of the individual needs and development of a child and is directed toward teaching the child responsible behavior. Teachers seek to re-channel aggressive or problem behavior and teach the child to respect the rights of others. Our goal is to promote the child's self-esteem through practicing positive non-evaluative guidance, providing experience that matches their developmental level and meeting their needs responsively. Supporting children's play is important.

Give guidance as needed, but try not to interfere in a child's activity.

Action is necessary if such activity is endangering him/her or some other child.

Be positive in word and attitude when you must maintain limits. Be kind, matter of fact and composed at all times.

Offer choices when possible.

Refrain from discussing a child in his or her presence.

Refrain from visiting with other adults while in the classroom.

Avoid labeling (positive and negative) so shaming a child.

During art activities,

No physical punishment will be given. Boundaries for children are established in each classroom according to their age.

To enforce the boundaries at Piper, the adults use the following techniques with the children:

• Clear statement of the limit. ("You may not throw the blocks.")

• Stating expectations positively. ("The blocks are for building.")

• Redirection. ("Let's go see what Eric is cooking in the kitchen.")

• Supporting problem-solving and negotiation between the children.

("How could you use your words to tell John that you would like to have a turn with that truck?")

• Logical consequences or choices. ("You are having difficulty playing with the blocks without throwing: I need you to choose another place to play.")

• Modeling effective ways to express feelings and emotions. ("I do not like it when you grab the book from my hands. Please tell me that you would like to see it.")

Communication between home and school is essential for the child's sense of consistency and stability. Disruptions at home or at school can be unsettling to a child and result in misbehavior. In order for the adults to be supportive of your child, it would be helpful to know about changes that are happening at home and at school. An ill grandparent may be worrying a child's mother, or dad may be working a lot of overtime. A teacher on vacation for a couple of weeks, or a new child in the classroom may also disrupt a child's routine and sense of security. These types of events cause stress for children and may result in misbehavior. Adults who share this information are better prepared to support a child.

Children are learning how to behave in a group and will make mistakes. We will not report all misbehaviors to you only those that persist or are puzzling to us. We share this information with you so that we can work together to help your child overcome this problem and gain better social skills.

The Piper staff has been trained and implements Conscious Discipline by Dr. Becky Bailey in each of the classrooms. Conscious Discipline is "a comprehensive social and emotional intelligence classroom management program that empowers both teachers and children. The goal of CD is to provide systematic changes in classrooms by fostering the emotional intelligence of teachers first and children second." (Bailey, 2000, p.11). Conscious Discipline is very strong on building community in the classroom, relationships between teacher and child, and children. The "school family" is the center of the program. Rituals are very important to promote brain development and build the bonds needed for success. Your child will learn these beginning in our infant class and carry them throughout their time at Piper. Along with Conscious Discipline we also do conflict resolution in each of the classrooms.

Severe behavior problems will sometimes occur in a classroom. These may include biting, hitting, and using profanity. Very young children (under two-and-a-half) frequently do these things to get a reaction from the adults. Toddlers are easily reinforced by our attention. It may be appropriate to redirect the aggressor and protect the other children without giving the aggressor much attention. Prevention is the best tool for a teacher in this situation. However, if the children are older, these behaviors are much more serious. Preschoolers should be learning how to control their tempers and may need consequences to remind them. If you witness aggressive behavior in your child's classroom, know that the teachers and the directors are working together, very likely with other professionals, to find a solution. If your child exhibits some unusually aggressive behavior, know that we will want to help you find resources to solve your child's problems before they become behavior patterns that are more difficult to resolve.

All of the children in the room need adult support to learn to get along with others. Some children are intimidated by aggressive children. We will help these children learn strategies for taking care of themselves.

Any disciplinary action that warrants calling the parent(s) will be documented and kept in the respective child's file.

Steps for Addressing Problem Behaviors

1. The behaviors of children shall be addressed by classroom staff as outlined by the discipline policy of Piper. This could include positive reinforcement for appropriate behavior, redirection, reminders of classroom rules, modifying the classroom environment and/or daily schedule, and providing a supervised quiet time for the child to gain control. Classroom staff shall observe all children and document these observations to help ascertain any patterns or precipitating factors of the problem behavior. At no time shall staff use shaming, the withholding of food, or physical punishment of any kind.

2. When a child exhibits a problem behavior on a continual basis that is not resolved through appropriate behavior management strategies, the classroom staff will meet with the center director to document the problem behavior and ask for further guidance.

3. If the behavior problem is still not resolved, the center staff shall request a meeting with the child's parent(s), to discuss the problem behavior. The center staff and parent(s) will collaborate on the development of strategies to resolve the problem behavior. During this process, the classroom staff will keep the center director and child's parent(s) informed of progress in resolving the behavior problem. Classroom staff will provide information to the parent(s) in written form with copies kept in the child's file. If a child's behavior results in an injury to another child or staff member, the aggressive child's parents will be notified as soon as possible and written documentation of the incident will be provided to the parent(s) and placed in the child's file.

4. If the center staff feels that they need further assistance in resolving the behavior problem, the program may, with the parental permission, request the assistance of an outside party. If the center staff feels that the problem may be a result of a special need, the program may, with parental permission, refer the child for evaluation. If the parental permission is refused and the problem behavior continues, the continued enrollment of the child will be reconsidered in accordance with the provisions of paragraph 6 below.

5. If the results of an outside evaluation suggest the need for accommodations for special needs, the program will provide these or other appropriate, accommodations as long as they are not an undue hardship on the program as outlined in the Americans with Disabilities Act (ADA).

6. If all of the above steps fail to resolve the behavior problem, the program may ask the parent(s) to obtain care for their child at another center. The program will provide the parent(s) with 4 week notice, except where such notice is not reasonable because of safety concerns, and will try to assist the parent(s) in obtaining alternative care.

7. Written documentation of all of the above steps will be provided to the parent(s) and placed in the child's file.

Receiving and Dismissing Children

Upon arrival, each child must be accompanied to his/her room by an adult and the child's hands must be washed. Make certain that you have greeted your child's teacher and signed the sign-in sheet before leaving your child in the room.

In order to provide a safe environment for the younger children (8 weeks –24 months), we ask that you drop off your older child first then take your younger child to his/her classroom. At pick up time please pick up your younger child first and then your older child. During peak times, it is very easy for younger children to get stepped on or for fingers to be mashed in the doors. Texas Child Care licensing regulations do not allow older siblings in the infant rooms.

Children will be released only to persons listed on the enrollment form unless other arrangements have been made. Parents are asked to give us their driver's license numbers so that we can identify them when they call us with instructions to have another person pick up their child. When the child is dismissed at the end of the day, the adult who takes the child is asked to sign out what time she or he leaves.

Anyone unknown to us who comes to pick up your child will be asked to show us a photo ID so that we can verify his/her identity and match it with your release instructions.

In order to provide a safe environment for the younger children (6 weeks- 24 months), we ask that you leave your older child at the door of the infant or toddler room and not let him/her enter the room. During peak times, it is very easy for younger children to get stepped on or for fingers to be mashed in the doors. Texas child care licensing regulations do not allow older siblings in the infant rooms.

Parents in the Classroom

Parents are welcome in the classroom at any time. We ask that you sit and join your child in his or her activities. Please follow the teacher's lead for how to interact with the children. We ask that parents follow the same rules in the classroom that the children follow.

We would enjoy having you share a special interest, hobby, or your career with the children. Parents can enrich our curriculum in many ways and we appreciate your help.

You are invited to observe your child from the observation booth at any time. If you would like to listen, you may ask for headphones at the office.

It is very important that you respect each child and family's right to privacy. Information that you learn about another child while you are observing or visiting in the classroom must stay at the Center. Feel free to speak with a teacher if you have a concern about another child. The teacher will be able to share general information about what we do, but will not be able to share specific information about another parent's child.

Cell Phone Policy

Our classrooms are a cell phone free environment. We ask you to refrain from using cell phones in the classrooms in order to maximize opportunities for parent-child and staff-parent communication during drop-off and pick-up times. Drop-off and pick-up times are important times of the day for exchanging information. You are welcome to use your phone in the building hallways.

Holidays and Birthdays

The CDC will have parties at Harvest Time, Thanksgiving, and Christmas, Valentine's Day, and Easter and on other days selected by the teacher. If your family does not celebrate these holidays, let the teacher know. We will make arrangements for your child to do another activity. If your family has special holiday traditions or other holidays you would like to share with us, please do. We would enjoy adding them to our celebrations.

We ask that you bring healthy snacks for our celebrations. The teachers will specify what is appropriate to be brought to parties. Part of our curriculum is teaching children about good foods. Learning that we can have fun parties and still eat healthy foods will help our children learn to make healthy food choices.

A child's birthday is a very special event. We want to recognize each child on his or her special day. However, we will not sponsor a birthday party at the center. Parents are welcome to bring invitations to birthday parties planned for elsewhere and we will distribute them to all children in a room. To recognize a child's birthday, a parent may bring a special snack. We ask that it be simple--ice cream, cupcakes, or cookies. Please check with the teacher to see if any of the children have diet restrictions. Some children cannot have icing because of the milk products. Others cannot have chocolate. Birthday favors would not be appropriate at school.

Field Trips

Field trips will be planned to enhance the learning experiences for your preschooler. Field trip information will be posted at the entrance to your child's room at least two days before the trip. Some of the places the four year old children have gone include the fire station, The Discovery Center, Homestead, HEB, the library, and Baylor. The younger children may take walking trips near-by.

Transportation will be provided by Baylor-supplied vehicles. Only qualified drivers will be used. Single seat belts will be used when transporting children. If conditions cause a field trip to be postponed, parents will be notified. Sometimes children may go on walks and/ or buggy rides to experience our neighborhood.

Child Assessment Policy

Children attending Piper shall be involved in an ongoing assessment process conducted by their classroom teacher and the parent using the Ages and Stages Questionnaires, Third Edition (ASQ-3).

This developmental assessment tool is for ages one month to 66 months. We will be doing the questionnaire every two months to have an ongoing picture of where the child is developmentally. The first ASQ-3 will be completed within 60 days of new school year enrollment in August each year.

Because ASQ -3 is completed by the caregivers and parents who know the child best, they get the most accurate results and at same time, parents become an integral part of the screening process. This assessment tool is linked to developmental milestones which help parents understand about child development and their own child's skills. The questionnaires reveal a child's strengths as well as areas of concern. When areas of concern are presented in the assessment process, This process provides teachers necessary information to plan for each child's needs in the classroom. The ASQ-3 scores will provide the teachers and administration with an additional program evaluation tool to show areas of strengths and weaknesses in our curriculum.

The assessment shall include the portfolio will include anecdotal records, ASQ-3, work samples; pictures; informal notes; and observations. Families will be asked to contribute to the assessment and portfolio contents. The contents of the portfolio shall always be made available to the children and their families. When the child leaves Piper the portfolio is given to the parents.

Parent Conferences

Teachers will arrange with parents for a parent-teacher conference twice a year in October and April. These are designed for parents and teachers to share their observations of the growth of the child in the areas of physical, social, emotional and cognitive development. The parents will be notified of the week and times available for the conferences. Conferences and on-going communication concerning a child's weakness will provide parents with resources in the community to meet the child's needs as well as what the teacher is providing in the classroom.

Infant and Toddler Care

The infant and young toddler classrooms are divided into two small groups, each with an assigned primary caregiver. Your child will have one particular caregiver doing the majority of his/her care. Consistency is important to an infant's healthy emotional development. The primary caregiver is not a substitute mother. She develops a relationship with your child that is unique, one that is more similar to a favorite aunt. She is the person at the center who will know the most about your baby's day.

Infants' daily schedules are individualized according to their own needs for eating and sleeping. Initially very young babies may sleep a lot until they adjust to the stimulating new environment. Other babies are over-stimulated at first and sleep only for short periods of time. The more details you can share about your baby, the more quickly the caregivers will learn to read your baby's signals and respond in a way that satisfies him/her. All infants will be placed on their backs to go to sleep, if they turn over on their own, they may sleep in another position. A written documentation from health-care professional stating a different sleeping position is allowed and will not harm the infant may be provided by the parent.

All baby bottles must be plastic or other unbreakable material. Bottles and pacifiers must be permanently labeled with the child's name prominently displayed.

Parents must provide all food, formula, and cloth diapers. Please label. We encourage mothers to breast feed their babies and have arranged for a quiet space for that purpose. You may also bring expressed milk instead of formula. Let us know how we can help you.

Written and signed monthly instructions as to the baby's feeding and napping schedule will be given to teachers. These instructions are to include all of the foods the baby is eating. The parents, and not the child care staff, are to introduce all new foods to the baby. If the baby has had no reaction to the new food after three days, then add that food to the child's diet instructions at the center.

Older siblings of infants are not allowed in the infant classroom according to Texas child care licensing standards. Please drop of your older child first and then the infant. When picking up, pick up your infant first then your older child. This plan eliminates older children being in the infant classroom during drop off and pick up time.

"Shoe-Free" Environment for Infant Room

With infants commonly on the floor, we want to provide a clean, safe, and healthy environment in the Infant Room. We practice a "shoe-fee" policy in this room. We ask that adults entering the infant classroom please remove their shoes or slip a pair of shoe covers over their shoes. We take this action to prevent outside contaminants from being brought into the room and spread onto the carpet; particularly during the cold weather. The infants spend much of their time exploring on the floor, so it is best that these areas be kept as clean as possible.

Biting

Biting is a natural, developmental behavior in which many young children engage, especially during their second and third year of life. We recognize that biting is a distressing activity for parents, staff, and the child who has been bitten. Because biting is so distressing, everyone involved would like to eliminate if quickly. Unfortunately, a "quick fix" is not usually available. However, biting does require immediate action by staff to comfort the child who has been bitten, express disapproval to the biter, and to find the cause of the biting. Every child in the infant and toddler classrooms is a potential biter or will potentially be bitten. It is important to understand that because a child bites, it does not mean that the child is "mean" or "bad" or that the parents of the child who bites are "bad" parents or they are not doing their job as parents to make this stop happening. Biting is purely a sign of the developmental age of the child. It is a developmental phenomena – it often happens at predictable times for predictable reasons tied to children's ages and stages.

Why do they bite?

Every child is different. Some bite more than others; or some may not bite at all. The group care setting is where the biting derives its significance. If a child has not really been around other children very much, he/she probably would not bite because neither the cause for biting or opportunities have presented themselves. There is always the possibility that any child can be either a biter or be bitten. Group care presents challenges and opportunities that are unique from home. The children are surrounded by many others for hours at a time. Even though there are plenty of toys and materials available for all the children, two or three children may want one particular toy. Basically, the children are learning how to live in a community setting and that sometimes is not easy. Biting is not something to blame on the child, parents, or caregivers. Confidentiality is also practiced with biting Piper staff cannot tell a parent who bit their child. There are many possible reasons as to why an infant or toddler may bite:

1. Teething.

2. Impulsiveness and lack of control. Babies sometimes bite just because there is something there to bite. It is not intentional to hurt, but rather exploring their world.

3. Making an impact. Sometimes children will bite to see what reactions happen.

4. Excitement and overstimulation. Simply being very excited, even happily so, can be a reason a child may bite. Very young children don't have the same control over their emotions and behaviors as some preschoolers do.

5. Frustration. Frustrations can be over a variety of reasons: wanting a toy someone else has; not having the skills needed to do something; or wanting the attention of a caregiver. Infants and toddlers are simply lacking the language and social skills necessary to express all their needs, desires, and problems. Biting is often the quickest and easiest way of communicating.

What do teachers do in response to children who bite?

It is the job of staff at Piper to provide a safe setting in which no child needs to hurt another to achieve his or her ends and in which the normal range of behavior is managed (and biting is normal in group care). Again, the name of the child who bites will not be released because it serves no useful purpose and can make a difficult situation even more difficult. Punishment does not work to change a child who bites: neither delayed punishment at home, which a child will not understand, nor punishment at Piper, which will not be used and would make the situation worse.

There are several things the teachers do to assess the biting situation and what can be done to prevent it from happening again. Teachers can try to minimize the behavior by:

• Letting the biting child know in words and manner that biting is unacceptable.

• Avoiding any immediate response that reinforces the biting, including dramatic negative attention. The teachers will tell the child that biting hurts and the focus of caring attention is on the bitten child. The biter is talked to on a level that he/she can understand. The teacher will help the child who is biting work on resolving conflict or frustration in a more appropriate manner, including using language if the child is able.

• Examining the context in which the biting occurred and looking for patterns. Was it crowded? Too many toys? Was the biting child getting hungry/tired/frustrated?

• Not casually attributing willfulness or maliciousness to the child. Infants explore anything that interests them with their mouths, and that includes others' bodies and limbs!

When biting changes from a relatively unusual occurrence (a couple times a week) to a frequent and expected occurrence, it will be addressed with added precautions.

• The teachers will keep track of every occurrence, including attempted bites, and note location, time, participants, and circumstances.

• "Shadow" children who indicate a tendency to bite. This technique involves having a teacher with a child who bites. This teacher would be able to then anticipate biting situations and to teach non-biting responses to situations and reinforce appropriate behavior in potential biting situations.

• The teachers may consider changes to the room environment that may minimize congestion, commotion, competition for toys and materials, or child frustration. The following procedure shall be followed regarding bites. If a child has been bitten:

1. Wash the wound with soap and water.

2. Apply ice.

3. If the bite breaks the skin, notify the Director/Assistant Director and the parent will be notified.

4. Write accident report.

***For toddlers: Give attention to the bitten child. Remind the biter that biting hurts and that we do not bite our friends. Give the toddler something to bite on like a teether or a rubber ring.

***For preschoolers: Give attention to the bitten child. Have the child who did the biting help to care for the injured child (e.g. hold ice, comfort). Remind the child that we do not bit our friends and that we use words.

The following techniques will be used to handle the biting child:

1. Look for the causes of the behavior and try to take a preventive approach.

2. Shadow the biter in situations where a child might bite.

3. Be consistent in our interventions, realizing it is a temporary part of normal development.

4. Communicate to parents about the incident. However, information about the "biter" is confidential.

Including Children with Special Needs

The Piper Child Development Center supports the philosophy that children learn best when they have opportunities to interact with all children, including children of different ages, gender, background, and abilities. If your child has a special need that should be understood and supported by his or her teacher, please tell us about it. Children with an identified disability may be working with other professionals outside of the Center. We must have a copy of an Individual Education Plan (IEP) for your child in order to provide appropriate services. We do believe in a child receiving services in the least restrictive environment, child's class. Therefore, we do strongly request that therapy be done in the child's class. This also provides support and information for the classroom teachers to be included in the learning of activities and therapies that can be included in the child's daily activities. If you have a concern about your child's development, please bring it to the attention of the teacher or center director. We can offer referrals to outside groups and individuals who can help your child.

Parent Involvement

Parents play an important role in our program. Your help and support is essential to us. Fund- raising, volunteering, and participating are some of the things you can do to help us provide a strong program for your child.

Many opportunities for parent involvement exist at the Center. Parents may visit their child's classroom at any time. Teachers often need volunteers to help with field trips or to do special activities in the classroom. Ideas for study themes are always welcomed.

A Piper Parent Committee operates to advise the Director with evaluation of the Center, discussion of policies and procedures, and fund raising. Two parents are elected to serve from each classroom. Look for notices of meetings each month. All parents are invited to attend and contribute to the discussion.

Throughout the year, the Center provides a variety of parent education activities and family gatherings. Newsletters, flyers, email, and notification on the Piper website, www.baylor.edu/pipercdc will announce such events.

Baylor Students

The Piper Child Development Center is a laboratory for Baylor University to train future early childhood teachers and child development specialists as well as a research site for Baylor faculty, graduate students and undergraduate students. The research component to Piper is very important for our continued success and visibility for the University. We expect all of our parents to participate in the research projects that we provide. You will always be notified of upcoming research at Piper and permission slips to be signed. Baylor students participate at the center in many capacities. Students observe children from the observation booths as well as in the classroom. They are learning about the children's stages of development and the teachers' methods of working with the children. Some students spend two hours per week in the classroom interacting with the children. These students are required to plan activities that are approved by our teachers and then done with the children under the supervision of our teachers. A few students do their student teaching with us. These students come daily for six weeks and are in charge of the planning for two weeks. Many of the students are required to conduct a developmental screening of a child. The children enjoy these one-on-one games with a student. Again, their work is closely supervised by our teachers. Baylor students bring a lot of enthusiasm, interest, and new ideas to our program. Being a laboratory school has all of us evaluating our work with children and striving to be the best teachers we can be.

Piper also has Baylor University students that are "Work-Study" staff. The work-study students go through the same fingerprinting and background checks, TB skin tests, and orientation to Piper that all of our staff complete. Our work-study students are very important to provide needed assistance in the classrooms throughout the day, especially at the end of the day.

Parent Rights

Parents are entitled to see the following information. You may ask the center director to show you the most recent copy of the

• Minimum standards for this licensed facility;

• Department of Protective and Regulatory inspection report;

• Fire marshal's inspection report;

• Health department's sanitation inspection report; and

• Gas pipe inspection report.

Children's records are kept confidential and only made available to staff members who are working with the child. Parents may request access to their children's school records. Parents may choose whether or not they want to be listed in the Parent Directory.

Reporting Abuse

Texas state law requires the staff of this child care facility to report any suspected abuse or neglect of a child to the Texas Department of Protective and Regulatory Services or a law enforcement agency. To report child abuse or neglect call 1-800-252-5400 or https://www.txabusehotline

Communication to Parents

Parents will be communicated with daily with daily reports in all of our classrooms. Your child's teacher will communicate through emails and notes, also. When you have a concern please ask your child's teacher for a conference to discuss your concerns. Your child's teacher will be available to meet with you upon request.

Piper's Parent Committee is made up of parents to provide support to the director and teachers. All parents are encouraged to be a part of the PPC. The PPC helps with the fall festival, classroom activities, teacher appreciation, and parties throughout the school year.

Confidentiality

All information about children and families of the Piper Center for Family Studies and Child Development is regarded as confidential and the property of Piper and the family involved. Permanent records of children are to be stored in individual folders in the office of the Center. No material is to be taken from the premises without express permission of the Center administration.

Discussions among staff about specific children and/or family situations are to be held only in private surroundings, never in hallways, lobby, lounge, or other public areas. Only those staff members who are involved with the child and family should be present for such discussions. Children and families should never be discussed by name in any situation outside the Piper Center. If a non-staff member begins discussing another family or child, quickly inform them that you cannot do that. The privacy of the families, children and staff must be respected. Children's records are kept in a locked file cabinet that only administrative staff has access to. Requests for specific information from any individual or agency about a child or family must be made in writing to the Center. Written permission will be obtained from parents before any information is given out, either in writing or in discussion.

Piper Parent Committee

Piper Center for Family Studies and Child Development

Piper Parent Committee Mission and Guidelines

Mission Statement

The purpose of the Piper Parent Committee (PPC) at the Piper Center for Family Studies and Child Development (PCFSCD) is to support the mission of the PCFSCD and to serve as a liaison between Baylor staff, administration, faculty and the parents of children in the program. The Piper Parent Committee will fulfill its mission statement by:

• providing feedback to faculty, parents and administration on committee meetings/events;

• contributing to the improvement of the PCFSCD building and grounds;

• providing support in the areas of morale, health and safety, center funding, child advocacy and other relevant issues.

PCFSCD's Piper Parent Committee (PPC) Guidelines:

1. All interested parents are encouraged to attend the Piper Parent Committee meetings. Parents serving as a classroom representative can continue to serve on the committee for up to one year after their child leaves the center.

2. Each classroom will have a minimum two-member representation from separate families. These two classroom reps will serve as liaisons between the committee chair, parents for that classroom, and the teacher in that classroom. Classroom teachers will seek these representatives for each new academic year by the end of August.

3. There will be rotating teacher attendance at each PPC meeting. All teachers are welcome and encouraged to attend as they can.

4. The Faculty liaison to the PCFSCD from the Department of Family and Consumer Sciences will serve as an ex-officio member.

5. The PCFSCD Director serves as an ex-officio member.

6. The Baylor faculty liaison will appoint a student to serve as an ex-officio member on a rotating basis.

7. Meetings will be held according to the Center's calendar. The PPC Chair has discretion to call additional meetings when warranted.

8. If the Chair position is vacated during a term, it will be filled prior to the end of that term. Anyone filling the vacant position can be re-elected for a full term. Elections for the Chair position will be held during a meeting at the end of September. Nominations for the Chair can be made by any parent at the center, including self nominations. The Chair will be elected by a majority vote of all parents at the center who attend this meeting, or who vote by email sent to the current Chair by 5:00 pm the day before the meeting, if they cannot attend.

9. Committee Business: All decisions of the committee will be made by a majority of the parents present at the committee meetings.

The Piper Parent Committee is made up of Piper Parents. Two parents from each class are asked to serve on the committee to make sure each class has representation. All parents are invited and encouraged to attend and be a part of the Committee. Meetings are held three to four times a year. Officers are elected, planning for the fall festival, spring- Week of the Young Child and Teacher Appreciation week. The twenty dollar activity fee paid by all parents, and ten dollars for the second child go to the PPC for purchasing supplies for all the activities we have at Piper.

Complaint Procedures

Parents are asked to speak with their child's teacher if a concern arises. If the concern cannot or is not met by the teacher, the concern should be taken to the director. The director will set a conference with parents, and teachers to address the parents' concerns. Our goal is to meet the needs of our children and their parents on all levels of care. If the director cannot or does not address the concern to the satisfaction of the parents, then the issue will be referred to the Chair of the Department of Family and Consumer Sciences, Dr. Suzy Weems, at 710-3626.

Piper's current licensing inspections are always posted on the bulletin board by the office as well as posted on the Child Care Licensing website at www.txchildcaresearch.org. You may call the local Licensing office at 254-750-9344 to report any complaints. The Minimum Standards Rules are available online as well as a copy is available in each classroom as well as the office.

Parent Questions, Concerns and Comments

Our hope is that the Center will flourish in an atmosphere of open communication and that all who are involved will bring a spirit of trust in our ability to be a strong and generous community.

Parents should always feel free to talk with their children's teachers if they have any questions or concerns about their child or the Center. Sometimes the classroom will be very busy and teachers may ask parents to set up a time to meet or to talk on the phone. Arrangements should be made to talk within Piper's hours of operation unless the teacher welcomes calls during non-school hours. Parents are asked to speak with their child's teacher if a concern arises. If the concern cannot or is not met by the teacher, the concern should be taken to the director. The director will set a conference with parents, and teachers to address the parents' concerns. Our goal is to meet the needs of our children and their parents on all levels of care. If the director cannot or does not address the concern to the satisfaction of the parents, then the issue will be referred to the Chair of the Department of Family and Consumer Sciences, Dr. Suzy Weems, at 710-3626. We will generally not address such issues by email although parents could feel free to write to us. We would call back or ask to meet in person.

Questions about the Center policies should be directed to the Director or Assistant Director.

Along with the pieces we put in place for regular communication from the staff, we want parents to feel they can communicate with us easily when they have concerns about their children, their child's participation in the program, or other matters appropriate for parent input. It is first of all very helpful for parents to communicate with teachers about anything going on at home that might have an effect on their child, whether it is something like interrupted sleep patterns or whether their child has had a particularly happy or difficult morning. It is also very helpful for us to know about more complex matters like changes in family circumstances. We would keep information confidential if needed while still being able to support the child through changing situations. We ask that parents be sensitive to the teachers' needs to be with the children during transition times so making a call later in the day or arranging a time to speak would be appropriate if greater time were needed.

It is important that parents keep Piper apprised of changes in contact numbers – home, work, and cell – as well as changes of address or email addresses. We will also need updated emergency contact numbers, changes in designated pick-up people, or pertinent medical or educational information. Please give these changes to the office in writing or by email.

A Special Note on Emails

Parents often want to have email exchanges with teachers or directors. For simple matter-of-fact exchanges of information this may well be fine. For more complex matters it is best to speak on the phone, or better yet, meet in person, if only briefly. In the interest of privacy, it is understood that emails will not be passed on or forwarded to other individuals without the direct permission from the person who wrote the email. We will respect parents this way and ask that parents honor this request from staff.

In Closing

We are always interested in learning more about better ways to serve you and the children you have entrusted to our care. We take this responsibility and this honor very seriously. Please let us know how we are doing. If there is something you do not understand or do not like, tell us right away. We cannot always make changes to accommodate everyone, but we are willing to try. It's much better to address small problems as they arise than to let them grow into big ones. If you are happy with our Center, tell us that too, and tell everyone else as well!

Notice of Nondiscriminatory Policy

Baylor University complies with all applicable federal and state nondiscrimination laws and does not engage in prohibited discrimination on the basis of race, color, nationality or ethnic origin, sex, age, or disability in employment or the provision of services. The University is controlled by an all-Baptist Board of Regents and is operated within the Christian-oriented aims and ideals of Baptists. Baylor is also affiliated with the Baptist General Convention of Texas, a cooperative association of autonomous Texas Baptist churches. As a religiously controlled institution of higher education, Baylor University is exempted from compliance with some provisions of certain civil rights laws, including some provisions of Title IX of the Education Amendments of 1972.



Piper Child Development Center
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