Welcome to Victor Early Childhood School (VECS) where we invite all children to “come grow with us”. This growth, both academic and social-emotional, is supported by our belief that “everyone counts, everyone cares” and a team approach. This handbook will help you become familiar with many aspects of the Victor Early Childhood School and assist you in supporting your child’s school experience. We encourage you to take an active interest in your child’s school life and education. We look forward to working cooperatively with you throughout the school year.
Inquiry Program
The Inquiry Program offers an enrichment opportunity for first graders. Specifically, Discovery Quests are offered to small groups of selected students several times during the year. As a "pull-out-program", the Discovery Quests are designed to support higher level thinking skills in the areas of creativity, language arts, science, math, and visual and performing arts. Students are recommended for each of the Discovery Quests by classroom and/or special area teachers using various guidelines, including academic ability, task commitment, and creativity. Guidelines vary and are set by the Inquiry Program staff. All Discovery Quests are optional. A student may decline or accept the invitation and still be considered for future programs.
Academic Intervention Services (AIS)
In order to assure that all of our students are achieving their academic goals, we periodically evaluate their academic progress. When evidence of a lack of progress is seen, steps are taken to provide additional support to students. This support is provided by an Academic Intervention Services staff member (Mary Calianese, Laura Dash, Kim McConnell, Janet Prentice, and Jackie Walker). The support focuses on providing students with the necessary skills and strategies to be more successful in achieving the expected ELA and/or math standards. Parents are informed of eligibility for this service through a notice letter which includes an acknowledgement portion to be signed and returned to school.
Building Level Services
A variety of building level services are offered in the VECS, including: speech and language therapy, occupational therapy, physical therapy, and counseling. Each service is provided by a certified provider and may consist of small group and/or individual therapy based on students' individual needs. Parents are informed of the need for building level services through a consent form. If parents and/or teachers suspect a child may require a building level service, paperwork is submitted for a classroom observation by the related service provider and/or the concerns are discussed at a colleague consultation team meeting.
Absences
If your child is ill please call the Health Office at 924-3252 (ext. 2620) before 9:30 a.m. to report the absence. When a child returns to school after being absent, you must provide a written excuse to the school nurse for the absence. In the excuse note please include: date of the note, date(s) of the absence, reason for the absence, and your signature. Please write separate notes for each child. The excuse is filed and kept as a part of the student's record.
Tardies
If your child will be late for school, please call the Health Office at 924-3252 (ext. 2620) before 9:30 a.m. to report the late arrival. Please walk your child to the main office window where you will sign-in your child and complete a tardy excuse. Then your child will walk to class independently.
For further information please visit the Attendance page.
Bus safety is a team effort which involves students, teachers, drivers and parents. Parents should become familiar with the expected bus behaviors/rules and discuss them with their child to ensure a safe bus trip for all students.
Students are required to conduct themselves on the bus in a manner consistent with established standards for classroom behavior, including maintaining an appropriate voice level, keeping hands and objects to themselves, and acting kindly towards others.
Bus drivers will write a Bus Conduct report if unacceptable behavior, including disrespectful and/or hurtful behavior, occurs. Parents will be notified of each reported incident and the follow-up steps that will be taken.
For further information about bus transportation, routes, and the dismissal change form please visit the Transportation page.
At the present time, students have 30 minutes to eat lunch in their classrooms under the supervision of a teacher aide.
For further information about the school meal program please visit the Food Service page
Communication between home and school is an important aspect of your child's school experience. You can expect a newsletter from your child's teacher at least once per month. These newsletters provide information regarding current units of study as well as suggestions for supporting your child's learning at home. You can also sign up for the Principal's monthly e-news which provides building wide information as well as details about upcoming events.
From time to time, you may have questions or be seeking additional information regarding your child's school experience. The person who can best help you with these inquiries is the individual who is most familiar with the situation. If your question is around something that is classroom related, the person best equipped to provide insight is the classroom teacher. Questions around transportation or bus specific questions are best addressed through the staff at the bus garage. Please reference Questions/Concerns for additional information.
The workshop model of teaching in the ECS ensures students are actively engaged in learning as they practice and master material either individually, with a partner, or in small groups. This allows teachers to facilitate and assist in students learning by providing differentiation and individualized support.
English Language Arts includes literacy centers, read alouds and shared reading, Fundations, Reader's Workshop, and Writer's Workshop as well as listening and speaking. The reading and writing work emphasizes both fiction and non-fiction texts.
During literacy centers, students strengthen their reading and writing skills by independently practicing concepts recently taught. While students are engaged in their work, small groups of students participate in guided reading lessons with the classroom teacher at their instructional reading level.
Read alouds and shared reading help students to develop a positive attitude toward books. Furthermore, they provide an opportunity for teachers to model fluent reading, build students vocabulary and language, and explicitly model the skills and strategies of proficient readers (such as strategies to decode unknown words and strategies to strengthen comprehension). The teacher facilitates discussions about the text before, during, and after reading.
Fundations lessons focus on carefully sequenced skills at each grade level. In kindergarten, the focus includes print concepts; alphabet awareness; rhyming; beginning, middle, and ending sounds; segmenting/blending words; and short and long vowel sounds. In first grade, students continue their work on segmenting and blending sounds in words as well as learn about "chunks" in words, vowels, blends, and digraphs.
During Reading Workshop, students are building their reading stamina with the goal of reading for 20 minutes by the end of first grade. The workshop begins with a mini-lesson during which time the teacher provides direct, explicit instruction on a word attack skill or comprehension strategy. Then the students independently engage in reading their individual "just right" reading level books. While students read, the teacher conferences with individual students and differentiates based on students' individual needs. Students engage in partner reading where they have an opportunity to talk about their book and build comprehension. Students also meet as a large group to engage in discussions around the new skill or strategy.
To begin Writer's Workshop, the teacher conducts a mini-lesson about a specific writing style/strategy/skill. Then students independently write while the teacher individually conferences with students. These conferences provide opportunities for differentiation and meeting the child where he/she is as a writer. Students also engage in a large group share around pieces they have authored.
The focus of mathematics instruction is to build children's ability to think flexibly and effectively articulate their mathematical thinking. Math Investigations follows a workshop model in which skills are taught in mini-lessons and then children engage in experiences to build their number sense, fluency, and strategies through practice and exploration. Teachers confer with children individually during math workshop to foster their growth as mathematicians based on their unique understanding. Specifically, the math focus includes writing numerals, counting from one or any given number, fluently adding and subtracting, composing and decomposing numbers (such as 12 is composed of one ten and two ones), determining a missing number in an equation, and solving addition and subtraction word problems.
If there is a custody order in place which indicates your child is not to be with or picked up at school by a particular person, we ask the parent with primary custody to please send us a copy of the court decree which will be kept on file in the main office. It is expected that the custodial parent will accept responsibility for communicating student progress, activities, etc. to the non-custodial parent.
Discipline is most effective when it deals directly with the problem at the time and place it occurs, and in a way that students view as fair and impartial. Discipline actions place emphasis on the students' ability to grow in self - discipline. Discipline will be firm, fair, and consistent so as to be the most effective in changing student behavior. In determining the appropriate disciplinary action, school personnel authorized to impose disciplinary penalties will consider the following:
As a general rule, discipline will be progressive. This means that a student's first violation will usually merit a lighter penalty than subsequent violations.
Student Pick-Up
Student pick up is from 3:05-3:15 in the bus loop. After entering the center of the bus loop, please turn left or right, into parking spots in Row B (last name A-F or S-Z) or Row C (last name G-R). Stop in the second parking spot in Row B or C to identify the student(s) you are picking up, show your license, and sign the student(s) out. Then pull into the parking spot in Row A or D across from you. When parked in Row A or D, turn off your vehicle and stand by it to meet your child on the blue line. Please refer to the map - Student Pick Up Map
Early Dismissal Requests
Occasionally parents may request to have their child excused before regular dismissal time (i.e. emergency, doctors appointment, etc). A note with pertinent information should be sent to school with the child in the morning. This note will be sent to the main office and the change will be logged. Parents picking up children before 2:45 p.m. must come to the main office to sign their child out.
Dismissal Change
For parent/guardian pick-up changes please complete the dismissal change form. All changes must be received in the main office no later than 11:00am. Please note e-mail changes will not be accepted.
Student Drop Off
Student drop off is from 9:05-9:15 in the bus loop. After entering the center of our bus loop, please turn left or right, pulling through parking spots in Rows B & C. Wait in B/C parking spots until a parking spot across from you is available at the curb in Row A or D. When parked in Row A or D, turn off your vehicle and walk your child to the blue line in front of your vehicle to say goodbye. Children will follow the blue line into school. Please refer to the map - Student Drop Off Map
The VECS has a school nurse, Corinne Fox, who is a registered professional nurse (RN). The nurse coordinates health care in the school setting; answers routine medical questions for parents, staff, and children; gives immediate first aid and provides medical care according to the medical regimen prescribed by the private health provider; performs and coordinates mandated NYS screenings; and advises parents on immunization and mandated physical examination requirements.
Allergies
Latex Balloons Due to severe latex allergies within the building latex balloons are not allowed in the building or on the grounds outside the ECS.
Food Allergies Students who have food allergies are provided with allergen free spaces at their lunch table to prevent exposure. Letters are sent to all families in a classroom indicating allergens to ensure snacks are safe for all children.
Accidents
Any accident which results in an injury to your child while being transported to and from school or during the school day should be promptly reported to school authorities. Please encourage your child to tell the person in charge (teacher, bus driver, etc.) if they are injured at any time. Accident reports are filed and claims for insurance for medical treatment are forwarded to the guardian as soon as the reports are filed in the main office.
Confidentiality
The District adheres to the Family Educational Rights and Privacy Act (FERPA). Private health care providers must follow the Health Insurance Portability and Accountability Act (HIPAA). In instances where the school needs to communicate with private health care providers, the parent will need to complete the required form(s) from their health care provider in order for school officials to be able to speak with them. Please be advised that confidential medical information will be shared only with district personnel who need to know. The information shared could include understanding the impact a medical condition may have on a child within the classroom setting and/or how to recognize and potentially manage significant medical concerns until medical help arrives. If you have any questions, please contact Corinne Fox.
For further information about immunizations, screenings, medications, and emergency care plans, please visit the Health Information page.
In Grades K and first the typical homework assignment is most often reading. Parents are asked to read to their child and/or have their child read to them for a minimum of 15-20 minutes a day.
Books are an important part of our educational program and language arts development. We encourage children to borrow reading materials to read at home. When your child brings home a textbook or book, please be sure that it is returned promptly and in the same condition as when it left the school.
Various articles are lost by children throughout the school year. These are placed in a lost and found area outside the cafeteria. Children and/or parents may check our collection of lost items. At various intervals during the school year, the articles remaining will be gathered and donated to charity.
The Early Childhood School Building Council is a shared decision making group that works throughout the school year to establish and work toward building goals. Our Building Council is composed of parents, staff, teachers, and building administration. Building Council goals are based on council recommendations as well as goals established by the District. Some examples of Building Council goals include: budgeting, facilities, climate and culture, mission statements, safety, parent/community relationships and communications, special projects, and technology. Sub- committees are often established from Building Council to work on a variety of initiatives and this work is reported out at Building Council meetings. The minutes from our Building Council meetings are available on the Victor Early Childhood School website. The notes will provide a glimpse of the work that is being done to make the VECS the best possible educational environment for your child.
For further information about other parent groups please visit the Parent Groups page.
Party invitations may be distributed when given to all of the students in the class or all of the males/females. Students may not hand out invitations which will only be distributed to a few classmates. Due to the laws of confidentiality, school personnel cannot give the names, addresses and/or phone numbers of your child's classmates
Assignment of pupils to teachers is made by the principal, assistant principal and faculty. Parental requests for a particular teacher will not be honored; however, parents are encouraged to provide information pertaining to their child's placement on a school form developed for this purpose each spring.
The Victor Central School District recognizes a variety of learning situations must be made available to meet the individual needs of our students. Multi-age classrooms provide another educational setting to develop self- directed, autonomous learners. The curriculum is flexible and experience oriented with opportunities to work collaboratively. The multi-age classroom is heterogeneously grouped with students of varying ages and abilities.
Kindergarten and first grade progress reports are disseminated to parents prior to the student's Fall and Spring Parent-Teacher conferences, while the final progress reports are sent home on the last day of school.
Pre-kindergarten, kindergarten, and first grade parents are encouraged to sign-up for parent-teacher conferences with their child's classroom teacher. Punctuality to conferences is important and if a parent-teacher conference needs to be rescheduled, early notification is appreciated.
Children are provided with opportunities for free play each day. The children may be taken outdoors when the temperature is 20 degrees or above with the wind chill and it is not raining. During the winter weather, it is important that children arrive in appropriate outdoor wear (including boots, snow pants, hats, mittens, and scarves), so they can enjoy playing outdoors.
Outdoor play will be on one of our two playgrounds or in the grassy field with a variety of equipment (such as playground balls, footballs, hula hoops, jump ropes, and bubbles). The following rules will be reinforced by your child's teacher and adults in supervisory positions while children are using the playground.
Parents can expect that play will be incorporated into daily classroom routines and instruction. This will occur through activities that support active involvement, exploration, imagination and pretend opportunities. Play is essential to development as it contributes to the cognitive, physical, social and emotional well being of children. Play allows children to learn how to work in groups, share, negotiate, resolve conflicts and learn self-advocacy skills. Hence, play is integral to the academic environment and it ensures that the school setting attends to the development of the whole child.
A Responsive Classroom approach to teaching is incorporated in the ECS. Key foundations of Responsive Classroom include daily Morning Meetings, teaching specific skills needed to participate successfully in social settings, responding to misbehavior as teachable moments, using positive language, teaching in ways that build excitement toward learning, giving children opportunities to think about what they have learned, partnering with parents in children's education.
Please assist in establishing proper hand-washing and hygiene techniques at home to promote a healthy environment for all, while reinforcing the following restroom expectations:
At the present time, students are attending school in a hybrid model. Blue cohort students attend on Mondays, Tuesdays, and every other Wednesday while gold cohort students attend on Thursdays, Fridays, and every other Wednesday. We follow a letter day rotation (A/B/C/D) which indicates the special the students will participate in. Music and art are taught in the general education classroom while physical education is taught outside or in the gym. Please carefully note the letter days your child attends physical education, so that he/she is prepared with sneakers.
The district Connect-Ed phone system will be used to inform families of closings and cancellations (related to weather or other emergency conditions). Additionally, the notifications will be broadcast over radio and television. In general, the time of the broadcast will be 7:00 a.m. In the event the weather is serious enough for us to be certain of closing well in advance, it will be broadcast at 11: 00 p.m. the evening prior to closing.
Each classroom has a daily snack time. In an effort to promote health and wellness, please consider sending in a treat that is low in sugar and fat.
Please note that as per the NY State Health Code all treats for the entire class on special occasions, such as classroom parties and birthdays, must be store bought and in packages that are unopened.
If a food allergy exists in a classroom, all families will receive a note outlining ingredients specific to that allergy. This is to ensure that classroom snacks are safe for all children to consume.
Teacher aides are employed at the VECS to provide a more effective teaching program. Their primary emphasis is working with children in the classroom. They also help support students in the cafeteria, help prepare teacher materials, and assist with special projects throughout the school year designed by classroom teachers.
In accordance with current COVID protocols, we ask that all visitors complete a temperature check and health screening assessment prior to entering any building on campus during the school day. Thermometers and hard copy health screening assessments will be available at all building/office entrances.
