HANDBOOK
2014-2015
720 N. 14th Street, Bismarck, ND 58501
Phone: 323-4400
Fax: 323-4405
www.becep.bismarckschools.org
becep_secretary@bismarckschools.org
BPS Mission, Vision, and Values ...........................3
BECEP Programs ...................................................4-5
Parent Involvement.................................................6
Family Services ......................................................7
Opportunities for Parents .......................................8
What is Policy Council and Parent Committee? .....9
Father Involvement .................................................10
Open Gym, Super Sundays & Dig It.......................10
BECEP School Readiness Goals ...........................11
BECEP Attendance Policy .....................................12
Busing at BECEP………………………………….....13
Safety at BECEP……………………………………..13-14
BECEP School Family Rules………………………..14
Pedestrian Safety ...................................................15
Health .....................................................................16
Wellness Policy ......................................................17
Medication Policy ...................................................17
Healthy School Snacks………………………………18
Healthy Celebrations………………………………...19
BECEP Parent Responsibilities…………………….20
BECEP Guidance Principles .................................21
General BECEP Guidelines ...................................22-24
Presence of Sexual Offenders Near
Schools Policy ...................................................25-26
Discriminatory Harassment Policy .........................26
Sexual Harassment Policy .....................................27
Equal Employment and Educational
Opportunities .....................................................27
Nondiscrimination Grievance Procedure................27
BECEP as a 3 Year Old .........................................28-29
BECEP as a 4 Year Old .........................................30-31
BECEP Staff Directory………………………………32-33
School Board Directory 2014-2015 ........................34
Children Learn What They Live ..............................35
Parent’s Bill of Rights .............................................36
Kid’s Bill of Rights ...................................................37
Medication Administration Authorization ................38
BECEP Calendar……………………………….………..39
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Bismarck Public Schools Mission:
All students will have the academic, social, and personal skills to be career, college, and community ready.
Bismarck Public Schools Vision
Together, we inspire a passion for learning, discovery, and excellence.
BECEP Mission:
BECEP partners with families and community to promote the overall development of children to reach their full learning potential.
BECEP Vision:
We encourage our school family to become lifelong learners by providing opportunities in parent and child education within a safe, healthy,
enriching environment that promotes a positive self-concept. Meeting the developmental needs of our children is accomplished through various
pathways to ensure individual success. We advocate for our parents and children at school, home, and in the community.
The Bismarck Early Childhood Education Program (BECEP) is a Bismarck Public Schools Program consisting of: Head
Start, Early Childhood Special Education, Early Intervention, and Right Track. BECEP was established to meet the needs of
preschool children and their families.
BECEP follows a developmental sequence in teaching children skills in all developmental areas of thinking skills, motor,
language, self-help, and social/emotional development. A child/family plan is written for each child or family based on
identified strengths and needs, and updated throughout the year as needed.
Children learn skills best they are embedded in their daily routines and activities by caregivers who are familiar to them and
with whom they feel safe. All staff at BECEP are committed to this philosophy and strive to partner with parents and other
caregivers in teaching children the skills they need to know.
Our curriculum is “curiosity-oriented”, giving the child an opportunity through discovery…by doing, to develop an
understanding and the concepts needed to become competent throughout school and in life.
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There are currently four programs that make up BECEP
We share:
o Staff
o Building Space
o Busing
o Equipment
o Training for Staff and Parents
Right
Track
Early
Intervention
Early
Childhood
Special
Education
Head
Start
 HEAD START
Number of Children Served:
Ages Served:
Service Delivery Area:
Program Eligibility:
223
Three to five years of age (Unless the child is age-eligible for Kindergarten)
Burleigh, Emmons, Kidder, Logan, and McIntosh Counties
Eligibility is determined by using income guidelines that are established by the federal government.
Ninety percent of the Head Start families enrolled are below the federal poverty level, are homeless or
in foster care and/or receive public assistance, (TANF, SSI). Families who are within the 130%
guidelines may be served after all the families who meet the 100% poverty guidelines have been
served. A minimum of 10% of the children served have developmental delays and qualify for Early
Childhood Special Education services.
Services:
Classes are scheduled Monday through Thursday from 8:15 a.m. to 11:45 a.m.; or
11:45 a.m. to 3:15 p.m., September through May. Breakfast or lunch is provided. Families
receive a minimum of three home visits per year.
 EARLY CHILDHOOD SPECIAL EDUCATION (ECSE)
Number of Children Served:
Ages Served:
Service Delivery Area:
Program Eligibility:
180
Three to six years of age
Bismarck Public School District
Child qualifies for the IEP (Individual Education Program) process under one of 13 disability
areas listed under IDEA (Individuals with Disabilities Education Act).
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 EARLY CHILDHOOD SPECIAL EDUCATION (ECSE) Cont.
Services:
Children may receive Special Education resource services, physical therapy, speech therapy,
occupational therapy, vision or hearing services based on needs identified by the child’s educational
team. Children may be enrolled in classes scheduled Monday through Thursday from 8:15 a.m. to
11:15 or 11:45 a.m. or from 11:45 a.m. to 3:15 p.m.
BECEP also has a community Friends Preschool Program for children ages 3 ½ to 5, who demonstrate age appropriate developmental skills.
Community Friends are integrated into the Early Childhood Special Education and Head Start Classes.
 EARLY INTERVENTION
Number of Children Served:
Ages Served:
Service Delivery Area:
Program Eligibility:
250
Birth to three years of age
Families are served in Burleigh, Morton, McLean, Sheridan, Grant, Oliver,
Mercer, Emmons, and Kidder counties on a home base program.
A child must meet one of the following criteria:
1. Developmental delay - scoring at least 25% below child’s age in two or more developmental
areas on testing.
2. High Risk - child has a diagnosis of a condition which has the expectancy of developmental
delay.
3. “Informed clinical opinion” - recommendation of program involvement by the child’s doctor.
Services:
Home Visits: The child’s team determines the frequency of home visits and the service providers
needed. Visits are also provided in community child care programs or other community settings,
based on team recommendations. Services are provided year round.
 RIGHT TRACK
Number of Children Served:
Ages Served:
Service Delivery Area:
Program Eligibility:
Services:
Over 1400 families
Birth to three years of age
Burleigh, Morton, McLean, Sheridan, Grant, Oliver, Mercer, Emmons, and Kidder
counties.
Any family with a child between the ages of birth and three years of age qualifies for Right Track.
Services are provided year round, and include developmental screenings,
enrichment activities, parenting information, and referrals to needed services. A total of
six home visits can be provided to a family per year.
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PARENT INVOLVEMENT
Parents are the first teachers and primary educators of their children. We know children learn better when parents are involved in all
phases of their child’s education. Below are just some of the things you can do to be involved.
attend classes for parents and participate in parent/child family experiences (see monthly Parent Newsletter)
serve on the Parent Policy Council
serve on committees or help with fundraising activities
make your home available for visits from staff
bring your child to school and make sure he or she attends regularly and is on time
attend meetings concerning your child
complete projects/tasks at home for the teacher and classroom
volunteer on field trips
help out in a classroom; serve as the class librarian or substitute aide*
help out with special projects or the Lending/Resource Library for children and parents
The Importance of Volunteering-Giving Back to the Program
As a volunteer or participant, you may be asked to sign the BECEP Family and Community Participation/Volunteer sheets. Please be
sure to sign a volunteer sheet anytime you volunteer or participate in a BECEP function. Providing volunteer services greatly benefits
our program and is a federal requirement of the Head Start Program. Family and Community Participation/Volunteer sheets help us
keep track of the amount of volunteer hours and number of volunteers in BECEP. A total of 25% of the Head Start grant must be
provided through local in-kind goods and services such as equipment and building space, program materials, and professional and
parent and community volunteers.
Volunteer hours can be earned to fulfill TANF, housing or school requirements, or for job experience. *Substitute aides are also needed in the classrooms
throughout the year. If you would like to volunteer on a regular basis (more than 4 hours/week) please contact the Parent Family Engagement Coordinator for an
application and policy information.
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FAMILY SERVICES at BECEP
Family advocates are available to work with any parent and family within BECEP and are part of your child’s team.
They can meet with families at BECEP or in the family’s home. Services available to any BECEP family include
referrals to community agencies, parenting resources and providing families with information about available
community resources, such as emergency assistance, crisis intervention, etc. Family Advocates can also help families
in emergency situations with clothing, food and toiletries, etc.
In addition to family advocates, a mental health provider is available to parents. Contact your child’s teacher or home
visitor if you would like to visit with a mental health provider.
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OPPORTUNITIES FOR PARENTS
BECEP offers a variety of parent education opportunities during the school year that will provide positive learning experiences for parents,
and parents and children together to strengthen healthy families. Topics are determined by parental input through the Parent Interest Survey
and program goals and requirements. These opportunities are available to BECEP families throughout the school year. All activities are
FREE and held in Parent Place at BECEP/Richholt, located at 720 N. 14th Street (unless otherwise noted). FREE childcare is provided on
site for some activities. Times and days for some events are subject to change depending on participation and choice. Some of the activities
may include:

Classes for Parents:
Day/time to be determined. Occasionally there will be classes offered for parents on site including parenting (Using the
Conscious Discipline Program), crafts, early literacy, family mealtime/nutrition and ways to stretch your food and household
budgets.

Special Events:
During the year, there are also special events, such as a BECEP Baby Shower for all expectant parents or new parents and
their babies; PLAY DATES for families with infants/toddlers; After School activities for parent and child; Open Gym for
Fathers and Families; Holiday Store/Open House, GOING TO KINDERGARTEN Night, activities during “Week of the
Young Child” in the spring; and an End of the Year event for parents/families, such as a Family Celebration at the
Superslide Park.

Support Groups:
BECEP offers support groups on site for parents of children with special needs. These groups include PDD (Pervasive
Developmental Disorder) support group and Designer Genes Down Syndrome support group. Contact Margaret LoMurray or
Roxane Romanick for meeting times or information (323-4400).

Family of Readers Program:
Made possible by a previous grant - RIF (Reading Is Fundamental) and financial support from the Bismarck Kiwanis Club - fun,
motivational activities with free books are distributed to preschool children during the school year. Training and activities for
parents on helping their child develop a love for books and reading are offered throughout the year. Parents are encouraged to
be involved in all aspects of this program.
Specific information regarding these and other opportunities for parents will be sent home through the monthly newsletter, flyers, or news
alerts.
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WHAT IS POLICY COUNCIL AND PARENT
COMMITTEE?
 Policy Council:
The Policy Council is the decision making/policy setting parent group mandated by the Head Start program, and has parent
representation from all programs within BECEP. Parents may bring any issue concerning BECEP to the Policy Council by attending
a meeting or through their Policy Council representative. Parents serving on the Council are the communication link for other parents
in the program and community agencies.
The Policy Council meets currently the first Monday evening of the month for about 1½-2 hours at Parent Place at Richholt, with free
child care provided on site. A meal is often provided for the Council members and children. The minutes of the Policy Council
meetings are posted on the parent bulletin board in the main hallway by the office and on the school web site. Staff are in attendance
to present information and to answer questions for the Council, but do not carry a vote. Policy Council meetings are open to all
parents. Volunteer hours are given for any work done by parents on the Policy Council.
The Council is made up of Head Start parents and community members, some of them representing Early Childhood Special
Education (ECSE), Early Intervention and Right Track Programs. Parents are elected or volunteer to serve on the Council from
October to October of the following year. The Policy Council Chairperson, Vice Chairperson, Secretary, and Treasurer are elected
from within the Council. People from the community are elected to serve as Community Representatives. Members can serve only
three terms on the Council.
The Policy Council, through the fund raising committee, raises money for projects that benefit BECEP children and their families,
such as playground and gym equipment, toys and educational materials, books, family events and special activities.
If you are interested in serving on the Policy Council, contact your child’s teacher, home visitor, or the Parent Family
Engagement Coordinator. The parents on the Policy Council have also established an email address:
beceppolicycouncil@gmail.
 Parent Committee:
The Parent Committee, referred to as a Parent-Family Social or “Parent Information Exchange” (PIE), provides opportunities for
parents to be informed and involved in activities related to their child’s educational experiences. PIE is generally held monthly in the
evenings and/or during classroom socials throughout the school year.
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FATHER INVOLVEMENT
Healthy families provide a solid foundation for children to grow physically, emotionally, and cognitively to achieve their
potential. Fathers who are actively and positively involved in the development of a healthy family enhance the lives of their
children. Families will receive a free monthly newsletter designed for fathers entitled “Father Times”, which has supportive
information for fathers and father figures of young children.
Through a special grant to enhance male involvement activities, BECEP has fishing rods available for fishing field trips
through the classrooms. Backpacks are also available for nature walks and outdoor exploration trips.
Other activities such as “Dinner with Dads” or “Builder Workshops” may be planned during the year it there is a group of
parents interested in planning such activities.
Open Gym
“SUPER SUNDAYS”
and
“D.I.G. I.T.”
(Dad In the Gym Involved Together) with Kids” is another way fathers can get involved. During the winter months,
BECEP will open up its gym for families to spend time together, especially Dads and children. Watch for more
information in the monthly newsletter and upcoming fliers.
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On the road to a successful future
BECEP
School Readiness Goals
BECEP partners with families and community to promote the
overall development of children to reach their full learning
potential.
Social and Emotional Development:
 Children will demonstrate an ability to regulate feelings & emotions.
Approaches to Learning:
 Children will demonstrate positive approaches to learning by demonstrating initiative and
curiosity.
 Children will demonstrate positive approaches to learning by demonstrating persistence and
attentiveness to tasks.
Language and Literacy:
 Children will demonstrate knowledge of the alphabet by naming letters and letter sounds.
Cognition & General Knowledge:
 Children will demonstrate knowledge of number concepts and quantities.
Physical Development and Health:
 Children will practice healthy and safe habits.
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BECEP ATTENDANCE POLICY
We value consistent attendance at BECEP. When your child attends school regularly, you are setting a good example for your child’s school success.
•
If your child needs to miss school, the parent(s)/guardian(s) are responsible for contacting the school office (323-4400) each day between 7:30 a.m. and
8:00 a.m. when your child will be absent.
•
Parents who utilize District busing services also need to contact the Transportation Supervisor (323-4502) if his/her child will be absent from school:
o
o
o
Call before 7:00 a.m. for the morning classroom session
Call before 10:00 a.m. for the afternoon classroom session
You must call to reschedule the bus when your child does not ride the bus for 2 consecutive days.
•
If a child will be leaving the school during the day (ie: arrive late or leaving early), the parent(s)/guardians(s) must come into the school office through the
main entrance to sign their child out.
Excused Absences: An excused absence is when the parent(s)/guardian(s) have notified school personnel that their child will not be in school and has stated why.
Unexcused Absences: An unexcused absence is when the child is not in school and school personnel have not been contacted by the parent(s)/guardians(s).
BECEP is an educational program. Regular attendance is expected in order for your child to receive the full benefits of Early Childhood education.
•
In cases where a child has a chronic illness or other extenuating circumstances, attendance concerns and expectations will be addressed by a team
consisting of appropriate school personnel and parents/ guardian.
•
If the child is frequently tardy and/or continues to have unexcused absences, the child’s team will schedule a meeting of the parent and appropriate school
personnel (school nurse, social worker, teacher, and transportation coordinator).
•
As stated in the Head Start Performance Standards: “In circumstances where chronic absenteeism persists and it does not seem feasible to include the
child in either the same or a different program option, the child’s slot must be considered an enrollment vacancy”.
If a student is absent from school for (10) consecutive school days and the parent(s)/guardians(s) have not contacted the school, program staff will assume the
family is no longer interested in services and will be dismissed from the program.. Parents of children with and Individualized Education Program (IEP) will be
contacted to determine if they wish to continue services. If the family changes their mind, they will need to follow program requirements if they wish to receive
services again.
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BUSING at BECEP
BECEP transports a limited number of children and strives to maintain a schedule, so that children have the shortest ride possible.
Parents must complete the Busing Request and Busing Agreement to request busing for their child. Busing forms may be obtained from the BECEP
Office.
SAFETY at BECEP
Entry to BECEP
Bismarck Public Schools has used matching school safety funds provided by the North Dakota Legislature to make improvements in school entry procedures
throughout the District.
Beginning September 10, 2014, parents and visitors will be required to show a picture identification (ID) when entering BECEP between the hours of 8:30
and 11:00 a.m. and 12:00 p.m. to 3:00 p.m. Parents or visitors coming to BECEP during these times will need to press the intercom button and
show their ID before the secretary lets them into the school.
The main doors will be unlocked from:
• 7:45 a.m. to 8:30 a.m.
• 11:00 a.m. to 12:00 p.m.
• 3:00 p.m. to 3:30 p.m.
The main doors are the only doors that parents and visitors may use at BECEP.
Class Hours
Preschool classes are in session Monday - Thursday during the following times:
8:15 a.m. to 11:15 a.m. or 11:45 a.m.
11:45 a.m. to 3:15 p.m.
Parents transporting their child should drop off and pick up their child within 10 minutes of the class time.
Applications are available in the BECEP Office for parents wanting to apply for Early Drop-off, if their child is attending the morning class session. Early Dropoff begins at 7:45 a.m. in the gym.
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Parking at BECEP
Street parking is available for parents and visitors on 14th St. outside of the designated bus zone. Parking is also available in the parking lot of Faith Lutheran
Church.
Many of the children in preschool classes are transported by bus and there are multiple buses arriving at BECEP throughout the day. Between the hours of
8:00 a.m. and 4:00 p.m. it is critical that the Bus Zone be kept open for buses ONLY.
Safety Drills
Safety drills are executed on a regular basis at BECEP to ensure that all children, staff and visitors to the building know how to respond in case of an
emergency. If parents will be required to pick up their child at an alternate site, they will receive a message from Bismarck Public Schools Administration.
Please do not attempt to pick up your child prior to any notification from Bismarck Public Schools Administration.
Keep Your Child’s Information Up to Date
We must have current information (address, phone numbers, emergency contacts, and Child Release forms) for your child at all times. Be sure to
contact the BECEP Office whenever there is a change in this information.
BECEP SCHOOL FAMILY RULES
BECEP staff have developed School Family Rules for teaching children safe and appropriate behaviors in all school environments (classroom, gym, hallway,
etc.).
The School Family Rules are:




Be Kind
Be Safe
Be Helpful
Be Adventurous
All staff is responsible for teaching these behaviors to children using Conscious Discipline techniques.
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)
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HEALTH
BECEP has a registered nurse on staff that is available Monday through Friday from 8 a.m. – 4 p.m.
The nurse’s services are free of charge and can be utilized by BECEP children, siblings, parents, and staff.
A nurse is available to handle health related emergencies and to provide emergency treatment to children, families, and staff, if necessary.
The nurse is also available for wellness screenings and special health care needs.
Throughout the year, First Aid and CPR classes are offered free of charge to parents and staff. Notice of classes will be sent home in the monthly
newsletter and Parent Alerts.
The nurse is not able to prescribe medication or do medical diagnoses. Referrals are made to health care providers as necessary.
According to State Law, each child’s immunizations must be up-to-date to enter school. Each child’s immunization record will be required upon
enrollment in BECEP classes.
If a child should be injured at school, an Accident/Incident Report is completed and a copy given to the parent.
The School District does not provide medical insurance benefits for school related injuries, including damage to or loss of eye glasses or any other
personal property. If there is an emergency with your child at school requiring that your child be transported to the clinic or hospital, every effort will
be made to first contact the family or emergency numbers. An ambulance will be called to transport the child to the hospital or clinic (at family’s
expense), if the family cannot be contacted and the child needs immediate treatment.
Your child must be healthy to be in school. Please DO NOT send your child to school or have a home visit if he/she has a fever, diarrhea, a
contagious illness, or is unable to fully participate in classroom or home visit activities. Please notify the school if your child is ill or if you
have questions. If your child becomes ill in school, the BECEP nurse will assess him/her and notify you of the situation. It is very important that
the school has current emergency phone numbers.
BECEP does not transport sick or contagious children; you or your designated emergency contact persons will be called to pick-up your
child.
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WELLNESS POLICY
Bismarck Public Schools implemented a policy in 2006 to support the health of children and staff. School board policy JGCF AND JGCF-R is the
Physical Activity and Nutrition Policy for our schools. Read it online at http://www.bismarckschools.org/uploads/resources/1069/rulejgcfr-pdf.
Illness Guidelines:
To return to school after illness or to participate in a home visit your child must:
 Be without vomiting or diarrhea for 24 hours
 Be without an uncontrolled or persistent cough
 Have an oral temperature less than 100 degrees without the use of medications
 Feel well enough to take part in the usual school day or home visit.
Chronic Health Conditions
If your child has a health condition such as asthma, diabetes, seizures, allergies, please complete a school health plan. You may
obtain a form from your school nurse. Health plans need to be completed annually.
MEDICATION
Under most circumstances, prescription and non-prescription medication should be taken before or after school, and under parent or
medical supervision.
If you would like staff to administer any prescription or non-prescription medication to your child, you will need to complete the following
document for school: “Medication Administration Authorization: Preschool/Elementary Schools”. A copy of the form is included in
the back of this Handbook. Medication authorization forms are also available at the nurse’s office or on the district’s web site at:
http://www.bismarckschools.org/district/parents/medication.
All medications brought onto school grounds must be in their original packaging, with the pharmacy label (prescription) or
package instructions (non-prescription) clearly intact and readable. Medications brought to school in baggies, envelope, or
other types of containers will not be accepted.
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HEALTHY SCHOOL SNACKS
Parents, we need your help in teaching our children long-term healthy snacking. Nutritious foods are essential to fuel the brain to promote good learning in the
classroom. Remember, classroom snacks are optional. We are a peanut free school.
Keep the following criteria in mind when sending school snacks:
*Do not send snacks that have peanuts as an ingredient or have been manufactured in a facility that also processes peanuts.
*Choose 'nutrient-rich' snacks with an emphasis on fresh fruits and vegetables.
*Keep snacks at about 100 calories or less, especially if eaten prior to lunch.
*Sugar should not be listed as the first ingredient.
Snacks That Promote Better Health and Learning
• Fresh Fruit & Vegetables
• Yogurt
• Lean Meat slices
• Pretzels
• Dried Fruit (i.e, raisins, apricots)
• String Cheese
• Hard Boiled Eggs
• Dry Cereals (low sugar)
• Canned Fruit in light syrup
• Cottage Cheese
• Light Popcorn
• 100% Fruit or Vegetable Juice
• Beef Jerky
• Crackers
Note: *Use small snack bags or containers for appropriate portion sizes. Snacks too high in calories may spoil a student's appetite for lunch. A higher calorie snack
may be necessary for more active, older children. Snack Bars (granola, yogurt, & cereal), and cheese or peanut butter crackers, are convenient, but may contain
added sugars and excess calories for a snack before lunch. Choose snack bars that contain about 100 calories and have whole grains as the main ingredient.
Snacks Less Likely to Promote Good Learning
• Fruit Snacks or Fruit Roll-Ups
• Chips or Cheese Puffs
• Toaster Pastries (i.e. PopTarts)
• Doughnuts, Cupcakes
• Cookies, Brownies
• Store-bought Muffins
• Candy
• Sugary Beverages (Pop, Punch, Sports or Energy Drinks)
These snacks are fine in moderation at home, but are discouraged as classroom snacks. The availability of high-sugar, empty-calorie snacks to our children is
greater today than in past years. With childhood obesity rates on the rise, let's work together to encourage healthy eating habits in all children!
Bismarck Public Schools aim to teach, encourage, and support healthy eating.
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HEALTHY CELEBRATIONS
Making the Healthy Choice the Easy Choice
School celebrations provide a unique opportunity for fun while practicing healthy food choices. Schools can take advantage of
classroom celebrations to serve food that tastes good, is nutritious, and provides students with an opportunity for nutrition education
experiences.
But it’s Just a Cupcake . . .
Typically, foods for school celebrations include cupcakes, candy, cookies, and soda. So, what’s the harm? There is
nothing wrong with an occasional treat, but unhealthy choices have become the norm rather than the exception.
Children are constantly being exposed to high-fat, high-sugar, low-nutrient food choices no matter what the event,
activity, or place.
Our children’s overall eating habits are poor. Most children do not eat enough fruits, vegetables, or whole grains.
Obesity rates among children are on the rise, with serious health consequences. Constant exposure to low-nutrient
foods makes it difficult for children to learn how to make healthy food choices. By providing students with nutritious choices
wherever food is available (including the classroom), schools can positively influence children’s eating habits.
Invitations to Birthday Parties
If your child is having a birthday party, we ask that you do not send invitations to school. Please send
invitations by mail or deliver them personally outside of the school setting.
For more information on healthy snacks and celebration ideas, go to BPS website under “Parents” and click on “Healthy Celebrations”.
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BECEP – PARENT RESPONSIBILITIES
The key to making your child’s education the best possible experience is a close, cooperative relationship between you and BECEP
staff. Both of us have the same goal for your child – to enhance your child’s ability to reach his or her potential. To reach this goal, we
believe that a collaborative partnership between parents and BECEP staff is critical. In any successful relationship, there are
responsibilities that both parties must fulfill. Listed below are some areas that we feel are important for both of us to work on:
BECEP Responsibilities
1. Provide each child with developmentally appropriate
instruction that is geared to his or her individual strengths
and needs and addresses parent goals for his or her child.
2. Ensure that each child has a safe, caring, healthy
environment in which to learn.
3. Communicate with parents about the progress, concerns,
and questions regarding their child.
4. Follow each child’s individual plan of goals and services to
be provided, and revise the plan as the child’s team feels
is appropriate.
5. Build respectful, supportive relationships with each child and
parent.
6. Provide each child with a nurturing, predictable learning
environment, in which he or she receives consistent
feedback for his or her behavior.
Parent Responsibilities
1. Inform BECEP staff of the ways your child learns
best, his or her likes and dislikes, and the goals you have
for your child.
2. Do not send your child to school when he or she is
sick and reschedule your home visit when you or your
child is sick.
3. Keep BECEP staff informed about your child,
especially any changes that you think would affect his or
her learning. Please arrange a time when it is convenient
for you to talk, or send us an e-mail.
4. A child learns appropriate behavior and skills faster when
he or she has the opportunity to practice them in all
environments. Carryover of your child’s goals between
home and school is critical in optimizing learning.
5. Communicate with BECEP staff when you have a
concern or question about your child or the program. If
you and your child’s teacher or home visitor cannot
resolve an issue, then please request a meeting of your
child’s team or contact the BECEP Coordinator, Michelle
Hougen.
6. Notify your child’s classroom teacher if your child will not
be in school or you will be late picking up your child.
Notify your home visitor if you are not able to keep a
scheduled home visit time.
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GENERAL BECEP GUIDELINES
Building Use (SchoolDude)
Use of the school buildings for non-school functions is governed by the districtwide “Use of School Facilities” policies which can be
found at:
http://www.bismarckschools.org/uploads/resources/935/policy.pdf and
http://www.bismarckschools.org/uploads/resources/936/rulekgr.pdf
These policies require filling out an application and signing a contract specifying terms and fees.
Child Abuse
By state law, school professionals are required to report any cases of suspected child abuse, child neglect, or educational neglect to
appropriate authorities. Reporting suspected incidents is not simply something that we are professionally obligated to do but also
something that we are legally required to report to authorities. Failure, on our part to do so, is a crime subject to legal penalty.
Reporting is not necessarily accusing, it is merely reporting a reasonable suspicion that abuse or neglect may have occurred that
requires investigation.
Classroom Release
Children in the classrooms will not be released to anyone other than parents or legal guardians, unless a Classroom Release has
been signed by a parent and returned to school. (They will be asked to show photo ID if staff do not know them.) Please make sure
that people listed for emergency contacts for your child are included on the Classroom Release.
Cumulative Records and Master Files
Immunization records, birth certificate, progress reports, and other pertinent child data are kept in a child’s cumulative record file.
Every child who receives special education services also has a Master File, which contains the child’s Individual Education Program
(IEP) or Individual Family Service Plan (IFSP), medical, and educational information. Student records located in the office are
confidential, but are open to parents for inspection of their child’s record.
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Educational Concerns
Public schools serve many children coming from a rich diversity of cultural backgrounds. The families from which they come have
values and concerns that can be equally diverse. We believe we have a high quality instructional staff and an educational program to
meet the needs of all students. If, however, there is a problem that needs attention, there is a standard process for addressing the
problem. Problems are best solved as close as possible to the source. With that in mind, we suggest the following steps:
1. It is suggested that you discuss your concerns first with your child, if appropriate.
2. If further communication is necessary, visit with your child’s teacher.
3. If satisfaction is not reached at this level, a letter, phone call or a personal visit with the BECEP or Head Start Coordinator is
the next step to resolve the concern.
4. A conference with the parent, teacher and BECEP or Head Start Coordinator, if appropriate, is the next step to resolve the concern.
5. Any decision at a building level may be appealed to the central administration, to the Assistant Superintendent for Elementary
Schools Fran Rodenburg or Superintendent Tamara Uselman.
6. If, after these steps are exhausted, you still have concerns about the issue, then direct communication with the School
Board might be appropriate.
Field Trips
Field trips are occasionally scheduled by the preschool classroom teacher. Permission slips need to be signed by a parent/guardian
before the child can participate in field trips.
Inclement Weather
The health and safety of your child is the major consideration when making decisions about the appropriateness of going outside.
Weather permitting; we feel it is important for children to go outside for fresh air, exercise, and unstructured play for social
development. Children should come to school dressed appropriately to be outside during the day. Please label items of extra
clothing and outer wear with your child’s name, using a permanent marker.
The Bismarck Public Schools policy states that outdoor recesses will not occur when the wind chill drops below -15 degrees F. Keep
in mind that the actual time outside during recess breaks is generally limited to 10-15 minutes. There are some times that your child’s
physical condition warrants staying inside on a particular day. If this is the case, please send a note to the teacher indicating the
reason.
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Legal Custody
In situations where one parent has custody or is considered the legal guardian of a child, documentation should be brought to the
school or given to the home visitor to be placed in the child’s cumulative file. This is particularly important in cases in which one parent
is legally denied contact with the child. In such cases, the school will make every effort to follow court orders.
Storm Policy
The Bismarck School System works closely with the National Weather Service at the Bismarck Airport. When conditions arise where
impeding weather conditions may affect the safety of school children, the district administration will monitor all information available
concerning weather conditions. After receipt of the information, the Superintendent or her designee will make the decision on school
closings. If school is closed for the day, the local radio and television stations will be notified as early as possible in the morning or, in
extreme cases, the preceding evening. If Bismarck Public Schools is closed, BECEP will also be closed.
If serious storm conditions develop during the day when children are in school, the coordinators will follow the general policy of not
allowing students to leave the building unless picked up by an adult. Schools normally will not dismiss early, because many parents
are not at home and are not expecting their children until the regular dismissal time.
Parents are expected to use their own judgment as to whether or not the weather is suitable for their own child to make the journey to
school on any particular day. If school is in session, and it is the judgment of the parent that their children should remain at home, that
judgment will be respected by the school. There will be no penalty incurred as a result of the parent exercising this judgment.
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SCHOOL BOARD POLICY: SEXUAL OFFENDERS ON SCHOOL PROPERTY
Definitions for the purpose of this policy:
A Sexual Offender is a person defined as a sexual offender in NDCC 12.1-32-15 or is required to register under NDCC 12.1.-32-15. A Parent Sexual
Offender is a sexual offender who has either a parental or legal guardianship rights to a child attending a District school. A Nonparent Sexual
Offender is a sexual offender who has no parental rights or legal guardianship rights to a child attending a District school. School property means
all real property within the perimeter of a District preschool, elementary, middle or high school site including all buildings, structures, and facilities,
whether owned or leased by the School District.
1. Nonparent Sexual Offenders:
A nonparent sexual offender is prohibited from entering school property except:
a. When he/she is a qualified voter and is entering school property solely for the purpose of casting his/her vote.
b. To attend an open meeting as defined in NDCC chapter 44-04.
c. With prior written approval of the Superintendent for an approved purpose.
d. When the nonparent sexual offender is a student of another educational institution and is attending classes on school property with the written
approval of the Superintendent.
2. Parent Sexual Offenders:
Parent sexual offenders are prohibited from entering school property except for the purposes outlined in Section 1, and for the following reasons:
a. To attend a conference to discuss his/her student’s progress, placement, or individual education plan (IEP). This requires prior approval from the
Superintendent at least 72 hours before the event or activity.
b. To attend a school activity in which his/her child is participating. This requires prior approval from the Superintendent at least 72 hours before
the event or activity.
c. To transport his/her child to school. The parent sexual offender shall drop off and/or pick up the child on public right of way which enables the
child to enter the school facility safely.
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3. Student Sexual Offenders:
The Superintendent shall determine the appropriate educational placement for student sexual offenders except those identified as having a
disability. When determining educational placement, the Superintendent shall consider such factors as the safety and health of the student
population. The Superintendent shall develop guidelines for managing each student sexual offender in District schools. If the Superintendent
determines that, in the best interest of District schools, the student sexual offender should be placed in an alternative educational setting, the
District shall pay for the costs associated with this placement. An IEP team shall determine the educational placement of a student sexual offender
with a disability. The student with a disability is entitled to all the due process procedures available to a student with a disability under the
Individuals with Disabilities Education Act. The IEP team shall develop procedures for managing each student sexual offender with a disability that
attends a District school. If the IEP team determines that the student sexual offender should be placed in an alternative educational setting, the
District shall pay for the costs associated with this placement.
4. General Provisions:
The Superintendent will inform the appropriate principal and other relevant District staff of the scope of the permission granted to each sexual
offender. Sexual offenders who receive permission to enter school property must immediately report to the individual or location designated in
the Superintendent’s written permission statement. The building principal may assign a chaperone to accompany the sexual offender while he/she
is on school property. The only exceptions to these requirements are when a parent sexual offender transports his/her child or when a student sex
offender receives permission to attend a district school in which case the guidelines developed for this individual shall apply. Lack of notification of
this policy does not excuse offenders from abiding by the requirements and prohibitions in this policy. The Superintendent will contact law
enforcement any time a sexual offender violates this policy and will immediately revoke any privileges granted to the sexual offender under this
policy.
Legal Ref: NDCC 12.1-20 Sexual Offender Presence Near Schools Prohibited; NDCC 12.1-32.15 Offenders Against Children and Sexual Offenders
SCHOOL BOARD POLICY: PROHIBITED DISCRIMINATORY HARASSMENT
It is the policy of the school district that all students have a right to learn in an environment free from discriminatory harassment. The School
District intends to extend its best efforts to accomplish this goal and expects all of its employees and students to do the same. Discriminatory
harassment of students in the Bismarck School District is prohibited. It is the Bismarck School District's policy to provide students a learning
environment free from any form of discriminatory harassment in accord with the regulations of Title VI, Title IX, The Americans with Disabilities Act,
or Section 504.
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SCHOOL BOARD POLICY: SEXUAL HARASSMENT OF STUDENTS
It is the policy of the School District that all students have a right to learn in an environment free from any type of discrimination, including freedom
from sexual harassment. The school district intends to extend its best efforts to accomplish this goal and expects all of its employees and students to
do the same. Sexual harassment of students in the Bismarck School District is prohibited. It is the Bismarck School District's policy to provide
students a learning environment free from any form of sexual harassment.
SCHOOL BOARD POLICY: EQUAL EMPLOYMENT and EDUCATIONAL OPPORTUNITIES
It shall be the policy of the Bismarck School Board that the Bismarck School District does not discriminate on the basis of race, sex, color, national
origin, religion, age, or disability in admission or access to, or treatment or employment in, its programs and activities. Any person having inquiries
concerning the School District's compliance with the regulations or implementing Title VI, Title IX, The American with Disabilities Act (ADA) or
Section 504/ADA is directed to contact the Human Resources Manager, Bismarck Public Schools, 806 North Washington Street, Bismarck, ND
58501.
Applicants for admission and employment, students, parents, persons with disabilities, employees, and all unions or professional organizations
holding collective bargaining or professional agreements with the Bismarck Public School District shall be notified concerning the provisions of this
policy. The Superintendent will have overall responsibility for implementation of this policy and has the authority to develop and maintain
effective personnel procedures.
SCHOOL BOARD POLICY: NONDISCRIMINATION GRIEVANCE PROCEDURE
It is the policy of the Bismarck Public School District to provide a learning and working environment free from discrimination. To that end, the District
requests students, parents and staff to assist the Superintendent and the School Board in identifying barriers to a discrimination-free learning and
working environment in our schools. The following Grievance Procedure is provided as an avenue for the fair and expeditious processing of
complaints toward the elimination of elements that pollute the learning and working environment with unlawful discrimination.
For a full description of School District Policies, please visit http://www.bismarckschools.org/district/schoolboard/policies/
27
What will my child focus on at BECEP as a 3 year old?
Physical Development and Health
 Take care of his/her own needs (eating, dressing, washing hands, brushing teeth, toileting, & blowing nose)
 Knows to stay away from harmful objects and substances ( e.g. Matches, Medicine, etc.)
 Jumps with 2 feet together.
 Catches a playground sized ball.
 Snaps closures.
 Uses a pencil, crayon, and paintbrush with an appropriate grasp.
 Cuts a straight line with a scissors using and appropriate grasp.
Social and Emotional Development
 Accepts positive & negative consequences with help from an adult (Redirection, High-Five, Verbal Comments, Safe Place, etc.)
 Develops friendships with other children.
 Knows his/her own first name.
 Understands feelings & emotions.
 Follows classroom routines & rules.
 Recognizes appropriate and inappropriate behavior of himself/herself.
Social Studies Knowledge & Skills
 Talks about all of the people in his/her own family.
 Learns about and learns to respect the environment (e.g. Recycling Trash, Nature Walks, Etc.).
 Understands how people change over time.
Approaches to Learning
 Chooses to be involved in many activities.
 Stays with tasks and completes them.
 Works with other children in play & group activities.
Logic and Reasoning
 Describes cause and effect relationships (e.g. If you go outside in the rain you will get wet).
 Draws, creates things and moves like people, places, or things.
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Literacy Knowledge and Skills
 Uses picture to tell what is happening in a story/text.
 Tells what pictures or words start with the same sound.
 Tells what two pictures/words rhyme.
 Names 8 or more (in Either Case) letters.
 Matches the name of 8 letters with 8 letter sounds.
 Recognizes his/her name in writing.
 Communicates using scribbles, shapes, and pictures.
 Copies familiar words such as name.
Language Development
 Listens to a story, conversation or song attentively for up to 3 Minutes.
 Follows simple step-by-step direction.
 Uses sentences that are of various lengths to communicate with others.
Mathematics and Knowledge and Skills
 Counts from memory to 10.
 Counts using 1:1 correspondence to 5.
 Names numbers 1-4.
 Identifies things that are the same and different.
 Points to a circle, square, triangle, and rectangle.
 Follow directions to show an understanding of: Up, Down, In, Out, Under.
 Knows what activity comes next in the day.
 Sorts objects by size, shape, or color.
 Points to: Red, Blue, Yellow, Orange, Green, Purple, Brown, & Black
Science Knowledge and Skills
 Looks at and talks about an object's color, size, shape, and texture.
 Knows ways that things can be grouped.
Creative Arts Expressions
 Participates in listening, singing, finger plays, games, and performances.
 Uses movement to express what is being felt/heard in songs or tunes.
 Uses a variety of materials & textures for expression.
 Participates in a variety of dramatic play activities.
ELL – only for children learning to speak English
 Acknowledges or responds nonverbally to common words or phrases, such as “hello”, “goodbye” ,“snack time”, “bathroom”, when accompanied by adult gestures.
 Repeats words or phrases to self, such as “bus” while group sings the “Wheels on the Bus” or “brush teeth” after lunch.
 Demonstrates eagerness to participate in songs, rhymes and stories in English.
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What will my child focus on at BECEP as a 4 year old?
Physical Development and Health
 Takes care of his/her own needs (eating, dressing, washing hands, brushing teeth, toileting, & blowing nose).
 Knows to stay away from harmful objects and substances (e.g. Matches, Medicine, etc.).
 Hops on 1 foot.
 Catches a playground sized ball, with hands only.
 Kicks a rolling ball.
 Snaps, zips, and buttons.
 Uses a pencil, crayon, and paintbrush with an appropriate grasp.
 Cuts shapes with a scissors using the appropriate grasp.
Social and Emotional Development

Accepts positive & negative consequences with help from an adult (Redirection, High-Five, Verbal Comments, Safe Place, etc.).
 Develops friendships with other children.
 Knows his/her own first & last name.
 Regulates feelings & emotions (Self Calming).
 Makes transitions between activities.
 Recognizes appropriate and inappropriate behavior of himself/herself.
Social Studies Knowledge & Skills
 Draws or discusses all of the people in his/her own family.
 Learns about and learns to respect the environment (e.g. Recycling Trash, Nature Walks, Etc.).
 Understands how things, people, and places change over time.
Approaches to Learning
 Chooses to be involved in a variety of activities and experiences.
 Stays with tasks and completes them.
 Works with others in play & group activities (Beginning Cooperative)
Logic and Reasoning
 Describes cause and effect relationships (e.g. If you go outside in the rain you will get wet).
 Represent s people, places, or things, through drawing, movement, and 3-d objects
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Literacy Knowledge and Skills
 Uses picture cues to tell what is happening in a story/text.
 Tells what pictures or words start with the same sound.
 Chooses 2 rhyming words/pictures.
 Names 16 or more letters (in either case).
 Gives the sound of 16 letters.
 Communicates by using pictures and some letter-like symbols.
 Writes familiar words such as name.
Language Development
 Listens to a story, conversation or song attentively for up to 4 Minutes.
 Follow simple step-by-step unrelated directions.
 Uses sentences of various lengths to communicate with others.
Mathematics and Knowledge and Skills
 Counts from memory to 20.
 Counts using 1:1 correspondence to 10.
 Gives quantity to 10.
 Names numbers to 1-10.
 Identifies more, less, and the same.
 Names: circle, square, triangle, and rectangle.
 Follows directions to show an understanding of: top, bottom, up, down, inside, outside, behind, in front, over, and under.
 Knows what activity comes next in a daily routine.
 Sorts objects by size, shape, or color.
 Names colors: Red, Blue, Yellow, Orange, Green, Purple, Brown, and Black
Science Knowledge and Skills
 Compares object's color, size, shape, and texture.
 Knows that plants and animals need food, water, air, and light to survive.
Creative Arts Expressions
 Participates in listening, singing, finger plays, games, and performances.
 Uses movement to express what is being felt/heard in a variety of songs or tunes.
 Creates drawings, paintings, models, sculptures, masks, and other art creations.
 Shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations. (e.g. using characters, theme, setting, props,
costumes, etc.)
ELL – only for children learning to speak English
 Acknowledges or responds nonverbally to common words or phrases, such as “hello”, “goodbye”, “snack time” ,“bathroom”, when accompanied by adult gestures.
 Repeats words or phrases to self, such as “bus” while group sings the “Wheels on the Bus” or “brush teeth” after lunch.
 Demonstrates eagerness to participate in songs, rhymes and stories in English.
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BECEP STAFF
Graff, Wendy—Occupational Therapist
Gramling, Gail—Transportation Supervisor
Abryzo, Amanda—Head Start Instructional Aide
Adusumilli, Jackie—ECSE Teacher
Barta, Becky—ECSE Speech/Language Pathologist
Benz, Lelord—Early Intervention Secretary
Bichler, Nicole—ECSE Speech/Language Pathologist
Bina, Elizabeth—ECSE Teacher/Resource Teacher
Bloms, Kimberly—Early Interventionist
Borchers, Carrie—ECSE Instructional Aide
Bower, Allison—Secretary
Brousseau, Jill —Head Start Instructional Aide
Brown, Cheryl—Head Secretary
Brown-Volk, Tammy—ECSE Teacher
Christian, Julie—Right Track Secretary
Cook, Conna—Family Advocate
Dassinger, Cindy—ECSE Instructional Aide
Davis, Nancy—ECSE Teacher
Davis, Stu—Custodian
Deede, Emily—ECSE Speech/Language Pathologist
Derby, Janet—ECSE Instructional Aide
Dietrich, Sally—Head Start Teacher
Doppler, Jill—School Psychologist
Duffy, Jocelyn—ECSE Speech/Language Pathologist
Fischer, Cathy—Physical Therapist
Gaddis, Carol—ECSE Instructional Aide
Gartner, Vonnie—Head Start Teacher
Geiger, Hillary—ECSE Speech/Language Pathologist
Gibson, Alexis—ECSE Instructional Aide
Glaser, Elizabeth—Cook
(located @ Facilities & Transportation)
Haak, Pam—Family Advocate
Haufschild, Sara—ECSE Teacher/Resource Teacher
Heaton, Jodi—ECSE Instructional Aide
Heen, Jana—Early Interventionist
Herda, Karla—Occupational Therapist
Hetletvedt, Brittney—ECSE Instructional Aide
Hoff, Cindy—Head Custodian
Hoffman, Rebecca—ECSE Teacher
Hougen, Jane—Early Interventionist
Hougen, Michelle—BECEP Coordinator
Huber, Renee—Early Interventionist
Huravitch, Kerry—Head Start Teacher
Iverson, Caryn—Early Interventionist
Jensen, Leigh—Certified Occupational Therapist
Assistant
Kloster, Ruth—Head Start Teacher
Kringstad, Katie—ECSE Speech/Language Pathologist
Labrensz, Elizabeth—ECSE Instructional Aide
Larson, Amy—ECSE Instructional Aide
Leet, Rhonda—Nurse
Leinius, Jane—ECSE Instructional Aide
Lenzen, Julie—Early Interventionist
LoMurray, Margaret—Family Advocate
MacArthur, Mary—BECEP Parent Family Engagement
Coordinator/ Family Advocate
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Mernitz, Kim—Head Start Instructional Aide
Meuchel, Kristi—Early Interventionist
Meyer, Arica—Intake Specialist
Miller, Julie—Custodian
Mortenson, Cherie—Head Start Education/Disabilities Specialist
Nelson, Jill—ECSE Teacher
Nelson, Melissa—Early Interventionist
Passaro, Kayla—ECSE Speech/Language Pathologist
Peterson, DeeAnn—Head Start Instructional Aide
Pfennig, Tarren—ECSE Instructional Aide
Pickard, Laurel—Head Start Coordinator
Pope, Marilyn—ECSE Instructional Aide
Ragan, Michelle—Early Interventionist
Restemayer, Jennifer—Experienced Parent
Richter, Coreen—ECSE Teacher/Resource Teacher
Romanick, Roxane—Experienced Parent
Rosemore, Juliet—Head Start Instructional Aide
Satrom, Laura—Right Track Coordinator
Sattler, Marcie—Early Interventionist
Schiwal, Lacy—Early Interventionist
Schroeder, Jeremy—Early Interventionist
Schroeder, Shannon—ECSE Teacher/Resource Teacher
Schulz, Betty—ECSE Instructional Aide
Schwab, Jami—Early Interventionist
Selzler, Debi—Family Advocate
Shuler, Patty—Head Start Teacher
Sievers, Leann—Head Start Instructional Aide
Smith, Jennifer—ECSE Instructional Aide
Stewart, Lynda—ECSE Instructional Aide
Stokka, Maren—Early Interventionist
Swenson, Michell—ECSE Speech/Language Pathologist
Tjaden, Karen—Head Start Teacher
Traxel, Peggy—Head Start Instructional Aide
Weiss, Kathy—Head Start Teacher
Welder, Scoti—Early Interventionist
Wilcox, Cindy—Special Services Director/BECEP Executive Director
Wild, Trish—Head Start Teacher
Wilmes, Sara—ECSE Teacher
Zenker, Bethany—Early Interventionist
Zenker, Denise—Head Start Teacher
Zietz, Heather—ECSE Instructional Aide
Zins, Megan—Head Start Instructional Aide
*ECSE—Early Childhood Special Education
Paraprofessional
Thiel, Mariah—ECSE Teacher
Thomas, Patrice—Head Start Instructional Aide
Thune, Kristi—ECSE Instructional Aide
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SCHOOL BOARD DIRECTORY 2014-2015
DELORME, Heide – President
4612 Kost Drive
Bismarck, ND 58503
Office: 751-6164
E-mail: heide_delorme@bismarckschools.org
Home: 955-4467
First Term Ends: 2016
LEMBKE, Karl
3027 Cody Drive
Bismarck, ND 58503
Office: 391-3405
E-mail: klembke@bis.midco.net
Home: 391-3405
First Term Ends: 2018
HALVORSON, Scott – Vice President
1953 Billings Drive
Bismarck, ND 58504
E-mail: scott_halvorson@bismarckschools.org
Home: 222-3879
Second Term Ends: 2018
SAGSVEEN, Matt
4632 Amberglow Place
Bismarck, ND 58503
Office: 328-2210
E-mail: msagsveen@hotmail.com
Home: 527-2526
Second Term Ends: 2018
KING, Lawrence
PO Box 1695
Bismarck, ND 58502-1695
Office: 223-2711
E-mail: lking@zkslaw.com
Home: 223-2433
1017 Cottage Drive, 58501
Second Term Ends: 2016
USELMAN, Tamara
806 N Washington Street
Bismarck, ND 58501-3623
Office: 323-4055
E-mail: tamara_uselman@bismarckschools.org
Home: 527-4610
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If children live with tolerance,
they learn to be patient.
If children live with encouragement,
they learn confidence.
If children live with praise,
they learn to appreciate.
If children live with fairness,
they learn justice.
If children live with security,
they learn to have faith.
If children live with approval,
they learn to like themselves.
If children live with acceptance and friendship,
they learn to find love in the world.
WHAT DO YOU WANT YOUR CHILD
TO REMEMBER?
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Parent’s Bill of Rights
1. I have the right to use my judgment in deciding my own needs.
2. I have the right to have my opinions and ideas given the same respect and consideration others
have.
3. I have the right to make a request without apologizing.
4. I have the right to make or refuse requests from others without feeling selfish or guilty.
5. I have the right to be treated as a capable adult and not be patronized.
6. I have the right to not automatically be assumed wrong.
7. I have the right to feel and appropriately express anger and other emotions.
8. I have the right to tell others what my needs are.
9. I have the right on some occasion to make demands on others.
10. I have the right to request others on some occasions to change their behavior.
11. I have the right to make mistakes (not the same old ones but new ones).
12. I have the right to ask for consideration, help, and/or affection from others.
13. I have the right to feel healthy competitiveness.
14. I have the right to take time to sort out my reactions—to not be pressured into an immediate
reaction.
15. I have the right not to have others impose their values on me.
Taken from “Tuesday’s Child Magazine”, PEAK Parent Center, Inc., 6055 Lehman Drive #101, Colorado Springs, Co 80918
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Kid’s Bill of Rights
Kids have the right to be who they are.
Kids have the right to be loved.
Kids have the right to be cared for when they’re sick and well.
Kids have the right to be safe and protected.
Kids have the right to defend themselves when someone hurts them and to get a grown-up to help.
Kids have the right to be respected.
Kids have the right to make mistakes.
Kids have the right to get guidance from others.
Kids have the right to learn from others.
Kids have the right to ask questions.
Kids have the right to have feelings.
Kids have the right to say yes and no.
Kids have the right to choose what they like and don’t like.
Kids have the right to agree and disagree with other kids and grown-ups.
Kids have the right to be with others sometimes.
Kids have the right to be alone sometimes.
Kids have the right to be different and unique.
No one has the right to physically hurt you—not grown-ups, not other kids.
No one has the right to sexually hurt you—not grown-ups, not other kids.
(Jacob Wetterling Foundation)
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Head Start & Early Childhood Special Education Program
Preschool Dates to Remember
2014-15 School Year
Dates to Remember
Month
Date
Activity
Time Involved
September 2014
4
Open House/ Policy Council Recruitment – 10:00
am -6:00 pm
Approximately 20 Minutes
3, 5, 8, 9
Home Visit Days
Individual Appointments/
1 Hour in Length
10
First Day of Classes
November 2014
20 & 25
Parent Conferences – 4:00 pm-7:45 pm
Approximately 20 Minutes
March 2015
5 & 10
Parent Conferences – 4:00 pm-7:45 pm
Approximately 20 Minutes
May 2015
11, 12, 20, 21
Home Visit Days
Individual Appointments/
1 Hour in Length
June 2015
3
Last Day of School
Parent Home Visits with Family Advocates will be completed within the first 90 days.
No Class Days for Children
Month
October 2014
Date
Activity
15
16
23
Staff Development Day
Teachers Convention
Staff Collaboration Day
November 2014
10
11
27
Fall Break
Veteran’s Day
Thanksgiving Break
December 2014
24-31
Holiday Break
January 2015
1
15
19
Holiday Break
Staff Collaboration Day
Martin Luther King Day
February 2015
16
17
President’s Day
Staff Development Day
March 2015
19
Staff Development Day
April 2015
6
27
School Conference Day Taken Off for evening Parent Conferences
that occurred on March 5 & 10
Staff Collaboration Day
11,12 & 20, 21
25
Home Visit Days
Memorial Day
May 2015
39
40