Portland Community College | Portland, Oregon

Family handbook

About the PCC Child Development Center

The PCC Child Development Center is a unique early education facility that provides developmentally and culturally appropriate care for infants through preschool-aged children. In addition, the center serves as a practicum site for students in the Early Childhood Education Program to complete their field learning. Students have the opportunity to apply early childhood best practices with children and families under the guidance of experienced teachers and faculty.

Mission/Vision

PCC’s Child Development Center is a community of educators and learners who strive to provide excellence in education for children, families, students, and the field of early childhood education informed by an anti-bias and social justice lens.

History

The PCC Child Development Center Lab was established in September 1990. The program began in the HT building and moved to the current CDC space in Spring 2019.

Certification

The PCC Child Development Center is licensed by the State of Oregon Department of Early Learning and Care (DELC) and is inspected annually by a licensing specialist. We comply with all ELD rules and a copy of these rules and regulations are available in the office for your reference. The CDC license # is: CC002236. The center licensing capacity is for 85 children. However, we are staffed to serve 8 infants, 18 toddlers, and 40 preschoolers.

Operating Calendar and Hours

The center is open 7:30 a.m. to 3:30 p.m. Monday through Friday. Care is available upon request for those parents/staff who need care until 4:00 due to an afternoon class. We have an open-door policy, in that parents are welcome to visit at any time. The center is open from September to June and follows the college calendar, with a variety of programs and schedules, including options for half day, full day, and Tu/Th or M/W/F blocks of care. Several center-wide closures are scheduled annually, based on college holidays and the operational needs of The Center such as facility cleaning and teacher in-services. Holiday closures include: Labor Day; Veterans’ Day; Spring Break; Thanksgiving, Winter Break; New Year’s Day; MLK Day; Memorial Day. The Center’s beginning of the term start date and the end of the term dates align with the college calendar’s start date and end date.

Educational Philosophy and Center Values

In her book, Diversity in Early Care and Education, author Janet Gonzalez-Mena states that we are influenced by our: race, gender, age, abilities, social class, socioeconomic status, ethnicity and national origin, religion and/or spiritual practice, original geographic location of our family, where we grew up, and where we presently live.

These characteristics guide and influence our beliefs and values about how to best interact with and guide each young child. They influence how we answer questions such as:

• What is the best way to feed a child?
• How should children use materials and the equipment in the classroom?
• How should a child be supported to sleep/rest?
• How is it best to ‘discipline’ children?
• Should all children learn to speak English?
• How should children be dressed for cold or hot weather?

Families differ as to how much and when they encourage independence and interdependence. The Center strives to understand each child and their family’s preference for interdependence and independence. We see both interdependence and independence as developmentally critical. For example, a child can learn self-help skills while also learning to work with others; they can develop simultaneously, or one may be more prominent than the other.

The CDC’s anti-bias curriculum values the diversity and uniqueness of each child and their family. We choose materials, books, art and music to help children and adults in the classroom learn more about people from various races, family lifestyles, socioeconomic levels and abilities. Some examples of anti bias curriculum include: displaying pictures of the children and their families; dolls representing different skin tones, faces and shapes, and books that allow children to learn about themselves and others in the classroom and in their community. We provide a variety of music to reinforce children’s home culture and to expose children to others’ music.

Supporting children’s home language is an essential key to children’s social, emotional, cognitive, physical and creative development. We encourage everyone in the program to review the class language books to learn words that we use with your child’s peers. This sends a message that we care about and value all children and their families. If you speak a language that is not in the language books, please let us know so we can add to the language books.

As a program we believe that family members are the child’s first and most important teachers. Our role is to work together with families towards developing a socially and culturally competent child. This happens when children understand others` perspectives that are different from their own. We tend to believe that our perspective is “normal” for everyone and yet this is not true. The journey of learning about self and others can be confusing and wonderful. If you feel that you do not understand the ways that children are being supported in the classroom or if you are having a strong reaction to certain situations and events in the classroom, talk to your child’s teacher. Your questions will help the teaching team create a plan that will meet the needs of all parties involved.

Literacy

Literacy is fostered in our program by having children engage in symbolic communication in a functional way. Looking at picture books, matching pictures to print, telling and listening to stories, environments that are “print rich” are all examples of literacy events in our early childhood programs.

Anti-Bias Education

Anti-bias curriculum and social justice are at the center of what we do as we introduce children to the community through early education. We continually strive to examine our own biases in order to inform our practice in environments. This grants the children the opportunity to be exposed to other perspectives, allowing for deeper reflection and acceptance of differences. We advocate on a larger scale, educating and illuminating society on the importance of Early Childhood Education. We seek to lift up the profession in the eyes of society and help others build their practices in order to reach higher levels of care for the children and families they serve.

Holiday Celebrations

The Center recognizes that we live in a pluralistic culture with many different religious and cultural practices and beliefs. As a basic policy, the center does not present material that fosters or hinders religious beliefs among children. Generally, we choose to not make holidays a focus for our children’s activities, but invite families to share their traditions with us if they wish to. We will recognize holidays that are significant to our families and provide opportunities for children to discuss their traditions.

We will support celebrating children’s birthdays in the classroom based on parents’ requests. If this is something you wish to participate in, please contact your child’s teacher. Food provided by parents for classroom snacks or for celebrations must be commercially prepared. In addition, out of sensitivity for all families, we ask that if you choose to use the child cubbies to distribute invitations to a birthday party for your child, that every child in the classroom be invited.

Adult Conduct

It is important to the CDC Community to provide everyone with a safe environment where they know they will be treated with respect and consideration. We believe that respectful and open communication between parents and CDC staff is essential to the quality of care we provide. While at the CDC, all adults are expected to conduct themselves in ways that help all children and adults feel safe.

Please do…

• Be respectful and calm when speaking with your child, teachers, and staff, or other people’s children and their families.
• Supervise your child from the car to the classroom and from the classroom to the car. If you see a child other than your own being hurtful or unsafe, inform the teacher and allow the teacher to intervene.
• Bring questions or concerns directly to the staff person who can help address the issue.

Please do not…

• Use, or threaten to use, any form of corporal punishment at the CDC
• Come to the CDC under the influence of alcohol or other drugs
• Raise your voice or use profanity

Guidance and Discipline

The basis of the guidance and discipline policy at the center is to encourage positive behavior and to facilitate the growth of understanding emotions in oneself and others. Carefully planned environments and strong classroom communities provide support for children’s success. Strategies such as redirecting children and setting clear limits are the basis for facilitating self- management when difficulties arise. These strategies also aid children in developing self-control.

While consistency in discipline is recognized as important, the uniqueness of both child and circumstance require flexibility in discipline procedures and in assuring the maintenance of a climate conducive to learning and safety. All children are encouraged to “use words” to express their needs and feelings. Staff facilitate problem solving among children in conflict, maintaining an awareness of each child’s development and temperament, and providing support at the appropriate level. Prosocial behaviors are encouraged and acknowledged by teaching staff. The staff’s response to inappropriate or negative behavior may include ignoring behavior, discussing the situation with the child, redirecting the child’s activity, and/or using firm, clear and concise language to instruct the child in a more positive way to express her/himself.

If a child is unable to respond to these interventions, he or she may be asked to move away from an activity for a time. This allows space to calm down, express his or her feelings and needs, and participate in finding a resolution that allows him or her to be successful. Staff will usually accompany the child to a space away from the activity for a brief period of time and then assist the child to reenter the classroom activity. In special cases when a child is likely to hurt him/herself or another child, the teacher will stop the child or move the child away to a safe location.

In situations where serious and/or repeated behaviors occur, a behavior plan will be established consisting of clear non-punitive consequences. In such instances, the parent(s) will be fully involved in any discussions and plans, and will be updated frequently on the child’s progress. If the behavior plan does not effectively resolve the issue, next steps will be considered on a case by case basis. Next steps can include further parent-teacher meetings, seeking support from counselors, and other outside support. Our philosophy is to partner with parents to best support every child, and to find solutions that will work both in the classroom and at home.

The PCC Child Development Center is committed to promoting healthy relationships and a safe learning environment. To this end, threats of harm to self or others, threatening verbal or physical behavior or acts of violence shall be addressed immediately. The director maintains final discretion in matters of enrollment.

Steps for Addressing Challenging Behaviors

The behaviors of children will be addressed by classroom staff as outlined by the guidance and discipline policy. This can include positive reinforcement for appropriate behavior, redirection, offering choices, reminders of classroom rules, modifying the classroom environment and/or daily schedule, and providing a supervised quiet time for the child to gain control. Classroom staff shall observe all children and document these observations to help ascertain any patterns or precipitating factors of the challenging behavior. At no time will staff use shaming, the withholding of food, or physical punishment of any kind. Teachers will engage parents in conversations to ensure consistency between home and school, and to ensure that solutions are not overlooked.

The first step will always be talking with parents. When a child exhibits a challenging behavior on a continual basis that is not resolved through appropriate behavior management strategies, the classroom staff will consult with the classroom supervisor to document the problem behavior and ask for further guidance.

If the challenging behavior is still not resolved, the center staff shall request a meeting with the child’s parent(s), to discuss the behavior. The center staff and parent(s) will collaborate on the development of strategies to resolve the behavior. A written behavior plan may be implemented at this time. During this process, the classroom staff will keep the child’s parent(s), the classroom supervisor, and the center director informed of progress in resolving the challenging behavior. If a child’s behavior results in an injury to another child or staff member, the child’s parents will be notified as soon as possible and written documentation of the incident will be provided to the parent(s), shared with the supervisor, and placed in the child’s file.

If the center staff feels that they need further assistance in resolving the challenging behavior, the program may, with the parental permission, request the assistance of an outside party. If the center staff feels that the problem may be a result of a special need, the program may, with parental permission, refer the child for evaluation. NWRSD or MECP are the agencies who would conduct an evaluation, and who would be consulted for behavior support for children younger than school aged. If the parental permission is refused and the behavior continues, the continued enrollment of the child will be reconsidered.
If the results of an outside evaluation suggest the need for accommodations for special needs, the CDC will provide these or other appropriate accommodations as long as they are not an undue hardship on the program as outlined in the Americans with Disabilities Act (ADA).

If all of the above steps fail to resolve the challenging behavior, the program will consider appropriate next steps, which may include helping the family find a more suitable placement that would help address any developmental and behavioral concerns.

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

Naptime

We strive to make naptime restful and comforting for all children. We will follow infants’ individual sleep patterns. We provide a crib and sheets; which are laundered weekly. We follow Oregon’s safe sleep protocol for infants, toddlers and preschoolers. In our full- day care program, children will have a consistent afternoon nap time each day. Children who do not fall asleep will rest quietly for a brief period of time before being allowed to engage in quiet play until naptime is over. A cot and sheets are provided for each child napping or resting. Parents are welcome to send a blanket, stuffed animal, and/or a pillow to school. Please mark the item with the child’s first and last name. These will be sent home weekly for laundering.

Parent/Teacher Communication

Communication between parents and teachers is crucial to a child’s success in the classroom. Upon enrollment, each family is asked to complete a Child and Family History Questionnaire. We value the knowledge parents have about their children, and we understand the need for parents to know about what happens during the day when a parent cannot be with their child. Each classroom has a communication notebook located near the sign-in area. Information about absences, pick up times, or appointments can be written here. The Famly App is also an appropriate way to communicate. More confidential information should be shared directly with a teacher either in a written note, email, or in person. Infant and toddler parents will receive a daily report of their child’s activities (eating, sleeping, diapering and toileting).

We recognize that pick up and drop off times can be hectic, and children are deserving of parents’ attention during these times. We encourage parents to use the Famly App, email teachers, or request a phone call in order to discuss specific issues about children or classroom activities.

Teachers appreciate knowing about upcoming extended absences, any changes happening at home, changes in eating or sleeping routines, or any illness. These tend to impact the children during the day, and teachers want to be aware and able to support children who need extra attention.

Parents can receive general information about the child’s day by checking the Famly App, posted photos, curriculum plans, or whiteboard news. Checking in with teachers as time allows is also welcomed. During drop off/pick up teachers may not be able to talk as their attention needs to be on the children, but can always set up a time to do so. Teachers will inform parents of any out of the ordinary behaviors. Newsletters are also sent out from each classroom. Teachers will offer parent/teacher meetings/conferences twice yearly, usually in the fall and in the spring. Parents are welcome to request conferences at any time, and teachers may request a meeting if there are specific issues to address.

Our Classrooms

The center is comprised of five classrooms, serving children 3 months through preschool:

Infant Program

Ladybug
The CDC serves infants at 3 months of age to 12 months. The current classroom size is 8, with a teacher to child ratio of 1:4.

Toddler Program

Grasshopper & Bumblebee
The CDC has two toddler rooms with 8 toddlers ages 12 to 24 months and 10 toddlers ages 24 to 36 months. The current classroom size serving 8 children has a teacher to child ratio of 1:4 and the current classroom size serving 10 children has a teacher to child ratio of 1:5. The older toddlers may have a child that has not yet turned 2 years old (24 months). If that is true, then the class size will remain at 8 toddlers with a ratio 1:4.

Preschool Program

Dragonfly & Butterfly
The CDC has two preschool classrooms. Preschool classrooms serve children ages 3 to 5 years of age. The maximum classroom size is 20 children with a teacher to child ratio of 1:10.

Practicum Site

In addition to a child care center, the CDC serves as a practicum site for Early Childhood Education (ECE) students at PCC. Under the supervision of a Mentor Teacher, ECE students practice the skills and knowledge learned from their ECE courses.

PCC Child Development Center Staff

The staff in the best position to address your concerns varies with the nature of the issue. All general program concerns over classroom administrative procedures can be presented to the Director. Billing concerns should be directed to the Office Assistant in the front office. Problems unique to one classroom are best directed initially to the Mentor Teacher.

Teaching Staff

Mentor teacher and Child Development Specialist (CDS) Teachers

Teaching staff are the core of our program. Mentor teachers and the CDS teachers are College employees and professionally staff the classrooms. The teachers are the primary contact regarding children. Teachers working with Practicum students have the title of Mentor Teacher. Teachers not mentoring practicum students have the title of Child Development Specialists (CDS).

When professional teaching staff take sick or vacation leave, the Center schedules on-call teachers from our pool of temporary and permanent substitute teachers. Substitute teachers are referred to as Floaters. All Floater Teachers meet at least the requirements of classroom teachers, have been trained in the classrooms and are familiar with the special requirements of teaching each group which they are assigned, including pertinent medical information, allergies and special needs.

College Students (Practicum)

The professional teaching staff work with Practicum students enrolled in courses through the Early Childhood Education Department (ECE). The teaching team offers leadership and training within each classroom. Students are assigned a range of responsibilities based on their education and experience according to State of Oregon Department of Early Learning and Care (DELC) regulations. The addition of Practicum students’ participation in the program adds to PCC Child Development Center’s individualized approach to education and the stimulating environments provided within the center.

Each classroom is staffed to meet the State of Oregon Department of Early Learning and Care (DELC) requirements for ratios of children to staff. Everyone who is employed at the center has undergone a criminal history check through the State of Oregon DELC. Only employed staff are counted in our ratios.

Administrative Staff

The center’s administrative team includes the Center Director, Sr. Office Assistant and kitchen staff. The CDC reports to the PCC Pathway Dean. The primary contacts for your questions are:

• Director: Program and curriculum information, center policies, questions related to child development or support, health and safety issues, and personnel issues.
• Sr. Office Assistant: Tuition, billing or facilities questions; child enrollment, schedules, wait-list policies and questions; general reception support such as handling messages regarding child attendance and messages for classroom teachers, and forms.

Substitute Director

During times when the director is offsite, a qualified substitute director will be appointed from the mentor teaching staff. The list of qualified substitute directors is posted on the main office/parent bulletin board.

Grievance

Addressing concerns effectively requires open communication between the staff and the parents or guardians. In many cases, positive solutions can be found through discussion and collaboration. Engaging in discussions or asking questions that contribute to your child’s positive well-being is encouraged. If you encounter any issues with the facility or staff, please follow these steps:

1. Discuss the concern with the educators who work with your child immediately.
2. Allow time for the educator to follow up with you and resolve the concern.
3. If your concerns persist, please take your concerns to the Director as soon as possible.

Most concerns can be addressed informally, through immediate conversation with staff and ongoing relationship building. Unfortunately, there may be times when a concern is not appropriately resolved or is of a more serious nature. Whenever possible, if a serious concern needs to be elevated, it is preferred that concerns are submitted in writing to the Director. However, we understand that there may be situations where alternative methods are necessary. These alternatives include conducting an in-person interview/conversation, an online-meeting, a phone conversation, or recording the concern with written or oral affirmation, as requested by the individual.

When a concern is brought forward, the Director will speak to the educators who work directly with the child to learn more details about the situation. After listening to the concerns and gathering more details about the situation, the Director will collaborate with the family on possible solutions and next steps. Please allow time for the Director to carefully review the situation, gather relevant information, and implement a thoughtful resolution that addresses the main source of the concern.

Preschool & Early Learning Division Involvement:
In the case of exceptional circumstances, Preschool for All families may request a review of the complaint and resolution by emailing the Multnomah County, Preschool and Early Learning (PEL) Division at preschoolforall@multco.us. The Director will cooperate and share all documentation and notes related to the complaint and the resolution to the Preschool and Early Learning (PEL) Division.

Non-Preschool for All families may email the Program Dean for Education and Human Services: Luis Rodriguez Garcia at lrodrigu@pcc.edu.

Classroom Information and Policies

Arrival and Departure

Children MUST be signed in and out each day. This is extremely important, as the information is used to verify our current attendance numbers throughout the day as well as to check attendance during emergency drills and events. When your child arrives at the center, the person bringing the child must sign in and note the time of arrival in the classroom attendance book or Famly App. Each child must be signed in properly before the center can assume responsibility for that child. Please make certain that the teacher in charge is aware of your child’s arrival.

Upon departure, teachers will release a child only to a parent or another person who has been authorized by the parent in writing. The teacher shall verify the photo identification of any person, other than the parent, who picks up a child. The person picking up the child must sign out and note the time of departure.

Parking

PCC has designated drop-off parking spots located in the parking lot adjacent to the CDC. Parking in these spaces is limited to 20 minutes. Parking in other non-designated spots may result in a parking fine. The center will not be responsible for any parking fees incurred from parking in non-designated spaces.

Stroller & Car Seat Storage and Lactation Room

Stroller and car seat storage is located near the infant rooms. The Lactation room has a padded rocking chair, sink, and adjustable blinds. If breast milk is to be stored, it must be labeled with the child’s name, date pumped, and in a sealed container.

Late Pick Up

The center understands that unforeseen circumstances may occasionally prevent a parent from picking their child up on time. Families are expected to pick up their child by the end of their contract hours. Center staffing is based on that premise; delayed pickups result in additional staffing costs to the Center. When children are picked up late, additional billing charges are added at a rate of $1.00 per minute. If a child is consistently picked up late, the CDC Director will meet with the family to find solutions. If unresolved, parents may be given 30 days notice to leave the program.

Walks/Outdoor Learning

Outdoor time is a part of the daily schedule of each classroom. Large motor skills such as crawling, scooting, running, walking and climbing can be experienced in the classroom and outside on the playground. Some of the classrooms have spaces inside for large motor development. In the CDC we have a Sensory Gym and two outdoor playgrounds.

In addition, children and staff often go on walks to explore and enjoy the College campus. Teachers take all reasonable precautions to ensure safety on these trips. Whenever a child or a group of children leave the center grounds, information about the excursion including route information, names of children in the group, and expected return time is left at the front desk. For all outings away from the center, there will be two staff with the children, and one of them must have infant/child first aid/CPR training. Staff carry cell phones, as well as an emergency backpack containing a first aid kit, emergency contact information, and extra supplies.

Clothing

Children enrolled at the center play outside every day. Please be sure each child is dressed appropriately for the weather. Remember items such as boots or shoes, raincoat, sweater, jacket, hat, etc. Please label the child’s clothing with first and last name.

Please dress each child appropriately for activities. We will often be involved in messy art projects, and while precautions such as wearing smocks will be taken whenever possible, play clothes are best. Comfortable shoes with non-slip soles are recommended. We request to keep a change of clothing for each child at school and replenish as necessary.

Diapers

The CDC program requires parents to supply diapers. We can accommodate cloth or disposable diapers.

Toys from Home

All classrooms are equipped with toys and equipment appropriate to the developmental stages of the children. As a general rule, therefore, toys from home are requested NOT to be sent to the center unless discussed with the teacher prior. Please consult the teachers regarding requesting toys from home.

With very young children, however, a familiar toy or object when away from home for the first time may provide security. Toddlers are therefore often encouraged to bring a special object to make separation easier. Please consult the teachers regarding specific situations for each child. No guns, weapons, or similar violent toys are permitted at the center.

Media

The occasional use of television, films, and video is limited to rare in our classrooms. All programming is previewed by a staff person to ensure developmental appropriateness. If such media are to be shown, alternative activities are always available, and no child is required to view the program.
Internet videos or photos as a resource for information relating to specific curriculum is used in some classrooms. We intentionally limit screen time, and internet use is only employed as a research tool.

Screening & Assessment

We recognize and honor the fact that each child develops at his or her own pace, and thus every child in a classroom will not be mastering the same skills at the same time. Teachers spend time observing each child to determine strengths and challenges, and then design curriculum activities to support children’s growth. Teachers share these observations with parents through written notes, conversation, or individual parent conferences.

The Ages and Stages Questionnaire (ASQ) is used to screen children in a variety of developmental areas. This tool was researched and developed at the University of Oregon, and is widely used as a primary screening for children’s communication, motor, cognitive, social-emotional, and problem-solving abilities.

Parents and teachers complete the forms at least annually, and they are used as the basis for conversation during conferences. Parents may request additional screening at any time, and may be referred for assessment in cases where development is questionable or parents or teachers have concerns.

When a child presents a developmental delay or when parents or teachers have concerns, a referral to Early Intervention may be made. The CDC may serve as a placement for a child who has been identified as needing early intervention support services, and teachers will seek classroom support from Early Intervention specialists.

When individual children present issues that require additional staff attention or support, parents will be involved in developing a written plan for that child. The CDC will provide reasonable accommodations to encourage every child’s success in the classroom.

Child Record Keeping

We keep written records for each child enrolled at the CDC. A child’s file will include all of their emergency and contact information, as well as immunization records and any health alerts. We also have records of written goals, observations, parent-teacher conferences and meetings. Enrolling parents may have access to these records. These records will remain confidential and onsite for 2 years following enrollment.

Additional Infant and Toddler Classroom Policies and Procedures

Infant and toddler classrooms have standardized policies and procedures for feeding, diapering, and napping. These are based on best practice and state child-care guidelines. They are available to all infant and toddler families, as well as all center parents for review on request.

Health and Medication Policies

In order to promote and protect wellness of children in care, we exclude ill children from the center in accordance with state regulations, under the following conditions:

• When the presence of the child poses risk of spread of infection to the other children;
• When the ill child requires more attention and care than is available by the regularly scheduled staff;
• When a child exhibits symptoms of communicable illness as defined by state guidelines.

Guidelines For Medical Exclusion

In compliance with the State of Oregon Department of Early Learning and Care’s rules, the center shall not admit or retain in care a child who has one of the following symptoms, or combination of symptoms, or illness:

1. Fever over 100.4 degrees F;
2. Diarrhea (more than one abnormally loose, runny, watery or bloody stool);
3. Vomiting;
4. Nausea;
5. Severe cough;
6. Unusual yellow color to skin or eyes;
7. Skin or eye lesions or rashes that are severe, weeping, or pus-filled;
8. Stiff neck and headache with one or more of the symptoms listed above;
9. Difficult breathing or abnormal wheezing; or
10. Complaints of severe pain;
11. Excessively runny nose with discolored mucus.

A child who shows signs of illness, as defined in this rule, shall be isolated and the parent(s) notified and asked to remove the child from the center as soon as possible. If a child has mild cold symptoms that do not impair his/her functioning, the child may remain in the center and the parent(s) notified when they pick up their child.

When it has been determined that a child is too ill to remain at the center, we ask that you make arrangements to pick up our child within 30 minutes. Isolation of a child away from the classroom uses extra staffing and can affect the activities of the rest of the group.

Ill children may not return to the center until they are free of symptoms for 24 hours without the aid of fever reducing medication for fever, severe cough, or difficulty breathing; and free of symptoms for 48 hours without the aid of medication for diarrhea and/or vomiting. If your child is diagnosed with a contagious disease, including, but not limited to, chickenpox, diarrhea caused by E. coli or Salmonella or Shigella, hepatitis, measles, mumps, pertussis (whooping cough), rubella, scabies, or tuberculosis, please provide a doctor’s note clearing your child to return. Directions of when to return to school may have been included when your child was diagnosed.

Medication Administration during the School Day

Medication Administration Permission forms must be completed by a parent (or an authorized adult) and approved by a staff member when a child requires medication while at school. No prescription medication or non-prescription medication, including, but not limited to, pain relievers, sunscreen, cough syrup, diapering and first aid ointments or nose drops, may be given to a child except under the following conditions:

• A signed, dated, written authorization by the parent(s) is on file (forms are available at the front desk)
• Prescription medication is in the original container and labeled with the child’s name, name of the drug, dosage, directions for administering, date, and physician’s name
• Non-prescription medication is in the original container, labeled with the child’s name, dosage, and directions for administering
• A written record of all medications administered listing, as a minimum, the name of the child, type of medication, the signature of the person administering the medication, date, time, and dosage given, shall be kept.
• Parent(s) shall be informed daily of medication administered to their child.
• Expired medication cannot be used and will be sent home.

If any medications are listed as part of an action plan from your child’s physician in response to medical conditions or allergies, these medications must be present on site in order for your child to attend.

Allergies

Every child with a life-threatening allergy must have an allergy plan from their doctor instructing us on how to respond when a child has an exposure to the allergen while at the center. This plan must be in place, including staff training time (on the plan and use of EPI pen if it is part of the plan) before the child begins child care. If the child is already in our care when a life-threatening allergen is identified, a plan must be in place before the child can again be left in care.

The allergy plan must include a specific definition of what the child is allergic to and in what form, what will trigger the allergic reaction, what symptoms we can expect to see if an allergic reaction is beginning, how we should respond to suspected exposure and to a reaction in progress, and what medication we should have at school. This plan should be signed by a doctor and by the child’s parent.

We work with families to support children with allergies, providing alternatives when possible. The Child Development Center is a nut free center. We do not serve any nut products for snacks. All families in the center are asked to take action to help us provide a safe environment for every child and staff. While we can mitigate risks with appropriate precautions, we cannot guarantee that the entire center will be allergen-free as this space is shared by many individuals on a daily basis.

Sunscreen for Children

Most classrooms apply sunscreen twice daily on warm, sunny days. Sunscreen is considered an over the counter, or non-prescription medication by the Oregon Department of Early Learning and Care. Staff will need signed consent from parents before using sunscreen on a child.

Nutrition and Food Policies

Proper nutrition is essential for the physical growth and development of children. Eating a well-balanced diet can significantly help cognitive development as well social and emotional development. Research has shown that good eating habits established during early childhood can impact overall health in the long run. As such, the program is committed to providing healthy meals during our operational hours. Organic foods, whole grain rich foods, limited sugar, and unprocessed or natural food will be prioritized. The Child and Adult Care Food Program guides the food and portion sizes served.

Every meal will be served family-style, which means children will be invited to eat a meal at a table in small groups. Children will pass food to one another in serving dishes giving children an opportunity to serve themselves and share in pleasant conversations. Teachers will sit and eat with the children to model how to serve themselves, offer guidance on serving sizes, and encourage children to try new foods. Each month the program will highlight a seasonal fresh fruit or vegetable to try.

Morning breakfast, lunch, and afternoon snacks are provided by the center. Breakfast will consist of fluid milk, a fruit or vegetable, and breads or grains and be available between 8:15 to 9:15. Lunch will include fluid milk, a meat or meat alternative (i.e. cheese or yogurt), vegetable, fruit, and grain and will be served between 11:15 and 12:15.. Snack always consists of at least two of the following food groups: breads and grains; meat or meat alternative; fruits and vegetables; fluid milk or water and is served between 2:00 and 3:00. Menus are provided monthly. Families have the right for free language assistance for Limited English Proficiency persons and for free disability accommodations. We will provide these services upon request.

Children in the infant classrooms are included in the provision of breakfast, lunch, and afternoon snacks. Children are fed as needed and according to parents’ instructions. As these children get older and are ready for milk, the center will provide whole milk. Feeding times and food consumption information are provided to families at the end of the day.

Occasionally, parents bring food for all the children as snacks for celebrations. This food must be commercially prepared. If your child has a special dietary requirement.

Safety and Emergency Policies and Procedures

Accidents

We strive to prevent accidents by creating a safe environment and providing careful supervision of children. However, minor injuries are part of growing up, and in the course of development, children take some risks. There is always a staff member present who is trained in first aid. All injuries requiring first aid are recorded on an accident report form, and a copy is sent home at the end of the day. Often for injuries where the child is particularly upset or will have a visible injury, teachers will contact parents to discuss the situation.

In the case of a serious injury to a child, parents will be contacted. If emergency services are needed, we will call 911. If it is determined that it is necessary to transport a child for emergency services, a staff person will accompany the child if a parent is not present, if allowed. A copy of the child’s emergency and health information will accompany the child to the health facility.

Safe Sleep Practices

Our staff follow the safe sleep practices described from the Oregon Health Authority for infants. Infants will always be put to sleep on their backs. No soft fluffy bedding, pillows, stuffed toys or bumper pads will be in your baby’s sleep area. All babies will use a sleep sack instead of a blanket. Sleeping infants will be monitored frequently to ensure that they are breathing, not overheated, not in distress, and do not need assistance.

Building Safety

We want every member of our CDC community to feel safe and welcome in our building. We require everyone to use our front door as the primary entry and exit, so that front desk staff will be aware of who is in our building at all times. Front desk staff will monitor and greet each person who enters. Any unfamiliar visitors will be engaged in conversation and assisted. Only people with legitimate business will be allowed into the building. Visitors are asked to sign in and will be escorted to their destination. Each family will be given an access code to enter the building. This access code is only to be used by the parent who received it. DO NOT share it to anyone who may be dropping off or picking up your child. Please use the doorbell and someone will come to let you in.

Each classroom is equipped with a cellphone that staff and teachers use to quickly communicate with each other and the front office for routine and non-routine situations. Protocols are in place for staff to respond quickly when notified of emerging situations.

Fire and Natural Disasters

Each classroom has an established evacuation plan for fire alarms and other potential emergencies, and safety drills are practiced monthly for all classrooms. In addition, earthquake and lockdown drills are practiced quarterly. Teachers are trained in how to respond to a variety of emergency situations, and will always take steps to ensure the safety of the children in their care.

The assembly point for evacuation is the grass/sidewalk area adjacent to the CDC drop off/pick parking lot. This is where we gather for practice fire drills and where we will convene if we evacuate the building.

In the event a building evacuation is necessary, we would still only release your child to adults for whom we have written releases. The children will stay with staff members until they are able to be released. We will update phone messages if possible, and attempt to contact parents by phone. If we are under the direction of PCC Emergency Management or other emergency responders and are directed to a location other than our planned space near the CDC, we would post that information on our front door, and if possible, leave a staff person there to direct parents.

Lockdown

In the event of a dangerous situation or threat of harm from outside of the center, we will implement the following lockdown procedures: locking all outside doors, closing blinds, and keeping children away from windows. We will be in close contact with PCC security and emergency management, and they will assist us to take every needed precaution to ensure the safety of the children and staff. It may become necessary to prevent people from entering or exiting the building, in which case we would communicate with parents via phone or email.

Child Protection Measures

The State of Oregon Child Abuse Reporting Law requires that staff are trained in recognizing and reporting child abuse and neglect, and all staff are mandated to report suspected cases of child abuse.

Confidentiality

Information about the health or abilities of any child or a family’s status is considered confidential. Such information will be shared with staff only as necessary to meet the needs of the child. Occasionally, family information may be shared with regulatory agencies, e.g., the Department of Health and the Oregon Department of Early Learning and Care, with the knowledge of the parents.

Classroom family email and contact lists may be created for family use only, and information is included only with parent permission.

Staff Background Checks

Every center employee, volunteer and practicum students must pass a criminal background check through the Oregon Department of Early Learning and Care.

Visitors to the center are required to sign in at the front desk and are always accompanied by a staff person.

Parents as Volunteers

Parents are welcome to volunteer at PCC by spending time in the classroom, helping with special projects, accompanying their child’s class on walks, or by sharing special talents or family/cultural traditions. Teachers will communicate with parents about how volunteering may affect the group or their child.

Volunteers cannot be alone with children. Volunteers must remain within sight and sound of a teacher.

Photographs and Video Tapes

Photographs and videos of children and staff participating in center programs are taken occasionally as part of our program in accordance with permissions granted by families on annual enrollment forms.

Typical use of such media include:

• By staff for classroom purposes such as labeling cubbies, curriculum planning, photo boards, staff training, and as a means of sharing information with parents about a child’s day.
• By center staff, students and faculty for the purpose of College educational purposes.
• By center staff or parents to record a special classroom or center family activity or event, such as birthday party or field trip.

Prevention and Management of Hazards

No pesticides or other potentially toxic substances will be used while children are present. Animals are not allowed in the building unless authorized by the director.

Inclement Weather

The CDC will be closed when PCC is closed. Please see the following link for PCC’s College Closure Procedures. pcc.edu/hr/contracts/closure

The CDC may make alternative schedule decisions, including full-day closure, delayed opening, or early closure, as needed. Please make sure that there is someone, who is on your emergency contact list, available to pick your child up within 15 minutes after a closure has been announced. For the safety of the children and our staff, it will be very important to clear the campus as quickly as possible.

No tuition refunds will be given for inclement weather closures or delays.

Inclement Weather Notifications

CDC Notification: You can sign up for PCC Alerts text messages to receive PCC/CDC delay and closure information. For more information and to register to receive PCC Alerts! messages, please visit pcc.edu/about/closure-information.

CDC Notification: During times when the PCC Alert Notification System may not be operating, the CDC will send an email to CDC families. Please note that these emails may take some time to send, depending on current conditions.

Enrollment and Waitlist Policies

Admission

The PCC Child Development Center program is available to everyone regardless of race, color, handicap, age, sex or national origin. Enrollment is limited to PCC-Sylvania students, staff, faculty, and Preschool for All participants. Students must be taking at least 2 credits for each half-day session enrolled. We offer full-time and part-time options for infants (6 weeks-14 months), toddlers (14-36 months), and preschool children (3-5 ½ years). Part-time is for students taking between 2-5 credit hours and full-time is for students who take 6 or more credit hours. Proof of credit hours will be required to remain enrolled unless individualized arrangements are made with the director. If a part-time student wants full-time enrollment, the staff pricing may be applied.Preschool for All families are required to participate in the full-time option.

Enrollment

The center uses an annual enrollment model based on the school year which begins September 1. Because we value developing and maintaining relationships among children and caregivers, we keep each classroom of children together as a cohort for the entire year, allowing teachers and children to fully develop their relationships. At the time of enrollment, we look at the child’s age as of September 1 to determine classroom placement.

In May of each year, returning families are invited to reserve their space for the fall. This allows us to plan fall enrollment in advance, and gives us time to notify waitlisted families of any expected openings. CDC-affiliated staff and faculty families are guaranteed ongoing enrollment from year to year based on the child’s current schedule. Student families are guaranteed ongoing enrollment only until the end of the current year. Requested schedule changes will be accommodated based on availability. Preschool for All participants must follow the guidelines for the Preschool for All program.

Changes In Schedule

Thirty calendar days advance written notice is required, regardless of child’s attendance, for any reduction in schedule. Tuition will be charged at the rate of the original schedule for thirty calendar days after the submission of a Schedule Request Form. Any increase in schedule will be based on space availability. To request a schedule change, submit a Schedule Change Request Form to the office. This form is available at the front desk. Changes in schedule are not an option for Preschool for All families as they are required to attend using the full-time option.

Withdrawal Policy

Withdrawal from the center requires 2 weeks advance written notice, regardless of child’s attendance. Tuition will be charged at the rate of the original schedule for thirty days after submitting a written notice of withdrawal. Tuition is not charged for Preschool for All families.

Discontinuation of Enrollment

CDC is committed to working with children and their families, so that each child’s experience at the center is respectful, positive, and rewarding. Whenever possible, CDC will attempt to meet with parents to discuss concerns and establish a plan to resolve or mitigate challenges. In some circumstances, it may become necessary to discontinue a child’s enrollment with or without prior notice.

CDC reserves the right to discontinue a child’s enrollment under the circumstances listed below, or may choose to continue a child’s enrollment but bar a parent, guardian, family member, or friend from the premises. Reasons for discontinuation of enrollment may include, but are not limited to:

• Non-payment of services and/or lack of adherence to tuition payment policies.
• Falsification of information on enrollment forms or childcare related forms.
• Non-compliance with expectations set forth in this handbook.
• Lack of cooperation with the center’s efforts to resolve differences and/or meet the child’s needs through parent/staff meetings or conferences.
• Inappropriate, unprofessional, or abusive behavior and/or verbal abuse or threats by parents, relatives, guardians or other parties toward CDC staff, other parents, or children.
• The continued enrollment of the child poses a risk to the health and/or safety of other children, parents, or center staff, or continued enrollment of the child constitutes an undue burden on the center’s resources.

The director maintains final discretion in matters of enrollment.

Wait list Application Requirements and Process

Whenever an opening occurs, the center fills requests for schedule changes from currently enrolled CDC-affiliated families before admitting new children from the waitlist.

Preschool for All openings will be filled by the enrollment team from Preschool for All Support.

Openings for non-Preschool for All new children are filled from a waitlist. Before making an enrollment offer, the center considers the ages of the children on the waitlist in relation to the current group and then assigns enrollment priority as follows:

1. Siblings of currently enrolled children whose parent is PCC staff or faculty
2. Siblings of currently enrolled children whose parent is a PCC student
3. New PCC staff and faculty families
4. New PCC student families

To be considered a PCC-affiliated family, at least one parent or guardian must be a current PCC employee or a currently enrolled PCC student attending school with at least 2 credits. In addition, the person requesting care must live either full or part time with the child to be enrolled.

Status of an individual’s PCC-affiliation is verified through that individual’s listing as an employee or student in the PCC Banner System. For current families, this will be verified at the time of an initial offer, and reviewed at least quarterly. Families who experience a status change with respect to PCC-affiliation must immediately notify the center administration.

Ongoing enrollment beyond the academic year is guaranteed only for PCC-affiliated employee families. When schedule changes are requested, we follow our priority listed above.

Although the center tries to accommodate families on the waitlist when making an enrollment offer, families may need to accept enrollment offers relatively quickly, so the center encourages families to update contact information and their need for care as changes occur.

Wait list applications are accepted throughout the year. Each application remains active for one year from the day the center receives the completed application.

The center will notify each family at least one month before the family’s application expiration date, and the family may renew at that time for another year.

To remain on the waitlist for another year with the same waitlist priority, a family must submit an updated application accompanied by no later than the family’s application expiration date. If a family submits an application after that date, the family will be placed at the bottom of the waitlist.

Changes to the waitlist application, (e.g. requested start date or schedule) may be made at no cost any time.

When an Offer of Enrollment is Made

When an opening occurs, the family at the top of the wait list will be offered the current opening regardless of whether it matches the schedule they requested

After the Enrollment Offer is Accepted

Once the billing form is signed and turned into the Office Manager, then the slot is filled and the child is placed on the roster, and parents are sent the enrollment forms. Tuition is not charged until the first week of the term.

Immunizations

State law requires all children who are attending child care centers and private and public schools to be fully immunized, unless their parents can provide proof of a medical or non-medical exemption. Upon enrollment, each parent must complete and sign a form giving dates of immunizations, and we ask that parents provide updates as they are obtained. Per DELC requirements, children may be excluded until the appropriate paperwork is received.

Records

All enrollment forms must be received before the first day your child attends the PCC Child Development Center. It is most important that you designate a contact person that we can call to pick up your child in an emergency if we cannot reach you. If your address, phone number, emergency number, doctor, or any other information on your registration form changes, please notify teachers and front desk staff immediately. It is crucial we have current information.

Payment Policies

Tuition

Tuition is paid in advance before each term starts. Families have the option of paying the tuition for the term in 1, 2, or 3 installments. Tuition will not be prorated for absences, emergency closures, inservice days, or holidays. Parents are billed through their PCC account. Please contact the PCC Business Office with questions regarding billing. Outstanding balances must be paid before enrolling in the next term. All costs for Preschool for All families are covered by Multnomah County (with the exception of late pickup fee). Therefore, Preschool for All families are not required to pay tuition.

Annual Registration Fee

An annual registration fee is charged per child each fall or upon enrollment for the upcoming program year to cover insurance and supply costs. This does not apply to Preschool for All families.

Late Pick up Fees

A late fee is charged per minute for any time a child is picked up past his or her scheduled hours of care. Preschool for All families are required to pay this fee.

Federal ID Number

The center’s tax ID number is 46-4727800 for income tax purposes.

Parent Resources and Opportunities

Parents are welcome members of the center community! We welcome you to volunteer, to visit with your child during the day, or to share your special vocation or talent. You are also encouraged to participate in the activities at the center in a variety of ways.

Staff Appreciation

Parents wishing to show appreciation for teaching staff are, of course, welcome to do this at any time. As public employees, our teachers are bound by the Oregon Administrative Regulations (OAR) regarding gifts, which reads as follows:

“During a calendar year, a College employee or a relative or member of the household of the employee may not solicit or receive, directly or indirectly, any gift or gifts with an aggregate value in excess of $50 from any single source that could reasonably be known to have legislative or administrative interest in the College.” This relates to gifts made directly to the teacher, not to gifts intended for donation to the classroom or center.

Classroom Email Lists

We recognize that many children will develop relationships within the classroom, and parents may want to encourage this outside of classroom time. As a part of our enrollment paperwork, each family is asked if they wish to share their contact information with other families in the class. A family contact list for each classroom is available, containing only the information we have been authorized to share.

USDA Nondiscrimination Policy Statement

In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.

Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:

1. mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; or
2. fax: (833) 256-1665 or (202) 690-7442; or
3. email: Program.Intake@usda.gov

This institution is an equal opportunity provider.

Thank you for sharing your children with us!

Revised 7/2025