- Mon - Fri: 6:30 - 5:30
- (812) 424-4780
- info@stvincentelc.org
- EIN # 35-0869067
We understand and honor the fact that families are a child’s first teacher. It is essential to develop reciprocal relationships between teachers and families. The stronger the relationship between families and staff, the more fully able we will succeed in our shared purpose — the health, safety, and education of children enrolled at St. Vincent Early Learning Center.
Teachers and families collaborate to create a supportive learning environment for children. Parents/Guardians and teachers maintain regular and ongoing communication with one another. Classroom agreements, expectations, daily flow, and learning projections are posted on the Family Bulletin Board or other designated communication areas in each classroom. Together, we are responsible for:
We believe that all behavior is a form of communication, and we actively work to decode children’s behaviors through a lens of meeting needs. We also strive to provide a safe environment for all children at all times. Children who are exhibiting disruptive behavior may be redirected, offered other choices, provided with language to communicate their needs, offered an opportunity to self-regulate in a semi-private area of the classroom, or receive positive support from on-site Registered Behavior Technicians (RBTs) and Board Certified Behavioral Analysts (BCBAs). This additional support shows the St. Vincent’s value of reverence in action, and it exemplifies our pursuit of early learning excellence.
The Child Support Team (CST) utilizes the Multi-Tiered Support System (MTSS) framework to support children.
Within the MTSS Framework, children can move in and out of varying levels of support. The aim of the MTSS Framework and the work of the Child Support Team is to provide intervention and support so that the child is successful in their learning environment. The team gives recommendations to teachers and families regarding next steps, which may include screenings, referrals, or Behavior Intervention Plans. Families are included in this process, as they play a crucial role in supporting the success of the child. This team may also recommend outside referrals, such as family or individual therapy, or evaluations.
Interested in donating, volunteering, enrolling or learning more about the importance of high-quality early learning?
We are committed to providing children with high-quality care and education. To put our values of reverence, connection, and growth into action, we ask our families to share with our teachers about their race, religion, language, culture, and family structure.
Understanding our children better enables us to meet their needs more effectively. For example, suppose a child’s preferred language is not English. In that case, families would inform their child’s teacher as soon as possible if they need an interpreter/translator or other accommodations.
Individualized conferences are held twice per year to discuss children’s progress toward goals and development.
We use Teaching Strategies GOLD to assess the developmental progress of children and determine where they are meeting or exceeding in educational domains. From these data-driven measures, if a child appears to be experiencing social, developmental, behavioral, or educational delays, additional conferences may be scheduled to discuss options.
Families are required to attend the conference while also maintaining regular ongoing communication with their child’s teacher.
We maintain an open-door policy. Our families have the opportunity to visit and/or volunteer in their child’s classroom. These visits may be made during normal operating hours, including mealtimes, indoor and outdoor play, and field trips. To disturb the children’s sleep, families are not allowed to visit the classrooms during rest hours (12:30 pm – 2:30 pm).
Although the administrative staff maintains an open-door policy for parents, families are encouraged to speak directly with their child’s teacher to discuss concerns or problems and work together to find solutions. The collaboration and connection between teachers and families to address any problems or concerns is essential.
