PARENT HANDBOOK 2021 2022 - St. Rita School for the Deaf Early Childhood Program
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St. Rita School for the Deaf
Early Childhood Program
PARENT HANDBOOK
2021 – 2022
1720 Glendale-Milford Road
Cincinnati, Ohio 45215
(513) 771-7600
www.srsdeaf.orgTable of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Our Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Our Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Philosophy & Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Licensing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Administration Contact Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Admission & Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Enrollment Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Classroom Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Transitions Into & Between Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Intent-to-Return Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Daily Operation, Attendance & Withdrawal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Program Hours & Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Reporting Absences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Withdrawals or Change of Residence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Checking In & Out, Transportation & After School Policies. . . . . . . . . . . . . . . . . . . . . 8
Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Checking In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Checking Out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Late Departure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Weather Emergencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Behavior Management/Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Reporting of Student Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Evaluation Team Report (ETR) & Individualized Education Plan (IEP) . . . . . . . . . .15
Special Education: Related Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Meals & Snacks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Birthdays & Special Occasions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Nap/Rest Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Diapers & Toilet Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Supplies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Outdoor Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Health and Safety . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Health & Medical Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Medication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Management of Communicable Disease. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Immunizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
COVID-19 Acknowledgement of Risks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
1Field Trips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Emergency Evacuation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Child Protection Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Releasing Children from the Program/Issues of Legal Custody. . . . . . . . . . . . . . .35
Smoke-Free Building Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Other Safety Precautions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
General Information Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Visitors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Request of Personal Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Parent Relations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Parent Volunteers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Payment Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
ECE Grant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Responsible Use of Technology. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Signature Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
2Introduction & Program Information
Welcome to all of our new families, and welcome back to all those who continue to be a
part of our school community! This handbook has been created to acquaint you with
the policies and procedures that are followed for the Early Childhood Program at St.
Rita School for the Deaf.
Our Mission
St. Rita School for the Deaf is a Catholic school, educating students of all faiths in a
Christ-centered, barrier-free communication environment through individualized
instruction, personal attention, and direct communication.
Our Vision
St. Rita School for the Deaf will maximize our students’ full potential by developing the
whole child to be confident, contributing members of society so that they may carry the
message of Christ’s love to all they encounter.
Philosophy and Goals
The Early Childhood Program is designed to:
Meet the developmental needs of young children who are hearing, Deaf, hard-of-
hearing, apraxic, or have other communication disorders, from age two and a
half to five years old.
Provide experiences that enrich and enhance each child’s language, cognitive,
social, emotional, physical and creative development.
Educate students who need special methods of communication in a safe, value-
oriented environment.
Within our daily schedule, each child will be exposed to:
Opportunities to create, explore, learn problem solving, and experience personal
interaction skills.
Educational concepts presented through developmentally appropriate play and
the Montessori curriculum in the preschool classrooms.
Through a balance of self- and teacher- directed activities, an opportunity to
develop a positive self-concept and social communication skills.
Through our carefully selected teaching staff, students will be provided with:
Supportive, nurturing, warm, and responsive care with attention to each child’s
needs
Positive role models of both Deaf and hearing degreed teachers and licensed
teaching assistants
Exposure and immersion in both sign language and spoken English
3 The means to communicate freely and directly with everyone in their school
environment
Licensing
The Early Childhood Program is a Total Communication language development program
serving children ages 2 ½ - 5 years, licensed by the State of Ohio, Department of
Education. For a copy of our most recent licensing review, please contact Diana
Saunders at Ohio Dept. of Ed., Office of Early Learning and School Readiness, at (614)
466-0224, or email her at Diana.saunders@ode.state.oh.us. A copy of Ohio
Department of Education’s Preschool Licensing Rules can be found online at
http://education.ohio.gov/Topics/Early-Learning/Preschool-Licensing. Click on Preschool
Rules in the right hand side menu. St. Rita School for the Deaf does not discriminate in
hiring or admissions on the basis of age, color, national origin, race, gender, or
disability. St. Rita School for the Deaf is a private Catholic School operated under the
Archdiocese of Cincinnati, and is a United Way funded agency.
Administration Contact Information
President: Telephone: (513) 771-7600 ext. 7279
Email: afrith@srsdeaf.org
Principal: Telephone: (513) 771-7600 ext. 7256
Video Phone: (513) 283-0144
Email: nmarsh@srsdeaf.org
School Counselor: Office/VP: (513) 283-0107
Email: bhodges@srsdeaf.org
Dean of Discipline: Office/VP: (513) 283-0138
Email: jflanders@srsdeaf.org
Director of Curriculum & Instruction: Telephone: (513) 771-7600 ext. 7247
Video Phone: (513) 283-0126
Email: mhavens@srsdeaf.org
Director of Finance & Operations: Office/VP: (513) 771-7600 ext. 7237
Email: kraupach@srsdeaf.org
4Admission & Registration Policy
St. Rita School for the Deaf does not discriminate on the basis of race, ethnicity,
national origin, religion, gender, disability, age, or ancestry in the admission of students
to all the rights, privileges, programs, and activities generally accorded or made
available to students at the school, or in its administration of its educational policies,
admission policies, scholarship programs, athletic and other school-administered
programs.
Enrollment Procedure
1. Parents and child (children) schedule a visit to the program and tour the
building.
2. Parents complete a prospective parent form with the administrator
giving the tour.
3. Parents bring their child in for an individual assessment with the teacher
and/or speech therapist so that they can make a recommendation for
admission to the admissions team.
4. Parents submit an application, with child’s birth certificate and
immunization records, and an audiogram if the child is Deaf, along with
copies of the child’s IEP or IFSP, speech evaluations, or other
developmental evaluations when applicable.
5. The Admissions Team meet to determine admission. Parents are notified
within 2 weeks of application whether or not their child is admitted.
6. If admitted, parents attend a Parent Orientation meeting, and complete
school registration forms. All forms required for enrollment must be
completed prior to the first day of school, including a current physical
examination form from the child’s doctor (current within the 12 months
preceding enrollment).
7. A written transition plan and start date for the child are developed.
8. Children may visit the preschool program daily for up to 2 weeks if their
enrollment is pending, but they must be officially enrolled in order to
continue attending preschool after that time period. “Visitor” status is
primarily used for children over age 3 with an IEP, and is intended to
give parents the time to contact their school district to request
placement at St. Rita if they are pursuing that option. It may also be
used to determine if a child’s educational needs can truly be met within
the preschool program.
Classroom Placement
Children are placed in the classroom that corresponds to their age at the beginning of
the current school year, regardless of when they enter our program. Children’s whose
birthdays correspond to the beginning of the school year are placed according to their
developmental needs, per their pre-admission evaluation.
5Classrooms are designed to accommodate children of a specific age range for the entire
school year, with a curriculum designed for that age range. Children do not move
classrooms mid-school year, regardless of when their birthday is.
Some children may be placed in a classroom for the next age up if their birthday is
before September 30 of the current school year, at the discretion of the principal.
Transitions Into & Between Programs
All incoming children are evaluated for admission prior to being officially accepted into
the program, which includes a review of medical and educational records as well as a
direct play-based evaluation with the child and one of our teaching staff.
Children begin the school year in the classroom that corresponds to their age, and
remain in that classroom for the entire school year. Children advance as a group with
their classmates to the next classroom at the beginning of the following school year.
o Allows them to develop social relationships with a consistent peer
group who travel with them from one class to the next
o Allows them to complete the entire school year’s curriculum in
each classroom
Meet the Teacher night is scheduled the week before school starts each August, for
students to see their classroom and teacher. All parents and students should attend.
Parent Orientation meetings are held each August prior to the first day of school, in
order to educate parents about program and classroom policies. These are parent-only
meetings, without the child. Parents with students entering mid-year receive a one-on-
one Orientation with a school administrator prior to their child’s start date.
Children entering mid-year are evaluated 1:1 prior to admission, and are invited to
come in and visit their classroom and meet their teacher prior to their first day.
Children are prepared each Spring to transition from one class to the next by
participating in the following transition activities:
Visiting the classroom that the children will be entering in the Fall, while no other
students are using it.
Visiting the classroom that the children will be entering while other children are
in it during their class time.
Inviting the new teacher from the next class to visit the current class and meet
the students
Discussing the new classroom and its activities and routines
For students transitioning into kindergarten, discussing kindergarten activities and
where they will be going to school. If they are remaining at St. Rita School for
kindergarten, students visit the kindergarten classrooms and meet the teachers, as well
as see the uniforms they will be wearing in kindergarten.
6Each child has a written transition plan outlining these procedures as well as the
timeline for completion. Parents have input into this transition plan each Spring in
Parent-Teacher Conferences.
Transitions during the school year are less than ideal but do need to occur occasionally
for various reasons. Should a child need to be moved to a different classroom during
the school year, the school will take steps to help the child transition smoothly. Before
the transition occurs, a discussion will occur with the parents and the child will have the
opportunity to visit the classroom, meet the teacher and new classmates, and the new
classroom will be discussed with the child so he/she is prepared.
Intent-to-Return Procedures
Parents notify the school each Spring if their child will be returning to St. Rita for the
following school year. Intent-to-Return notices are sent to parents in March of each
year for them to indicate their intention to return for the following school year.
Daily Operation, Attendance & Withdrawal
Program Hours & Structure
St. Rita School for the Deaf’s Early Childhood Program operates from 7:30 a.m. to 3:30
p.m. Mondays through Fridays, following the annual school calendar. The school
calendar is available on the schools website (www.srsdeaf.org), under the “Parents”
tab.
We have one classroom that begins at the age of 2 ½ and three classrooms that
include children 3 to 5 years of age.
Daily Structure
7:30 to 8:00 a.m. Child care (check in time; children complete morning
routines and free play)
8:00 a.m. to 3:00 p.m. Education program (teachers and teaching assistants
provide instruction, guided learning and activities,
including field trips); Nap after lunch
3:00 to 3:30 p.m. Child care (recreational focus; guided and independent
play with peers either outside or inside supervised and
led by staff)
7Reporting Absences
Parent should notify their child’s teacher or the front desk by 8:00 a.m. if their child will
be absent that day. Please call the main office at (513) 771-7600 to leave a message
with the receptionist for the child’s teacher.
Please be aware that school districts that contract children for preschool at St. Rita
School for the Deaf often ask for those students’ attendance records, and we are
required to release those records to them. Those districts will question an excessive
number of absences or tardies, which may then jeopardize that child’s continued
placement at St. Rita School.
Withdrawals or Change of Residence
If you change your place of residence, please send your new address and telephone
number to the school office or update this information in Final Forms, as well as to your
child’s home school district.
If parents want to withdraw their child from St. Rita prior to the end of the current
school year, they need to contact the principal to inform them of the child’s withdrawal
date.
At least 2 weeks’ notice should be given prior to withdrawal, to allow staff to prepare
the child and the class for the student’s transition out of the program. If parents want
the child’s records transferred to another school, they need to request this in writing
and provide contact information for the new school. Parents will be responsible for any
tuition and lunch fees accrued through their child’s withdrawal date.
The administration reserves the right to dismiss any student from the school’s
enrollment at any time.
Checking In & Out, Transportation, and
After School Policies
Transportation
Parents are required to provide transportation to and from the program. When a child
with an IEP becomes three years of age, the local school district may provide
transportation to and from St. Rita. Children who are transported by their district and
ride a bus or van to school will be escorted by a staff member to and from their
classrooms at arrival and dismissal. If there is an issue with transportation, we will try
to work with parents and school districts to resolve these issues, but, ultimately, the
issue falls between the parent and school district.
Parents MUST notify the school and bus company if their child will not ride the bus on
8any specific day. If you plan to pick up your child and do not wish to send your child
home on the bus, you must notify the school (513-771-7600) and bus company by
noon. Parents must also notify the school if there is a change in school district and/or
transportation by calling the school (513-771-7600).
Checking In
Check in is from 7:30 to 8:00 a.m. Please bring your child directly to their classroom.
Since the mornings can be hectic for all of us, please be sure a staff member in your
child’s classroom sees your child and is aware of his or her arrival before leaving.
If arriving late (after 8:00 a.m.), you will need to sign in at the front office and pick up
a visitor’s badge. Children arriving late to school will be marked as tardy. If arriving
late, please check in at the front office and then escort your child directly to their
classroom.
It is less disruptive to the learning experience if children are dropped off between 7:30
and 8:00 a.m. and remain until the end of the school day at 3:00 p.m. We understand
that medical appointments may necessitate a late arrival or early departure at times.
However, we ask that you please schedule these after typical school day hours
whenever possible since entering or leaving the classrooms at other times throughout
the day distracts other children from their learning activities.
Checking Out
All preschool students may be picked up in their classrooms at 3:00 p.m. (enter through
the front doors of the building).
If picking up after 3:00 p.m., you will still enter through the front doors of the building
and pick up your child in his or her classroom. If the weather is nice, children may be
outside on the playground after school, and can be picked up there. Parents should
enter the playground area and make sure a staff person sees that they are taking their
child if they are picking up on the playground.
Late Departure
Please pick up your child before the program closes at 3:30 p.m. daily. We ask that
you please be respectful of this time since our staff has families of their own and other
responsibilities to attend to after work. All students who are not picked up by 3:30
p.m. will be charged $5 for every 5-minute increment you are late.
If you will be late picking up your child due to the weather or traffic, it is essential that
you call to indicate the time you expect to arrive. If parents are late without a phone
call, school staff will make every effort to contact you, as well as the other contact on
the emergency contact form. If parents are extremely late without a phone call and we
9have not been able to reach anyone on the emergency contact form, we will contact
local law enforcement to assist us in delivering the child to a responsible adult who can
care for him or her.
Weather Emergencies
Should school be closed or delayed due to inclement and hazardous weather conditions,
parents and students will be notified through an automated alert system (via telephone
message, text message and/or email) and television announcements. If St. Rita School
for the Deaf is closed, this means the preschool program is also closed.
If St. Rita is open, but your child’s home school district is closed and therefore
transportation is not provided by your district, you may either transport your child to St.
Rita on your own or keep your child home from school. If you keep your child home,
this absence will count as excused. Please call the front office to let us know this.
If St. Rita is open, but your child’s home school district and transportation is delayed,
you may transport your child at the normal time or send him/her on the delayed
bus/van. This tardy will count as excused.
Parents are welcome to drive their child to and from school on those days if we are
open when their home school district is closed.
Occasionally, due to inclement weather, one or more school districts may decide to
dismiss students before the end of the regular school day. When a school district
decides on an early dismissal, the district automatically sends its buses to pick up St.
Rita students from their district. Students living in districts that have an emergency
early release and send transportation to pick them up will be sent home early from
school and marked as excused.
If St. Rita would decide to dismiss students early due to inclement weather, parents will
be contacted through an automated alert system (via telephone message, text message
and/or email), and this information will also be broadcast on the television.
Transportation from the various school districts we contract with will also be contacted
to come to the school to pick students up early at the scheduled dismissal time.
If severe weather happens during the school day, emergency procedures will be in
place at school to keep our students and staff safe. During tornado emergencies, all
students and staff will be in the basement or sub-basement of our building. In the case
of a fire alarm, all students and staff will be outside.
Education
Curriculum
10The preschool program uses the Creative Curriculum. All curriculum is aligned with Ohio’s
Early Learning & Development Standards, which can be found online at
http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards. Each
classroom has one designated lead teacher who creates lesson plans and, along with the
classroom aides, implements those lesson plans in the classroom setting.
Behavior Management/Discipline
As children grow, they go through developmental stages as they develop social skills,
emotional responses and an ability to control their actions. While it is anticipated that
most children will develop these skills within certain age ranges, some children need
more time and instruction to acquire these skills. It is not unusual for some young
children to have tantrums, scratch, bite or hit others occasionally until they learn and
develop better, and more appropriate, responses. Staff members intervene quickly to
help children who have not yet developed more appropriate ways to interact. For
children who need extra guidance and support, they model and offer appropriate
choices. At times, a child may need a brief time away from other children to regain
control of their actions. Eventually, children develop appropriate emotional responses,
interactions with peers, and the ability to follow expectations.
If you have any concerns about your child’s behavior, please discuss these concerns
with your child’s teacher so we can work to address them together. Please be patient
as the staff works with other children who may be going through a difficult time in their
development.
The following techniques are used by staff to minimize student behavior problems:
Establishing and providing a warm, accepting and supportive atmosphere
Expectations are clearly established using appropriate language, practiced and
reviewed
Encouragement to recognize, identify, and express one’s feelings, as well as
helping them to understand the feelings of others
Providing a clear explanation of why the rule or limit is set
Giving full attention to the child during interactions; moving to the child’s level
and making eye contact before speaking/signing so that instructions are clearly
understood
Telling the child what to do instead of what not to do
Offering realistic choices
Modeling social skills and language needed for successful interactions with peers
Providing natural or logical consequences (e.g. if the child throws a toy on the
floor, he or she has to pick it up)
Modeling how to problem solve a situation using clear, appropriate language and
actions
Giving attention and positive feedback as often as possible for appropriate
behavior rather than constantly telling a child “No”
11 Modeling decision making, appropriate self-control and respect as adults
Redirection of the child’s attention to a new activity or task
Ignoring inappropriate behavior (not the child) when there is no danger to the
child or others
Sensory diet stations are utilized when children are over-stimulated
Temporarily separating the child as a last resort when the child’s behavior is
harmful to another or the child needs to calm down before rejoining the group;
separation occurs with a staff member present and only for the number of
minutes that equal a child’s age in year (a four year old may sit for four minutes)
or until the danger to self and others has passed.
In case of physical fighting or when a child’s behavior may result in injury to themselves
or others, the teacher may pick up the child or children involved and physically separate
them or move them to a safe location. They may also hold them in a hug until they stop
trying to hit, kick, bite, or pinch the teacher or another child. An incident report will be
sent home to parents when this type of situation occurs.
In situations where the child is habitually hurting self and others, or whose behavior
elicits concern from the staff/parents, then a conference will be called with the parents
to establish a plan of action. If that plan of action includes hiring an expert, such as a
Child Psychologist, to assist with the child’s issues, the school cannot assume this
expense. However, the school can assist in referring families to specific agencies that
provide behavior management and counseling, and that have personnel who know sign
language. The school may consult with an early childhood mental health expert or the
school counselor at any time regarding a child’s behaviors in the classroom.
In accordance with Preschool Licensing rules, under the Ohio Department of Education,
the discipline policy in the Early Childhood Program at St. Rita includes the following
guarantees:
There is no cruel, harsh, or corporal punishment, or any unusual punishments
such as, but not limited to, punching, pinching, shaking, spanking or biting.
No discipline is ever delegated by a child to any other child, even an older
sibling.
No physical restraints shall be used to confine a child by any means other than
holding a child for a short period of time, such as in a protective hug, to prevent
injury to self or others, and only until the child regains self-control.
No child shall be placed in a locked room or confined in an enclosed area such as
a closet, a box, or a similar cubicle.
No child shall be subjected to profane language, threats, or derogatory remarks
about himself or his family or other verbal abuse.
Discipline shall not be imposed on a child for failure to eat, failure to sleep, or for
toileting accidents.
Techniques of discipline shall not humiliate, shame or frighten a child.
12 Discipline shall not include withholding food, rest or toilet use.
Separation (i.e. “Timeout”), when used as discipline, shall be brief in duration
and appropriate to the child’s age and developmental ability. The child shall be
within sight and hearing of a preschool staff member in a safe, lighted and well-
ventilated space.
The center shall not abuse or neglect children and shall protect children from
abuse and neglect while in attendance in the preschool program.
The parent of a child enrolled in a center shall receive the center’s written
discipline policy.
All preschool staff members receive a copy of the center’s discipline policy for
review upon employment.
As a program that serves students with special needs, St. Rita School for the Deaf tries
to keep students enrolled in our preschool program even if the child needs more time
and attention to develop more acceptable and appropriate behaviors. However, if there
is evidence that the preschool program is not helping the child to develop these skills
adequately, is not the most appropriate placement for the child and/or the child is a
consistent disruption to the education of other children, the school reserves the right to
require the parent to withdraw his or her child.
Assessments
All children in the preschool program are assessed by their teachers at least 2 times
throughout the school year to make sure that their development is appropriate for their
age. All children are assessed using the following:
Ages & Stages Questionnaire (ASQ) and the Ages & Stages Questionnaire –
Social Emotional (ASQ-SE) for all children 2 ½ -5 - completed by parents and
scored by the teachers 2 times per year.
Twice per year, preschool children ages 3-5 are given the Early Learning
Assessment as directed by the Ohio Department of Education
The Ohio Department of Education’s Childhood Outcome Summary Form (COS) is
completed by teachers once per year for preschool-age children with an IEP who
are placed by their district
Ongoing assessments using the H.E.L.P. strands are completed with all children,
ages 2 ½ -3, at least two times per year
Teachers also collect data throughout the year and summarize this data with a
score on the child’s quarterly progress report
For students on an IEP or ISP, teachers and/or therapists collect data throughout
each quarter and summarize the data in the quarterly IEP/ISP Progress Report.
All assessments results are shared with parents during parent-teacher conferences
and/or through quarterly report cards/progress reports.
After screening assessments have been completed, a copy of the results are sent home
and results are shared with parents through a conference with the classroom teacher.
13If a child does not meet the criteria, the teacher and principal will determine if a referral
needs to be made. If it is determined that a referral is appropriate, the teacher or
principal will meet with parents to provide them with the appropriate contact
information and share with them the process for having their child formally evaluated.
When appropriate, the school will assist parents with initiating the process of a formal
evaluation.
Reporting of Student Progress
Progress reports for IEP goals are issued 4 times per year for those children with an
IEP. Progress reports on the general curriculum are issued 4 times per year for all
children.
Parents with specific developmental concerns, even if they are not measured by our
assessments, are encouraged to share them with their child’s teachers immediately. If
a parent wishes to discuss anything with a staff member, they should set that up ahead
of time, if possible. That way, time can be properly set aside and the staff member can
be totally attentive to the parent. Meeting with staff during their work hours is
generally not feasible, as the staff’s first priority is to take care of the children.
Appointments can be made before or after school, during nap times, or when a
substitute person can replace the staff member.
Parent/Teacher conferences and email are excellent ways to learn what is happening in
a child’s class, to discuss issues that affect a child or the child’s family, or to receive
information on relevant issues pertaining to a child’s education and growth. We
encourage parents to work closely with the staff to ensure that each child is receiving
optimal enrichment from the program.
Parent Conferences for all classrooms are scheduled twice a year by the staff.
Additional meetings are held at the request of the parent. In addition, the Principal is
always willing to discuss with parents any concerns or problems they may have
regarding their child or the program itself.
Evaluation Team Report (ETR) and Individualized Education Plan (IEP)
Every three years, all students with a disability or suspected disability in preschool -
12th grade are required to receive an evaluation team report (ETR). This evaluation
needs to be handled by the student's local school district, but St. Rita teachers and
therapists do contribute to this evaluation for currently-enrolled students at the request
of the school district.
Each student (with a disability) in preschool - 12th grade must be registered with their
local public school district and have a current Individualized Education Plan (IEP). For
newly enrolled students placed by their school district or on the Autism Scholarship, St.
Rita staff will implement the current IEP from the school district. Once that IEP is ready
for the annual review, then St. Rita staff will work together with school district staff to
14update the IEP.
If the student is parentally placed but has a valid ETR and IEP from their district of
residence, St. Rita staff will work with the family and Princeton City Schools to develop
a Service Plan (ISP) of the services that will be provided at St. Rita.
Parents or guardians are expected to attend the annual review of the IEP or ISP, either
in person or by phone, and all students age 13 and up are expected to attend their IEP
(unless parents or the student waive their attendance) for all or part of the meeting,
with an interpreter provided by St. Rita School for the Deaf.
IEP, ISP, and ETR meetings are set up through St. Rita School for the Deaf in
coordination with the school district, and parents are contacted via email and phone to
discuss and confirm attendance. Written invitations to the ISP, IEP and ETR meetings
are also sent via email or hardcopy.
Special Education: Related Services
SPEECH & LANGUAGE
Children who are Deaf, hard-of-hearing, apraxic or have another communication
disorder may receive speech & language therapy and/or audiology services during the
school day from St. Rita School for the Deaf. Our speech therapists provide therapy to
meet a child’s educational needs, but should not be used as a substitute for outpatient
speech therapy at a clinic or hospital to meet the full range of a child’s developmental
and medical needs. Speech therapy may be provided individually or in small groups, in
or out of the preschool classroom. Preschoolers who are contracted by their public
school district to St. Rita School for the Deaf will receive therapy in accordance with
their IEP.
The following paragraphs outline the procedure for obtaining speech therapy for
children who are NOT contracted to St. Rita School for the Deaf by their public school
district.
For hearing children under the age of 3, our speech therapists can provide a
brief screening for a child to help a parent decide if he or she needs a full speech
therapy evaluation, but they cannot provide the full evaluation themselves.
Families are expected to use their county early intervention services for speech
therapy. These services are free of charge. For information on each county’s
early intervention program in Ohio, please call 1-800-755-GROW. In Kentucky,
call 1-800-442-0087. In Indiana, call 1-800-441-STEP.
Parents of children under age 3 who have had a speech therapy evaluation
completed, either through a private SLP in the community or Children’s Hospital,
or through their county early intervention program, should provide a copy of that
evaluation to the Principal to request speech therapy at St. Rita School.
15 Deaf children under the age of 3 generally receive speech therapy and aural
rehab each once per week. Parents need to provide a speech evaluation and/or
aural rehab evaluation from a private therapist, and give permission to the St.
Rita therapists to contact the private therapists in order to develop a treatment
plan for the school setting.
For hearing children age 3 and up, families who suspect a speech delay for their
child may request that their child be screened by our speech therapists and/or
the classroom teacher. This is not a substitute for a full speech evaluation, but
can give families an idea if they should pursue a more in-depth evaluation
outside of St. Rita School for their child.
If there are speech concerns after age 3, or a diagnosis of hearing loss of
apraxia has already been made, families should contact their local public school
district for a multi-factored evaluation (called an ETR in Ohio). This evaluation,
which includes a speech evaluation, is free of charge and will determine if the
child is eligible for an Individualized Education Program (IEP). If a child is
eligible for an IEP based on a speech delay or hearing loss, the IEP should
include speech therapy from the public school district as a service for the child.
St. Rita School therapists CANNOT provide speech therapy to any child over age
3 who has not qualified for an IEP.
If a preschool child has an IEP with their public school district, and their district does
not contract preschool services to St. Rita School for the Deaf for that child, then the
family may choose to keep their child at St. Rita School for the Deaf as a parental
placement. The public school would not be responsible for tuition at St. Rita School in
this situation. In this case, the family will need to meet with the Principal and
appropriate St. Rita staff to change the IEP to a Service Plan (ISP) and set up speech
therapy services with St. Rita School’s therapists. If this is case, the public school
district would not be providing any services to the child, and would not be responsible
for any tuition, fees, or transportation to St. Rita School.
AUDIOLOGICAL SERVICES
In order for your child to receive audiology services at St. Rita, parents will need to
provide a copy of their child’s most recent audiogram to our audiologist, as well as a
copy of the IEP proposed by the public school district of residence. This will be kept on
file, but parents should provide updated copies each time their child has a new
audiogram.
Our audiologist will test each child’s hearing once per year if there is a known hearing
loss, but this is not a substitute for outpatient audiology services at a clinic or hospital.
Our audiologist cannot fit a child for hearing aids, order personal hearing aids, evaluate
a child for a cochlear implant, or map a child’s cochlear implant.
Our audiologist can provide individual aural rehabilitation during a child’s school day,
and she can check children’s hearing aids and cochlear implants daily to ensure that
16they are working properly. She can sometimes make minor repairs to hearing aids,
clean them of ear wax, and replace hearing aid batteries. She can also make ear molds
for a small fee.
Our audiologist also sets up the Hearing Assistance Technology/HAT (formerly knowns
as FM systems) for individual students in their classrooms and consults with teachers
regarding auditory training activities in the classroom. Please note that auditory
training (aural rehab) and HAT are only provided for students who wear hearing aids or
a cochlear implant. Deaf students who are unaided will not receive these audiology
services.
If a child does not bring their hearing aids or cochlear implant to school on a day that
they are scheduled for aural rehab, they will not receive audiology services on that day.
Parents should remember to send their child to school with their hearing aids or
cochlear implant processor every day. If a child’s hearing aids are not working, we can
still use their ear molds to connect to their individual FM system aids, so parents can
still send the ear molds into school with them. If a child’s hearing aid batteries are dead
and there are no extra batteries at home, parents should still send the aids to school
anyway, as we have extra hearing aid batteries at school.
OTHER THERAPIES
St. Rita School for the Deaf does not provide physical or occupational therapy, except
for children on Peterson or Autism Scholarship, as these services are paid for out of this
scholarship. With parent permission, therapists from outpatient clinics, public schools,
or early intervention programs are welcome to visit a child in the preschool program
and provide therapy services at school during the days that child is attending.
However, this must be set up in advance by the parents, and St. Rita School for the
Deaf does not pay for or endorse these services.
There is a signing occupational therapist from Cincinnati Occupational Therapy Institute
who sees students from Preschool through 12th grade at St. Rita School for the Deaf,
but she is contracted through each child’s public school district, and is not an employee
of St. Rita School for the Deaf. She cannot see students at St. Rita School without a
contract with their school district as part of the child’s IEP, or for children attending St.
Rita School with an IEP and utilizing the Autism or Jon Peterson Scholarship.
Child Care
Meals & Snacks
Good nutrition and a balanced diet are important for child development, learning and
growth. We will provide visible support for good nutrition in classrooms and common areas
through the use of posters, pictures and displayed books. We also want to support parent’s
efforts to provide a healthy diet. Support may include: nutrition education opportunities
17offered to parents at least twice a year, sending home nutrition information such as flyers,
handouts, and pamphlets, posting nutrition tips on our website, providing nutrition analysis
of the food menu. Each child’s diet is very important to us, and we serve healthy meals and
snacks daily. We provide a mid-morning snack, a balanced lunch, and a mid-afternoon
snack to every child in attendance.
At school, children are served nutritious foods that are generally low fat and low sugar in
content. We are required by law (federal food program) to serve all children a balanced
lunch including protein, fruit or vegetables, bread, and dairy. All foods served meet or
exceed state and federal guidelines for child nutrition and follow the recommendations of the
Healthy Children Healthy Weights program. * See supporting document. Please let the
school know if your child has special dietary needs, food allergies or provide supplements as
recommended by your child’s doctor. Children are encouraged to eat and try a variety of
foods. A school lunch menu will be sent home in advance by the Director of Food Services.
Parents will receive a monthly lunch bill for each day their child has eaten a school lunch.
There is no charge for school provided snacks.
You are also welcome to send in a packed lunch or snacks with your child instead. If
packing, please be sure your child’s lunch is healthy and balanced. Please follow the
guidelines for packing:
Please do not send in “junk” food, candy, or soft drinks. If an unhealthy item is sent
in for snack or lunch (ex. Candy, soft drinks, etc.), the unhealthy food will be sent
home with your child and we will serve a healthy snack or lunch to the child instead.
Please do not send in any snack or food that contains peanuts or tree nuts due to
allergies in our classrooms.
If parents pack their child’s lunch, please label the bottles, bags or lunchbox, and any
reusable food containers, with their child’s name. Spoons, cups, and plates are
provided for all children, including sippy cups for toddlers.
Parents should let the teachers know if the lunch needs to be refrigerated or
microwaved before it is served, although we prefer that parents avoid microwaved
meals if at all possible due to the length of time it takes to heat up multiple meals.
SPECIAL DIETS/FOOD ALLERGIES
Parents must meet with the teachers to explain the diet or the allergies before the child
actually begins the school year. All food allergies must be documented in writing by the
child’s physician, and a Food Allergy Action Plan must be completed by the physician and
submitted to the school nurse.
o Children on a special diet must have a written note signed by the
doctor verifying this diet in order for us to serve substitute foods. This
includes food sensitivities that are not classified as allergies.
o Children who are on a special diet due to religious or cultural
preferences must have a statement signed by the parent that explains
the restrictions of the diet. This includes vegetarian/vegan diets.
18 In most cases of simple food allergies, normal food substitutions for those
allergies can be easily handled.
Allergies or special diets that are more complex will have to be handled by the
parent, such as gluten-free or casein-free diets, kosher diets, or vegan diets.
We cannot be responsible for ensuring that every food item served by our
cafeteria is free of gluten, casein, or animal products, as food labels are not
always clear on the ingredients, so parents are strongly encouraged to send in
their child’s lunch and snacks if the child has a special diet.
We can only withhold an item on our menu, such as milk, if we have written
documentation of a food allergy signed by a physician. We will serve soy or
almond milk instead of Vitamin D milk if the parent provides it. Parents should
label the alternative milk container with their child’s name and give it to the
child’s teacher to refrigerate.
As part of our Health and Wellness policy, “fast food” is not permitted at lunch and snack time.
While there are certain times, such as field trips and class parties, that the preschool classes
will order pizza or fast food meals, this is the exception rather than the norm, and parents are
notified in writing ahead of time.
Birthdays & Special Occasions
Birthdays and holidays are special occasions we want to celebrate. Please keep in mind
celebrations that involve food will be limited to one party per classroom per month. Each party
will include no more than one food or beverage that does not meet the Healthy Children
Healthy Weights nutrition guidelines. Please let your child’s teacher know in advance of your
plans. Since children can become extra excited for celebrations, we ask that arrangements be
simple. Parents may send in a healthy snack or a non-food treat for the birthday or
celebration.
Snacks or treats should be store-bought (not homemade) and sealed in their original
packaging, with nutrition labels clearly visible.
Please send in enough snacks or treats for the entire class.
Please check labels to be sure the items do not contain peanuts or tree nuts.
Parents should ask the child’s teacher about any food allergies or special diets in their
child’s class, and try to make accommodations.
Please do not send in balloons for any celebrations, as they can be choking hazards when
popped, and some children may be allergic to latex.
Nap/Rest Time
Since children in our program are active throughout the day, they are ready for a nap or quiet
time on cots after lunch. Each child is given a cot and bedroll, provided by the school, and
encouraged to rest. Parents may also send their own bedroll in from home if they prefer.
While most children do fall asleep during this time, the few who do not rest quietly. Parents
19should also send in a small blanket and any comfort item that helps a child sleep. Please label
these items with your child’s name. Bedrolls and blankets are sent home every 2 weeks, or
more often if they become soiled, to be washed and returned to the program.
Nap/rest time is required for preschool programs, and children are supervised by school staff
during nap time. Our classes have a 90 minute nap/rest time incorporated into their daily
schedule; however, this time is flexible for non-nappers and early risers.
Diapers & Toilet Training
Parents supply their child’s disposable diapers, cloth diapers, pull-ups and wipes. We will mark
them for identification. If a child uses cloth diapers, parents will need to bring in a water-
proof cover for the cloth diapers that prevents leakage through the child’s clothing and onto
the floor or shared classroom areas. If a child uses cloth diapers, parents must provide a
separate diaper pail to use to store soiled diapers each day, and must take soiled diapers
home daily. All cloth diapers must be picked up each day and laundered at home. Wet and
soiled cloth diapers cannot be stored in the program for longer than 24 hours, per state
licensing regulations. Any soiled cloth diapers left in the program overnight will be thrown
away. When a child is close to running out of diapers or wipes, a request for more will be
written on the child’s daily sheet or sent home in their backpack. We do not require children
to be toilet-trained prior to preschool or kindergarten entry.
TOILET TRAINING
This is a cooperative effort, which involves the child, the teacher and the parent. There is no
specific age in which a child leaves diapers and wears “big kid” underwear. Two years of age
is the average time a child begins to be ready. However, some children are younger than two
when they want to use the toilet, and some show no interest until three years of age or more.
Some children with motor planning difficulties, such as apraxia, may take longer to become
toilet trained.
It is important to be as consistent with the child during the toilet training period as possible.
That is why cooperation between school and home is important. Parents should let us know
when they have started this process with their child, and we will try to follow those methods
here at school. However, we will not use candy as a reward during toilet training.
While we can encourage a child to sit on or use the toilet, we will not force them to do so. We
will also not punish a child for having an “accident” in their underwear.
If a child is not yet toilet trained, but a parent is sending that child to school in regular
underwear, there must be a plastic or waterproof barrier over their underwear to protect the
school environment from becoming soiled by body fluids. If there is not such a cover, we will
place that child in a diaper or pullup instead. Again, this is our licensing rule, and cannot be
changed.
20There should be a balance between classroom learning time and toilet training. Sitting a child
on the toilet every 30 minutes is not a realistic method of toilet training during the school day,
and doing so removes the child from the learning environment to such an extent that they are
no longer benefitting from our program. This method is best used at home during a break
from school.
Supplies
Please remember that everything brought to school should be marked with your child’s
name.
BACKPACKS
Children should bring a backpack to school daily. Please check your child’s backpack daily
for information from your child’s teacher and remove any papers.
SCHOOL SUPPLIES
A detailed list of school supplies will be provided to parents before the start of each school
year. Parents will be notified if replacement supplies are needed.
CLOTHING
Please dress your child in washable, comfortable clothing that can get dirty, due of the
wide range of activities planned by our staff throughout the day. Children should wear
sturdy shoes that allow the child to walk or run without falling. Flip-flops, some sandals,
and platform or high-heeled shoes and boots can be difficult for young children to walk and
run in, so we ask that you please leave them at home. Please bring a jacket or coat
appropriate to the outside temperature, cap/hat, mittens/gloves, scarf, and rain boots if
you want your child to wear them outside.
EXTRA CLOTHING
Learning can be messy and sometimes young children may have accidents. Please bring
and leave an extra change of season-appropriate clothing, including underwear and socks,
in your child’s cubby. Please mark these items with your child’s name. If wet or dry
clothing is sent home, parents should be sure to send in an extra set the following day. If
a child is wearing his or her extra set of school clothing, or clothing provided by the school,
when they are picked up that day, parents should wash the clothing and return it to the
teacher so that we can use it again.
TOYS & CANDY
If your child’s class is having “Show and Tell”, your child is allowed to bring in a toy for
this, as long as you have spoken to the teacher about it in advance and he or she has
approved it. A stuffed animal or doll can be brought in for nap time as long as it remains
in your child’s backpack until nap time.
21We ask that you please do not allow your child to bring in toys at other times because it is
a distraction from the learning experience for your child, as well as other children.
Please do not send candy or gum to school with your child.
Outdoor Play
Children will play outside as often as weather permits, including cold or windy days. As
the seasons change, appropriate clothing for the weather will be needed. Parents
should label their child’s coat, hat, and gloves, with their name or initials.
A note will be left on the door of the classroom if they are outside. The note will direct
parents to the approximate location of the class, as there are 3 outside playgrounds, an indoor
gym, walking trails, greenspace, and the soccer fields to play on. In addition, the classes
sometimes take walks around the school grounds or to the learning gardens. The front office
will also be notified when a class has left their room and where they are going.
If a parent wants their child to wear sunscreen when going outside, they need to send in a
bottle of sunscreen labeled with the child’s name. They will also need to complete and sign a
medication permission form and have it on file. By law the school cannot provide sunscreen
for a child or share sunscreen between two children, even if the two children are related.
Toddlers and pre-school age children will engage in at least 60 minutes of physical
activity per day, including indoor and outdoor time.
St. Rita School for the Deaf will provide active time for school age children to help them
meet the national recommendation of 60 minutes of physical activity per day.
Except for scheduled rest times, naptimes, or meal times, children will rarely be seated
for periods lasting longer than 30 minutes.
Physical activity will positively be promoted at school through actual space and
equipment provided to the children. Staff will encourage children to be active and often
join children in active play.
Active play will not be withheld from children as a punishment.
St. Rita School for the Deaf will support parent’s effort to provide physical activity
opportunities for their children. Support may include; physical activity education
opportunities offered to parents, sending home physical activity information such as
flyers, handouts and pamphlets, email physical activity ideas, games and tips.
We do not go outside when there is heavy rain, hail, or lightning present, or during a tornado
watch or warning, regardless of the temperature. Classes may spend less time outside than
listed below if there is excessive humidity, a high heat index, or a low wind chill.
22All children go outside as much as possible. Suitable weather is at a minimum twenty‐
five to ninety degrees Fahrenheit. On days when we are unable to go outside due to
weather conditions, indoor gross motor play is provided.
Health and Safety
Health and Medical Care
All children in preschool are required to have a physical exam, with a form signed by
their doctor, prior to enrollment. In addition, they are required to have a new physical
exam every 13 months thereafter. The physical exam should include health screenings
for the following areas: vision, dental health, height, weight, hearing and blood lead
and hemoglobin levels (vision, hearing, dental, blood lead and hemoglobin levels
typically only screened for children ages 3 and up). A copy of the physical exam form
must be signed by the physician and submitted to the school nurse each year. The
annual physical exam CANNOT be waived.
A copy of current immunizations should be given to the school nurse each
time they are updated. For families with religious objections to
immunizations, a waiver form must be signed by the parents and submitted
to the school nurse. (See immunization policy below).
The school nurse meets with families prior to the start of the school year (during the
annual Meet the Teacher event) to review the importance of physical exams, health
screenings and immunizations, as well as to discuss specific medical needs of
students. Resources are sent home annually by the program via paper and/or email
about the importance of health screenings and immunizations, as well as resources in
the community where families can go to obtain health screenings and immunizations
for their children. Additional resources are sent home throughout the year as they are
brought to the attention of the program.
If health screenings are not completed prior to the beginning of the school year,
families will be contacted by either the school nurse or another staff member to
discuss the importance of health screenings and to offer resources available within the
families local community where screenings can be completed.
Annual hearing and vision screenings are completed annually for all children in the
preschool program (ages 3 and up) by qualified staff members. Parents are informed
prior to screenings being completed. If a child does not pass the hearing or vision
screening, parents are informed in a timely manner and the child is referred for
additional testing. Results of the screenings are kept on file by the program.
Any child with a chronic medical condition will be required to have a written health
plan on file. Health plans are developed between the family, the teacher, the
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