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Family Table of Contents This handbook was designed to be used by all members of the school community (children, teachers, staff and families). The Handbook, in its entirety, is available to all digitally and in print. This small excerpt, pertinent to families, has been printed and distributed to all families.

Chapter 1- Culture Culture History Charter School Status Our Mission and Vision Our Philosophy and Pedagogy Educational Inspiration Roles within the school community Work Groups

Systems and Organization (Chapter 2) Allergies Assessment Attendance/Tardy Policy Background Checks Before and After School Care Behavior/Discipline Building Use Cell Phones Child abuse/neglect Classroom Newsletter Choice Theory Conferences Curriculum Daily life schedules Dress code Drop off/pick up Enrollment Equal opportunity Family Team Farm to school team Head lice Holidays, birthdays and celebrations Homework Illness Immunizations Link Letter Lost and Found Lottery Medication Policy

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Nutrition Personal Belongings Portfolios Prohibited Items Report Cards School Board School Closings School Improvement Security Special Education Squadras Stripes Study Trips Technology and Media Use Toilet Training Universal Precautions Visitors/Tours Website Wheels

Chapter 1: Culture The culture of the school centers on one overarching principle: The Image of the Child. All of our work, study, and play is aimed at upholding this principle. Collaboration, Reflection, and Provocation are central to achieving this. Respect, safety, and commitment for children, families, staff, environment and community insure this is achieved. History of the Grand Rapids Child Discovery Center Parents from the Aquinas College Child Development Center were inspired by their children’s educational experiences in the Reggio inspired program, on the Aquinas College campus. They sought for ways for their children to continue their educational experiences and this way of working and thinking onwards into the primary grade level. Parents, educators, Aquinas College, and the Grand Rapids Public Schools came together in a partnership that brought the school into being. The Northwest area of Grand Rapids was intentionally chosen as a site for the new school. Its location offered diversity, a historical neighborhood with varied businesses, buildings and architecture, and was centrally located near the apex of the city. The Reggio Emilia Approach to education provides the inspiration, values and principles upon which the Child Discovery Center is built. This early childhood educational approach and system are found in the municipality of Reggio Emilia, in Northern Italy. Recognized world-wide as one of the great educational approaches to education and working, we are grateful that we may be inspired by their way of thinking, working and living.

In the Summer of 2011, the school purchased the former Vandenberg building at the corner of Wealthy and Lafayette SE, from the Grand Rapids Public Schools. We are pleased to have this historic building as the current home of the Discovery Center.

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Charter School Status The Grand Rapids Child Discovery Center (GRCDC) is a Public School Academy (also known as a Public Charter School) authorized by the Board of Directors of the Grand Rapids Public Schools (GRPS). The current five-year renewal period for our charter began on July 1, 2008 and extends until June 30, 2013 and is renewed every five years thereafter. Charter schools are public schools that are able to offer an innovative, alternative model of instruction while being held responsible (like all public schools) for meeting rigorous academic achievement accountability standards related to No Child Left Behind (NCLB) and other state requirements. Charter schools may not charge tuition; they may not deny admission to students based on race, religion, sex, or academic abilities. Teachers in charter schools must be certified and meet “Highly Qualified Teacher” status of the NCLB legislation. Charter school students are selected via a random lottery procedure if the number of students applying for admission exceeds the school’s enrollment capacity. Beginning in grade three, students are assessed annually as part of the Michigan Education Assessment Program (MEAP). Charter schools may not have a religious affiliation.

Our Mission and Vision The Mission and Vision, as stated below, act as the foundation for all decisions and policies found in the following pages. The Mission of the Grand Rapids Child Discovery Center and the Aquinas College Development Center is to continuously expand the potential of children, the experiences of educators, and the involvement of families within the diverse community of Grand Rapids, Michigan. The Vision for the Grand Rapids Child Discovery Center is to base all decisions on the principles of the Reggio Emilia Approach incorporating current research on learning and developmentally appropriate practice. Our Philosophy and Pedagogy The Grand Rapids Child Discovery Center is inspired by the Reggio Emilia philosophy of education. It is our inspiration and not our intent to duplicate the philosophy originating in Italy. The children, families and teachers in Grand Rapids, MI offer a different culture, location and perspective. The following principles guide the practice and decisions made at the Grand Rapids Child Discovery Center and are borrowed from Foundations of the Reggio Emilia Approach by Lella Gandini. Image of the Child Children are viewed as competent, curious, full of knowledge, potential, and interested in connecting to the world around them. Teachers are deeply aware of children’s potentials and construct all of their work and environment of the children’s experience to respond appropriately.

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Collaboration and Interaction Collaboration and cooperation are intentional in a school inspired by the Reggio Emilia approach to education. The entire system is designed to be connected and in relationship. Nothing is left to sit in isolation. Everything is alive and connected. Children, teachers and families join together to continually improve the system that supports our school community. Emergent Curriculum Emergent curriculum is a way of planning curriculum for children based on their individual questions, observations and theories. Teachers act as researchers documenting children’s reactions and understandings. This information may be in the form of photographs, dialogue, written work or a visual language (paint, wire, clay). Teachers organize children’s work, make observations and then plan additional work or studies. Academic content including Language Arts, Mathematics, Science and Social Studies is embedded into this emergent process and help make classroom planning decisions. The emergent process is built on observation, listening, sharing, reflecting and planning. It partners teachers and children in learning. The Environment The space within the school or the environment is considered the third teacher. Teachers intentionally organize, support and plan for various spaces for children. The daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and teacher initiated activity and inside as well as outside experiences. The Three Subjects of Education: Children, Families and Teachers For children to learn, their well-being has to be guaranteed; such well-being is connected with the well- being of parents and teachers. Children, parents and teachers have rights; the right to safety, care and welfare, the right to be involved and the right to grow professionally.

The Power of Documentation Documentation is a means to collect information, observations and learning. It can be in the form of observations, photography, video, conversation transcripts and/or visual mediums like paint, wire, clay or drawing materials. Teachers use documentation to identify strengths, ideas, and next steps to support learning. Emergent Curriculum Emergent Curriculum is a way of teaching and learning that requires teachers to observe and listen to the children. Teachers ask questions and listen for the children’s ideas, hypotheses and theories. After observing children in action, the teachers compare, discuss, and interpret their observations. Teachers plan activities, studies and long term projects in the classroom based on their observations. Teachers partner with children and the exchange of theories are referred to as the Cycle of Inquiry. Teachers use their interpretations, intentions and goals (social, emotional and academic) to make choices that they share with children. Learning is seen not as a linear process but as a spiraling progression.

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The Hundred Languages of Children The Studio teacher (or Atelierista) works closely with other teachers and the children through the Studio, an intentional space containing materials and tools to pursue thinking and concepts. In addition to the larger Studio, Mini-studios are found in every Discovery. What is done with the materials is not art per se, because in the view of Reggio educators the children’s use of media is not a separate part of the curriculum but an integral part of the whole cognitive symbolic expression process of learning. The Role of the Teacher The image of the child shapes the role of the teacher and involves four major components. Teachers are:

Co-constructors: partners, guides, nurtures, solves problems, learns, hypothesizes Researchers: learns, observes, revisits Documenters: listens, records, displays, revisits Advocates for children: involved in the community, politics relating to children, speaks for children and presents work to other educators and community members.

The Role of Parents Parents are an essential component of the school. They are an active part of their children’s learning experiences and help to ensure the welfare of all the children in the school. All families are members of the Family Team The Role of Time and the Importance of Continuity Time is influenced by the interests and activities that the children bring to life within the school. This in turn impacts schedules, groupings and routines. Teachers get to know children (strengths, needs and personality) because children stay with the same teacher and the same peer group for two years. Projects Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the strong convictions that learning by doing is of great importance and that to discuss in group and to revisit ideas and experiences is the premier way of learning. Project ideas come from experiences of the children and teachers, a chance event or problem posed. They can last from a few days to several months.

Educational Inspiration The Grand Rapids Child Discovery Center is inspired by the Reggio Emilia approach to education. In addition, other educational constructs and theorists inform the practice supporting our unique population, culture and environment within Grand Rapids, Michigan. The staff and families draw inspiration from the following learning theories:

Constructivism is a learning theory, arguing that humans create knowledge and meaning from an interaction between their experiences and their ideas. In this light teachers have intentions and hypothesize while following the interests and understandings of children. Theorists Jean Piaget, Lev Vygotsky and John Dewey provide research supporting this way of working with children. Teaming is an important component and is implemented with children, staff and leadership. Teachers work in teams within each discovery or classroom. The teaching team shares vision and purpose. Positive working relationships among team members are based on professionalism, clear communication, collaboration and problem solving.

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Multi-age Concept The multi-age concept that informs the GRCDC is a way of thinking that expands the notions of diversity and learning beyond grade level thinking. Each discovery or classroom is organized by two grade levels. It allows for teachers to authentically meet the needs of children academically, socially and emotionally. It fosters independence, leadership and greater opportunities for challenge. Grouping children within a multi-age classroom can vary according to criterion such as interest, ability or socialization. Multi-age classrooms elevate the potential of children while avoiding retention for grade specific reasons. Multiple Intelligences Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in 1983. According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Cooperative Learning Cooperative learning is an approach to organizing children into groups and various roles to collaboratively accomplish tasks. The teacher's role changes from giving information to facilitating students' learning. Inclusion Special education services are delivered within the general education classroom, using this Inclusion model. Children do not receive instruction apart from their peers in a Special Education class. Each identified student, however, does have individualized goals that are addressed within the general education classroom, or in a small group if appropriate. General education teachers, in partnership with highly qualified special education providers, together set and assess goals and implement strategies designed for success. Developmentally Appropriate Practices As NAEYC defines it, developmentally appropriate practice (DAP) is a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. It is grounded both in the research on how young children develop and learn and in what is known about education effectiveness. The principles and guidelines outline practice that promotes young children's optimal learning and development. Brain Based Learning Otherwise known as brain-compatible education, this theory combines research from neuroscience, biology, psychology and the relationship between learning and how the brain manages emotions, patterns, environments, rhythm, stress, trauma, assessment, movement and gender. (Jensen, 2008) Ecological Approach (Bromenbrenner) Urie Bronfenbrenner argues that in order to understand human development, one needs to consider the entire ecological system in with growth occurs. This system is composed of five socially organized subsystems that help support and guide human growth. They range from the microsystem, which refers to the relationship between a developing person and the immediate environment, such as school and family, to the macrosystem, which refers to institutional patterns of culture, such as the economy, customs, and bodies of knowledge. (Bronfenbrenner, 1994)

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Roles within the School Community

Teachers Two teachers work in the same Discovery or classroom. They act as researchers gathering information about their work with children and show this work through documentation. This information is needed to engage in collaborative discussions about the children’s work. These exchanges provide ongoing training and theoretical enrichment. Though your child is assigned to one teacher’s class list, you should consider both teachers within the team as your child’s teacher. Paraprofessionals Paraprofessionals’ roles are vital to our way of working. Each discovery’s team includes a paraprofessional who acts primarily as an assistant teacher. The role is very flexible and may look different in different discoveries. Some paraprofessionals facilitate learning in small groups; others support at-risk youth and some support special education goals. Paraprofessionals’ duties include supervising recess during lunch.

Studio Coordinator The role of the Studio Coordinator is to work in collaboration with teachers and staff to enhance the learning experiences of children as inspired by the Reggio Approach. The Studio Coordinator helps develop skills children come to the school with regarding materials (paint, wire, clay, etc..). He or she guides and provokes learning through expressive media to communicate ideas and concepts. The use of these materials as symbolic languages is not viewed as a separate part of the curriculum, but an essential part of the cognitive and expressive process of learning

Sound and Movement Coordinator The school currently employs a Sound and Movement Coordinator part-time. The Coordinator works in concert with the teaching staff to insure a multi-disciplinary program aligned with both Reggio philosophy and the Michigan Curriculum Framework. Administrative Structure and Leadership Different roles work together, modeling collaboration and co-construction as a way of working. The Principal, Executive Director, School and Family Services Manager, and Pedagogista team share differing areas of responsibility with the support of teachers, paraprofessionals and staff to implement the mission and vision of the school.

Principal The Principal serves as the administrative school manager responsible for all phases of the school.. Leadership organizes instruction, supports functions of the school and builds relationships with parents and the greater community. The Principal is ultimately responsible for the day-to-day operation of the school and implementing policies and procedures. This includes curricular matters, staff, students and families, as well as facilitating the maintenance and operation of the school buildings and grounds. The principal integrates the work of the teachers, the curriculum, technical, pedagogical, and social components of the school. The principal reports to the school’s Board of Directors.

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Executive Director The Executive Director is head of the non-profit arm of the organization. In collaboration and coordination with the Principal and Board of Directors, the ED manages the finances and budget of the school, seeks and secures revenue from private and public sources in the form of fundraising and grant-writing. T

School and Family Services Manager The School and Family Services Manager acts as the lead administrator when the Principal is out of the building. The SFSM is responsible for managing the behavior and discipline throughout the school, coaching and mentoring teachers on classroom management, and is the first contact for issues arising with students, staff and parents. In addition, the SFSM serves as the school liason to the Family Team, and as the McKinney-Vento Homeless Coordinator with the Kent ISD.

Pedagogista The Pedagogista (Ped-ah-go-gee-stah) serves in as a pedagogical advisor to the teachers, families and Principal regarding the learning that occurs between children, adults the environment and community. He or she is chiefly responsible for upholding the Image of the Child and for helping to sustain the Reggio Approach to education embraced by the school through its mission and vision. He or she works closely with the Principal and teachers to offer advice on daily and long-term decisions. The pedagogista works as a protagonist in the school and assists the teachers, families and Principal in developing their capacities as researchers, documenters, and co-constructors of knowledge. The pedagogista role promotes the role of the school as vehicle for shared learning, research and development as well as a culture that advocates for children’s rights and the image of the child. Currently, the teachers are taking on this role collectively, provoking one another through combined reflective meetings. Administrative Assistant The Administrative Assistant functions as the school secretary and assistant to the Principal. This role handles administrative, human resources, secretarial and technology duties within the school building. Family Team All parents and guardians of children enrolled in The Grand Rapids Discovery Center are part of the Family Team. The purpose of the Family Team is to support the theory of the Reggio Emilia approach to education which includes the rights of families to be actively involved in the daily life of the school; to realize the mission for the Discovery Center; to provide opportunities for family involvement and collaboration with staff; and to join in a partnership with teachers and community to build a quality school. Families play an integral role in the learning experience of the children. The rights and responsibilities of the Family Team members are to:

1. Grow their understandings about the philosophy of the school. 2. Participate in the life of the school in various ways. 3. Help ensure the welfare of all children in the school. 4. Help develop community with other members of the family team. 5. Find a voice in and cultivate a relationship with the Discovery of his/her child.

The Grand Rapids Child Discovery Center needs family support and participation to maximize the benefits of our Reggio Emilia inspired approach towards learning. Families are encouraged to utilize their Family Team membership to build relationships and understandings and to make their unique gifts and talents available to the school community. Family Team meetings are held monthly.

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Board of Directors Section 8.1 (“Governance Structure”) of the original and current renewal charter documents states, “…The Academy shall be organized and administered under the direction of the Academy Board…” Schedule (Attachment) 6 of the charter reads, The Grand Rapids Child Discovery Center will be governed by a Board of Directors. The Board will hire employees to carry out the day-to-day management of the school. Specifically, the Board will hire a school leader, called a pedagogista, and an administrative manager who will serve as principal. The bylaws for the Grand Rapids Child Discovery Center (a Michigan Nonprofit Corporation) describe the operation and function of the Board of Directors. Copies of the bylaws are available in the school office. The Board meets monthly, usually on the second Tuesday of the month, at 5:30 p.m. Board meetings are open to the public and all are encouraged to attend! Board members serve as volunteers for three-year terms. The number of Board members varies from time to time; there may be as few as three Board members and as many as nine. Officers are chosen from among the Board membership. The makeup of the Board, as stipulated in the bylaws, must include a parent or guardian of a child attending GRCDC and at least one professional educator. Employees of the school may not be members of the Board.

Work Groups Work groups were created to identify and update existing resources as well as develop new resources. Through the work groups, a consistent framework for operations and a strong foundation will be built to sustain the school and guide it into the future. Work group members include parents, teachers, leadership, board members, experts and interested community members. Each work group has a chairperson, regular meetings and communication of meeting minutes are shared through the school’s newsletter, The Link. Each Work Group will meet with the Executive Director and Principal once monthly to coordinate efforts.

Leadership Coordinators: Lorissa McAllister The Leadership Committee is organized to work toward the development and implementation of strategic milestones in all areas of the organization Finance Coordinators: Tim Glasser The work group was created to ensure the best use of revenue throughout the school. Members collaborate to evaluate monthly profit and loss statements, vendor services, yearly budgets and future goals. Educational Programs Coordinators: Chris Hanks and Mindy Holohan This committee is designed to seek out, connect, and encourage expanding the programming of the school, as well as developing and nurturing partnerships with other educational institutions

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Facilities Coordinator: Raymond McDaniel This group will insure the proper upkeep, maintenance and management of both ongoing and new projects for both the interior and exterior of the building and grounds.

Chapter 2: Systems and Organization Allergies Please inform the office of any allergies or special concerns about your child’s diet, so that we can plan to take all necessary precautions. Assessment Assessment in an integral part of the teaching and learning process, therefore student assessment is ongoing. The students are assessed formally and informally throughout the school year based on the individual educational needs of each student. Formally, the students are assessed on each standard as the teachers feel they are reaching mastery of a skill. The teachers utilize various forms of assessment such as MLPP, Michigan Curriculum Standards, individual student portfolios, etc.

Attendance/Tardy policy Children are expected to arrive at school by 8:10 am, for the start of Morning Meeting. Children who arrive after 8:15 am are considered tardy. Children must be in their classrooms by 8:15 to be considered on time. Children arriving after 10:00 a.m. will be marked absent for the morning. 1:30 p.m. is the cut-off time for a child to be considered present in the afternoon. A family member or designee must accompany your child to the school office to sign him/her in if he/she arrives to school late, beginning at 8:20 am. The school staff will be contacting you if your child is absent and we have not received a call from you. Please remember to call the office early if your child will not be at school. “Excessive absences” is defined as 10 excused or unexcused absences. If your child has 10 absences, your child's teacher will be contacting you to find a way to improve your child's attendance. If your child's attendance does not improve, a referral to the office and a meeting with the principal will be necessary. If your child's attendance still does not improve, a referral to the truancy officer may be necessary.

Compulsory Attendance Michigan law governing compulsory attendance requires a parent, legal guardian, or other person having control of a child age six to sixteen to send the child to school during the entire school year, except under limited circumstances.

Reporting Absence Please be sure to call the school office (616-459-0330) to notify us each time your child is absent from school. If we do not receive a call regarding an absence and we are unable to contact you, your child will receive an unexcused absence. Excused absences are those due to illness of the child, visits to the physician or dentist, and attendance at a funeral or memorial service for a member of the immediate family. Absences due to family vacations are unexcused. Please plan your family vacations to coincide with school vacation periods.

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Truancy The school tracks excused and unexcused absences for all students each day. If we experience a pattern of absences or tardies, we will notify you that a problem with school attendance exists and request that you attend a meeting with the school principal to discuss the matter. Our aim is to offer whatever help and support we can to you so that you can address the problem and bring your child regularly (and on time) to school. At the meeting, the principal and you will fill out a form provided by the Kent Intermediate School District (KISD) Office of Truancy and School Attendance. You will also create a plan of action to address the problem of truancy. In the event that the pattern of truancy continues, the school will issue a written Referral of Truancy to the KISD Office of Truancy and School Attendance, which has the legal standing to hold parents and guardians responsible for their child’s attendance at school.

Background Checks The Michigan School Code requires all school employees to be fingerprinted and to have a criminal background check conducted by the Michigan State Police, in conjunction with the Federal Bureau of Investigation. All GRCDC employees undergo the required criminal background check before employment at the school. Before and After School Care Before and after school care is available at the school through Champions. Champions is a division of Knowledge Learning Corporation School Partnerships, a company with over 30 years of experience serving children and families. Champions recently received the 21st Century grant from the State of Michigan to offer the program at vastly reduced rates. For more information you may call the Champions main office at 616-406-0934. Behavior/discipline At the beginning of the school year, all teachers work together with the children to create the procedures for their classroom and also to teach /review procedures for the entire school environment. When a student does not follow a classroom procedure, he/she is given a reminder. If the problem cannot be solved in the classroom, the student is asked to go to the planning room, where he/she receives support in solving the problem before returning to the classroom. The consequence for violent, unsafe, or seriously inappropriate behaviors will likely involve a suspension for the student. A meeting with parent or guardian will be required before the student returns to the classroom. Following an event and its consequences, a Positive Behavior Support Plan may be developed for the student. According to GRCDC board policy, a student may be suspended for the following reasons:

1. A student engages in acts of physical aggression towards himself or others which, in the reasonable judgement of the teacher, create an unsafe classroom environment.

2. A student makes profane or vulgar comments (oral or written) toward the classroom teachers, staff, or student during the school day or during a school sponsored activity supervised by a classroom teacher.

3. A student engages in inappropriate physical contact of a sexual nature during the school day or during a school-sponsored activity supervised by the classroom teacher.

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4. The student possesses a dangerous weapon as defined in Section 1313 of the Michigan Revised School code.

Staff members will consider all mitigating circumstances prior to disciplinary action and ensure due process for all students, according to school board policy. Building use The GRCDC is a public school and community institution. As such, single-event or recurring use of the building by school and community members may be granted through formal request of the Board of Directors, at least one month prior to the event.

Cell phones Your presence, participation and attention at the GRCDC is highly valued. Cell phones are a modern day necessity for maintaining communication over distances and periods of time, however they can be as intrusive as constructive. With this in mind, we ask all users of cell phones to follow an etiquette to restrict their use on the premises in order to preserve social, visual, and behavioral modes that build community and form relationships between us all. Child abuse/neglect The Michigan Child Protection Law requires the reporting of child abuse and neglect by mandated reporters and permits the reporting of child abuse and neglect by all persons. School teachers and administrators are included in the list of persons who are required to report suspected child abuse, due to their expertise and direct contact with children. GRCDC teachers and staff receive training in the manner in which they are required to report suspected child abuse to the State Department of Human Services (DHS). A mandated reporter who fails to report suspected child abuse is liable for civil and criminal penalties; civil and criminal immunity from prosecution is provided to a mandated reporter who makes a report in good faith.

Classroom Newsletter

A classroom newsletter is published by each Discovery classroom on a regular basis. It includes important information about your child’s learning activities and studies. Choice Theory William Glasser’s Choice Theory is the theory that we all choose how to behave at any given time, and cannot control anyone’s behavior but our own. The behaviors that we choose are directly related to one of five basic needs that we are driven to fulfill: survival, belonging/connecting, power/competence, freedom/autonomy, and fun/learning. Identifying the need that drives a child’s behavior leads to conversations and planning about how to find good and healthy ways to meet that need. Conferences Parent-Teacher Conferences are held the first two weeks of November. Scheduling of siblings in different Discoveries is coordinated among staff and parents. Notice is sent home via school Link as well as individual Discovery newsletters.

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Curriculum The content of the curriculum at the GRCDC includes standards from the four core academic areas: Language Arts, Mathematics, Science and Social Studies. The content also includes life skills, or our “Curriculum of Life.” This includes a multitude of critical thinking and relationship building skills such as comparing, describing, negotiating, analyzing, observing, creating, sharing theories, summarizing, evaluating, etc. The process that is used to deliver the content is “emergent.” The emergent process begins with the interest of the children and can become short activities or grow into involved projects. The emergent process depends on a strong partnership between the teacher and the student. As the content is embedded within the emergent process, assessment takes place in the form of standardized testing, standardized assessments, student portfolios and documentation. Daily life schedules The exact schedule within every Discovery may vary, but the school day of each child consists of 4 Blocks – which cover not only the content areas and standards set forth by the Michigan Curriculum Framework, but are also integrated within the practice areas of Construction, Media, Manipulation, Mini-Studio, and Lab. Dress code The staff at the GRCDC encourage all children to express their individuality in many ways, including dress. However, any item of clothing that displays offensive, derogatory, gang-related, or age-inappropriate messages will not be allowed, and parents will be called to bring a change of clothes. In addition, it is an expectation that all children come to school each day with appropriate outerwear [coats, hats, gloves, boots, snow pants, etc.] and footwear to allow participation in all indoor and outdoor activities. Drop off/Pick up Drop-off Procedures The gate opens at 8am. From Lafayette Ave., pull into the south entrance of the staff/visitor parking lot, follow the yellow lines, and proceed directly into the main parking lot. If you are going into the school with your child(ren): - Veer to the left and park on the south end of the lot. - In the mornings, the gym will be a meeting area for parents. If you are dropping off your child(ren) in the “Drop Off/Pick Up Zone”: - Follow the yellow lines and use the right lane to stop and drop off your child(ren). - Pull carefully into the left lane to leave the parking lot and exit onto Cass Ave. At 8:05am, teachers will take their students to their classrooms. If it is raining, the gym door will be opened at 8am (along with the gate), and students will line up in the gym. The gate will be closed at 8:15am. Please note: If you arrive after 8:15am (or at other times during the school day), you will need to park at the south end of the main parking lot and enter through the front door.

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Pick-up Procedures - The gate will be opened at 2:55pm. - Afternoon Meeting will begin in the gym at 3pm, parents are welcome. - Children will be dismissed at 3:10pm. - From Lafayette Ave., pull into the south entrance of the staff/visitor parking lot, follow the yellow lines, and proceed directly into the main parking lot. If you are going into the school to pick up your child(ren): - Veer to the left and park on the south end of the lot. - Following the afternoon meeting, you may leave with your child(ren). If you are picking up your child(ren) in the “Drop off/Pick Up Zone”: - Follow the yellow lines and wait patiently for your turn to enter the right lane for pick up. - Discoveries will exit the building and assemble in designated areas in the pick up zone. - Once you have picked up your child(ren), pull carefully into the left lane and continue out of the parking lot, exiting onto Cass Ave. Enrollment GRCDC complies with all student admissions policies and criteria required by laws applicable to public charter schools under the Revised School Code. The school does not charge tuition and does not discriminate on the basis of intellectual or athletic ability, measures of achievement or aptitude, physical or mental handicap, religion, creed, race, color, national origin, or sexual orientation. Attendance is granted to any K-5 student who is a resident of the State of Michigan, subject only to space availability in the classroom and other guidelines established in the school’s charter document and GRCDC Board policies. Students currently enrolled at the school and who re-enroll by the deadline date will be re-enrolled for the following year. Siblings of currently enrolled students receive the next priority in enrollment. Equal Opportunity The Grand Rapids Child Discovery center is committed to providing equal opportunities for all employees, students, and the community. To that end, it will maintain and improve educational programs, employment practices, business and administrative services that provide equal opportunities for all people, without regard to race, age color, sex, religion, national origin, or disability. Family team All parents and guardians of children enrolled in The Grand Rapids Discovery Center are part of the Family Team. The purpose of the Family Team is to support the theory of the Reggio Emilia approach to education which includes the rights of families to be actively involved in the daily life of the school; to realize the mission for the Discovery Center; to provide opportunities for family involvement and collaboration with staff; and to join in a partnership with teachers and community to build a quality school. The Grand Rapids Child Discovery Center needs family support and participation to maximize the benefits of our Reggio Emilia inspired approach towards learning. Families are encouraged to utilize their Family Team membership to build relationships and understandings and to make their unique gifts and talents available to the school community. Family Team meetings are held monthly.

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Farm to School Team Although we are not an official “Farm to School” chapter, several families and staff at our school have been inspired by the work going on at the national level and began asking how we could improve our school’s relationship to food. We are sometimes called the Farm to School (F2S) group or the “Garden to Table” group and have been meeting since early 2009. The group helps to design and build the gardens, and the sustainable infrastructure such as compost bins and rain water collection units, We clear the gardens, provides materials and support for discoveries wishing to study plants and foods, help organize snacks in discoveries, advocate for healthy alternatives in the lunchroom, provide food demonstrations, connect with local resources such as master gardeners and community outreach programs, and more. We seek to explore how both children and adults can improve their lives through the best food opportunities at GRCDC. Head Lice The lice policy at the school is based on recommendations from the Michigan Department of Education and the Michigan Department of Community Health. If your child is found to have live lice while in school, he or she will be instructed to avoid activities involving close contact (i.e., hugging) or sharing personal items with other children. Immediate removal of the child from the classroom is unnecessary and could lead to embarrassment and ridicule. The office personnel will notify you by phone. You may choose to pick up your child right away or at the end of the school day. A letter will be sent home to the rest of the class notifying that a case of head lice is suspected and asking to check your child for lice. When your child returns to school after having lice, he/she must be checked by the office personnel before returning to the classroom. If you have any questions or are having difficulty getting rid of head lice, contact your family doctor, the health department or the office staff. Holidays, birthdays and celebrations Holidays, birthdays and other celebrations are planned with intention. Celebrations are planned to be joyful, spectacular, multi-sensory and involve learning. They are to include traditions of families, ideas and theories of children. Whole-school celebrations are organized in community between staff and families with the intent to build relationships among all participants. Each classroom plans for birthdays and smaller celebrations a little differently. If you have specific questions, please contact your child’s teacher. Homework The homework policy shall be set individually by each Discovery Teaching Team. Parents will be notified at Orientation and ongoing throughout the year as to the procedure for their particular child[ren] Illness If your child had a fever or has vomited in the last 24 hours, you must keep him/her home from school. Likewise, if your child has a fever or vomits while in school, you will be notified to pick up your child as soon as possible. Keeping a sick child at home is often a hardship for a family, but it is necessary to limit the spread of illness. When your child will be absent from school due to illness, please call the office to excuse him/her for that day. Please provide a reason for the absence as it will assist us in tracking the spread of certain illnesses.

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Immunizations When you enroll your child in a public school for the first time, you must submit a certificate showing required immunizations have been given; or a physician-signed waiver that the required immunizations were not given because of medical contraindications; or a parent/guardian signed waiver for religious or other reasons the immunizations have not been given. The Kent County Health Department requires that waivers be renewed each school year. The Link Letter (E-link) The Link Letter, published electronically at the beginning of each school week, is our community-wide news source. It includes a school calendar of upcoming important dates and reminders. A paper copy is available upon request, and will be sent home in your child’s home/school communication folder. Lost/found The school will maintain a depository for all lost and found items. Unclaimed items will be donated to charity on the Friday before each of the following breaks: Winter, Spring, and Summer. Lottery In the event that applications for enrollment exceed the number of spaces available in the classroom, a lottery will be held in April for the following school year. The procedure for the lottery is detailed in the school’s written policy, Student Admission Lottery Procedures – a copy of which is available in the school office. Medication Policy The following definition of "medication" adopted for use in this school is based on the recommendation by the Michigan Department of Education: medication is defined as prescription, non-prescription and herbal medications, and includes those taken by mouth, by inhaler, those that are injectable, and those applied as drops to eyes, nose, or medications applied to the skin.

* The child's parent/guardian will give the school written permission and request to administer medication to their child.

* Written instructions from a physician, which include the name of the child, name of the medication, dosage of the medication, route of administration, and time the medication is to be administered shall accompany the request and be kept on record at school. This information can be found on the prescription container.

* Parental or guardian request/permission and a physician's instructions for administration shall be renewed every school year. * Medications will be given at the appropriate time and recorded in the medication log. If there is any discrepancy, you will be notified. * Parents/Guardians are responsible for supplying the school with the medication and for making sure the medication has not expired.

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* Children will be allowed to self administer asthma medication through an inhaler with written permission from the parent/guardian and the physician. It is recommended that a back up inhaler be stored in the office. * Cough drops, lip balm, over the counter pain medication will only be given with written permission. * First Aid: Band aids and ice packs will be administered to children with minor scrapes and bumps. A child with a head injury or a bleeding wound will be taken to the office for treatment. The staff member who witnessed the injury will fill out an accident report for head injuries or severe wounds. If the injury is of an extremely severe nature, you will be contacted right away. If your child requires immediate medical attention, the school will call an ambulance or transport the student to the hospital.

Nutrition- snacks, lunch Snacks are provided to students, through the generous donations of parents, each morning to all children. Hot lunch is available via Grand Rapids Foodservice – sign-up for this service will be available at Orientation and at any point of enrollment throughout the schoolyear. Children may bring a lunch from home. Parents are encouraged to visit the school and eat with their child at any time. Please alert the office and your child’s Discovery in the event of any food allergies or dietary restrictions. Personal Belongings Cubbies and places to keep personal things are provided in each room or in the gym for children. The care and responsibility of valuable items remains between the child and home with the understanding that in a public place, personal items that may be shared, borrowed, or experienced by friends are always at risk. Please put your child’s name on ANY items they may bring. Each Discovery has their own policy about how these items are used in the classroom. Please check with your child’s teachers if you have questions. Portfolios Each child will have a portfolio that will remain with them while they attend the GRCDC. A portfolio is a collection or work for the purposes of; representing learning, communicating experiences, capturing the learning process, demonstrating thinking and problem solving, highlighting various forms of expression, developing self awareness and self esteem, offering children and adults opportunity to wonder, stimulating reflection, demonstrating quality, etc. Each year children and teachers collaboratively add new work to the portfolio. Each spring, children, teachers and families participate in a Portfolio Day to build relationships around the learning and experiences of each child. Prohibited items

Electronic Devices Phones, Ipods, MP3 players, camers and hand-held games, as well as any other device causing a disruption or distraction in the building are prohibited.

Controlled Substances, Alcohol, and Tobacco – Free Campus GRCDC is a drug, alcohol and tobacco-free school campus. Because the behavior of young people is strongly influenced by others, smoking or other use of any tobacco product is strictly prohibited by all persons at all times on school grounds [including the school playground and other

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outdoor areas]. School policy [#4112] also prohibits the possession or use of alcohol or any illegal or controlled substance in the workplace.

Weapons Weapons of any kind are not tolerated on the campus of the GRCDC.

Report Cards Report cards are sent home via U.S. Mail in January. Exact time frames will be announced in the Link and individual Discovery newsletters. School board “The Grand Rapids Child Discovery Center will be governed by a Board of Directors. The Board will hire employees to carry out the day-to-day management of the school. Specifically, the Board will hire an administrative manager who will serve as Principal, and an Executive Director, who will be in charge of managing the non-profit arm of the organization. The bylaws for the Grand Rapids Child Discovery Center (a Michigan Nonprofit Corporation) describe the operation and function of the Board of Directors. Copies of the bylaws are available in the school office. The Board meets monthly, usually on the second Tuesday of the month, at 5:30 p.m. Board meetings are open to the public and you are encouraged to attend! Board members serve as volunteers for three-year terms. Officers are chosen from among the Board membership. The makeup of the Board, as stipulated in the bylaws, must include a parent or guardian of a child attending GRCDC and at least one professional educator. Employees of the school may not be members of the Board.” School Closing-

For emergencies- The policy is to close school only when absolutely necessary. We want all children to be safe and recognize that unexpected closings may create child-care issues for many parents. If school is open and you feel traveling is unsafe, we encourage you to make the best decision for your child. For weather/building issues- In the event of a school closing, the television and websites will post Grand Rapids Child Discovery Center closings.

School Improvement Our annual School Improvement Plan [SIP] can be accessed on our website Security The outside doors require a number code to gain entry to the building to keep unauthorized individuals out of the building. There are security plans in place for the following situations.

Fire Alarm: Teachers, children, and staff will evacuate to the Spectrum Health parking lot to the east of the school. Tornado Warning: Teachers, children, and staff will take cover in the lower level of the school. Lock down: Teachers, children, and staff will take cover in the classrooms. The outside doors and classroom doors will be locked and the teachers will overturn tables for protection. Evacuation: Teachers, children, and staff will evacuate to the Grand Rapids Furniture Campus located to the east of the school, across Seward Ave. Chemical Spill: Teachers, children, and staff will evacuate from the area of the spill. If the spill occurs outside the school, windows will be closed and outside air intake will be shut down.

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Stranger in the building: Any unauthorized person will be escorted to the office. Special Education- Special Education at the Discovery Center is delivered using an Inclusion Model. Children are supported by a team that includes the general education teacher, a teacher consultant, social worker, occupational therapist, speech therapist and papa professionals who work directly with students. General education teachers, in partnership with special education providers, together set and assess goals and implement strategies designed for success.

(Idea act) Summary: Requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs. IDEA requires public school systems to develop appropriate Individualized Education Programs (IEP's) for each child. The specific special education and related services outlined in each IEP reflect the individualized needs of each student.

Squadras [Italian for “Team”]

Orientation (August) As part of the enrollment process, GRCDC staff will meet with each family (parents or guardians and student) prior to the student attending the school. Whenever possible, prospective students will also first visit the classroom. This will allow an opportunity for student applicants and their parents or guardians to get a better feel for the unique qualities of the school, including its Reggio Emilia Approach inspired foundation to learning. Ice Cream Social (September) The September Squadra event, the Ice Cream Social, is an opportunity for families to grow understandings about the philosophy of our Reggio Emilia- inspired school. The principle of documentation is modeled through documentation of classroom experiences, revisited and reflected upon by the families. The families then celebrate learning and getting to know one another with the Ice Cream Social (with diverse toppings provided by the families!) Diversity Week and Luncheon (February) The goal of the event is to come together as a family team through diversity: diversity of gender, age, color, race, socio-economic status, family composition, culture or any way that makes for perspective. At the Grand Rapids Child Discovery Center, we celebrate Diversity in the month of February. We come together as a school and community to celebrate the diversity that makes each of us special and unique. As part of the February Family event, we celebrate diversity through food and performance. Open House (March) The Open House is an annual event hosted by the staff in the evening one night in mid-March. The event is a time to celebrate the children and families who are presently enrolled, to showcase the work of the children school-wide, to kick off enrollment for the next school year, to invite new families to experience an event at our school and to work together as a collaborative system of families and staff.

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Portfolio Event (April) So that the concept “The image of the child” will transcend the individual, the GRCDC will hold a Portfolio Day in which the three subjects; the child, teacher and parent, will have an opportunity in community to co-construct meaning about children and their learning. Spaghetti Dinner (June) This annual event is the culminating event of the year, which serves simply as an opportunity for all members of the school community and their families to gather and share a meal.

Stripes Stripes is our school cat. Shortly after the school first opened, children found Stripes on the playground. It soon became apparent that a family had moved away leaving him behind and the next steps were inevitable. Since then, he has become one of the best teachers in our school, modeling what it means to be different, helping us understand what life is like from another point of view, and teaching us to be gentle and considerate as well as how to care for things other than ourselves. Stripes has been at the school longer than almost anyone. He is the frequent recipient of letters, gifts and toys made by the children. If you want to see Stripes, he frequently can be found in the Studio. Study Trips Study and field trips are an essential component to learning and research. Study trips may occur within the building to explore ideas and situations, or may happen within the neighborhood and vicinity of the school. Study trips are not arbitrary events, but are planned for with a high level of intention. When study trips and events are planned that break from the norm of daily life, families will be asked to allow for their child to participate in these excursions by signing a permission form. It is our policy that we as educators experience and take into account the location and content of these study trips before we leave with children so that they are considered safe, appropriate and meet the intended goal for the study. Technology and Media Use

All families are asked to sign a release form regarding photography and video and its intended uses to support children’s learning and staff development. Families and staff are asked not to post pictures, video or other information to their personal social networking websites or other forms of media without permission from the families involved. Toilet training In order to maintain a healthy and safe classroom environment for all children, each student must be toilet trained (free from the need to wear diapers) and able to use the bathroom independently. Any child who has not yet developed the bladder or bowel control necessary to go through an entire school day without the need for diapers, may not be enrolled in the school.

Universal Precautions The Discovery Center has established and implemented procedures that comply with the Occupational Safety and Health Administration’s (OSHA) Bloodborne Pathogens Standard. For more information, contact the school office.

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Visitors/tours The public is welcome to visit the school for the purposes of introduction, research and observation. A formal request must be made at least one week in advance by calling the school office at 616.459.0330, and arranging a time. Website http://childdiscoverycenter.org/ Wheels Bikes that are ridden to school must have a lock to secure them at the bike rack outside the school. Due to the risk of injury and the related insurance liability issues, bikes, scooters, skates, “Heeleys,” or skateboards may not be used on school grounds at any time or at any school function unless permission to do so is expressly granted by school staff.