Parent Resources

(425) 882-1981

13613 Avondale Rd Ne, Woodinville, WA 98072

DISASTER PLAN

We are ready in case of a natural disaster to care for your children for 72+ hours. We have emergency supplies, and all staff have current First Aid, CPR and Blood borne Pathogen Training. We are within walking distance of two fire stations and review emergency procedures annually. You can read more about emergency plans in the Parent Handbook and Health and Safety Handbook.

CLOSURES

Closures due to power outages and weather will be updated when problems occur. In case of storms we highly recommend frequently reviewing our sites Message Board on the Home Page. We will also post weather updates to our Facebook page, send an email to parents. You can view outages on the PSE app or website.

DAILY SCHEDULE

We offer a consistent schedule each day with flexibility to follow a group’s interest.

7:00am – Open
7:45am – Breakfast, Wash Hands
8:30am – Outdoor Play, Split Groups
9:10am – Circle Time
9:30am – Free Choice, Special Projects, Clean Up
10:30am – Snack, Wash Hands
11:10am – Outdoor Play
12:00pm – Lunch, Wash Hands
12:30pm – Nap, or Outside Play
1:00pm – Rest, or Outside Play
1:30pm – Rest or Calm activities inside
2:30pm – Snack
2:45pm – Story
3:00pm – Free Choice
3:45pm – Outside Play
4:30pm – Story
4:50pm – Snack
5:05pm – Free Choice
5:30pm – Closed – Pick up a little before to give you and your child time to check cubbies, chat with the teacher or use the restroom.

In the afternoon classrooms combine with other groups as children and teachers leave for the day and our head count drops. We have a 1-3 year old group in the Rainbow Gang classroom and a 3 to 6 year old group on Big Play yard in the Stargazer or Sunshiner classroom.

The Dewdrops stay in their own class until the last hour of the day, 4:30, then they may combine with the rest of the school after 5 PM snack.

At 1:00 PM all Rainbow Gang (2s) and half the Stargazers (3s) have a nap time in separate classrooms. As Stargazers outgrow naps and fewer students sleep, they combine in the Rainbow Gang classroom. Parents and teachers work together to determine if children still need a nap.

The remaining Stargazers (3s) and Sunshiners (4s) combine on the Big Play yard. Some of the children take enrichment classes in the barn (Sunshiner Classroom) and others play outside or do projects in main building (Stargazer Classroom).

They then return to their own classrooms for a rest and quiet time before combining after afternoon snack on the play yard.

Any school-age children that join us after school combine with the older group.

FREQUENTLY ASKED QUESTIONS

Is it a drop off program where I wouldn’t be in the room at all with my daughter? Or do you allow for a transition whereby I’d slowly begin to sneak away?

We encourage parent involvement and some parents volunteer one day a week in the classroom. It is not a requirement.

We like parents to join in and get their children settled into an activity before they leave.

We ask parents to always say good-bye before leaving to build trust with their child.

Before you leave your child for a day alone at school, we ask a parent to stay with them for a transition from 10:00 to 11:00 to provide a safe harbor and guidance through the routine. We schedule these by appointment.

The first visit, after touring the school, you can drop off paperwork and visit for 1 hour and during that visit leave the room for 5 to 15 minutes. This is a suitable time to register with the time clock and their reaction when you leave the classroom for a brief time is a good indication of how long parents will need to spend transitioning their children. The bonding with teachers increases when they are left at school for their first days.

The more days and more hours the children attend the faster they bond with the other children and teachers. They learn the routine and join the activities and the transition is complete.

Which days of the week is it?

We are a program that is open 5 days a week.

Children attend for 2, 3 or 5 days based on the schedule you want and the days with openings.

My daughter will be 2 in July so would she fall into the 2 or 3 years old class?

We place children in the classroom based on their age on August 31st, which is WA school districts cut off date.

She will be 2 years old when she starts so she would start in the two year old program.

The following year we transition in the middle of June and September to the next class for the next school year.

Some children will start to turn three years old in September through August so it will be a 2-3 year old class.

Same age span you will find in the local elementary schools.

This creates stability and consistency in our groups, they move from class to class together and off to Kindergarten all at the same time. It also helps to build a sense of community when the group is together year after year.

ADDITIONAL RECOMMENDED RESOURCES

Letter from Shyne School Director, Katrina Brooke
“Our Recommendations for Transitions”
Public Health

For information on your child’s health, communicable disease or Immunization:

“http://www.kingcounty.gov/healthservices/health.aspx”
Certificate of Immunization Status (CIS) Changes

We encourage all users to generate the CIS from the IIS and print it to access your child’s CIS through MyIR. Parents can also email or call our office to get a copy of their child’s CIS at WAIISRecords@doh.wa.gov or 1-866-397-0337.
Department of Children, Youth and Families; Licensing
National Association for the Education of Young Children
Promoting excellence in early childhood education. Whether you are looking for a quality child care program, preschool, or school for your child, or you are interested in activities you can do at home to encourage your childs development, NAEYC can help!
Northshore School District
For Only and Plus students we follow Northshore School District breaks.
Lake WA School District
Kindering Center
Helping Infants and Toddlers with special needs
Child Find
For the Northshore School District
Or call: 425-408-5570
Lake WA School District
The Center on the Social and Emotional Foundations for Early Learning
(CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.
The Technical Assistance Center on Social Emotional Intervention for Young Children
(TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to immediately view, download and use.
Encopresis Treatment Center
What is the Encopresis Treatment Center?
We are a treatment center dedicated to helping children (usually age 3 and up) who have difficulty with encopresis, severe constipation, or stool withholding behavior, and any child with toilet training problems, including loss of urine control (enuresis). We often see children who are toilet training refusers, or who prefer their pull-ups for stooling and will wait all day to poop until they can put on a pull-up, the “pull up poopers”.
Younger children (age 18 months to 3 years) are also seen for severe constipation. Even young children can exhibit stool withholding primarily due to fear of pain with stooling.
Jewish Family Service
Gabrielle Family Vision Care
Vision care and vision therapy specializing in children, teens and patients with special needs

PARENTS COMMENTS

Taken from Annual Parent Survey

“We participated in parent conferences and appreciated the in-depth information we were provided along with suggestions for improvement. The teachers are extremely knowledgeable, professional, and available daily to provide feedback to us parents regarding issues we may be facing with our children.” 2017-18

“I absolutely love that The Shyne School discusses diversity like holidays. We don’t subscribe to a particular religion, and I appreciate that my child is being exposed to so many festivals/holidays and cultures. We also loved that the Rainbow class had guest speakers this year since the kids don’t go on field trips. Thank you for hiring high quality teachers who care so deeply about the education and well-being of the children. The lesson plans in Rainbows were were always very well thought out and my child has improved a great deal over the course of the year.” 2017-18

“The best thing about the Shyne School is the kindness and care shown by the staff – the kids feel comfortable to be themselves and are nurtured to be their best selves. I have seen my son grow by leaps and bounds in his social, emotional, and academic skills during his time at Shyne. So glad that our neighbors recommended that we check it out!” 2017-18

“It seems like the teachers and kids definitely form a bond – it’s nice to see that is possible with so many kids within one class.” and “Our experience has been great – great staff, nurturing environment with plenty of activities and learning opportunities.” -2013-14 Respondent #11

“I want to commend Katrina and the Dewdrops teachers for working with us to ease our son with his transition to school. We knew it would be tough and appreciated the feedback and ideas suggested to make it a successful transition!” – 2013-14 Respondent #19

How likely are you to recommend this school to other families? 100% Extremely Likely 2013-14

“It’s hard to choose the “best part”. Our daughter enjoyed the entire year, but warm weather on the playground & in the woods were on the top of the list.” I felt comfortable with the supervision, teaching, and parent child interactions such as… “…providing the extra attention to a child who might be having a tough time in the classroom on a particular day, resolving differences between the youngsters, bringing such a great variety of subjects and activities to the hungry minds…” I loved taking part in ……… “Field trips, volunteering, lunch, playground chaos, art activities, ladybug releases, and talking with all the enthusiastic youngsters and friendly staff… ” 2012-13 Respondent #32

The best part of this year was…. “Teacher Katy!” I loved taking part in ……… “Reading a story to the class, sharing a song, playing in the woods, brining baked treats and attending a field trip.” 2012-13 Respondent #29

The best part of this year was…. “Knowing my child was in excellent, consistent hands while transitions in my home were taking place.” I loved taking part in ……… “Field Trips! Volunteering when I could. Teacher Appreciation Week” 2012-13 Respondent #24

The best part of this year was…. “All classroom parties were great, as well as end of the year picnic” I loved taking part in ……… Sharing our family’s holiday traditions” 2012-13 Respondent #18

The best part of this year was…. “The hard work and planning on the teachers part really pays off and shows. My kids always have great days.” 2012-13 Respondent #16

The best part of this year was….” T. wanted to come to Shyne, he loved it there.” I felt comfortable with the supervision, teaching and parent child interactions such as…” T. was always treated with love, patience and kindness.” I loved taking part in ……… “the picnic is brilliant ” 2012-13 Respondent #10

How likely are you to recommend this school to other families? 93.65% Extremely Likely 2012-13

More Resources

Conscious Discipline for Parents

In a sea of self-help and parenting books, Conscious Discipline provides a proven and comprehensive approach that will improve both your life and the lives of your children. It empowers you with the self-awareness, brain information, developmental knowledge, and usable skills necessary to create safe, connected, problem-solving homes.

http://consciousdiscipline.com/about/conscious-discipline-for-parents.asp

Children with Special Health Needs

Rescue Medication and Seizure Emergency Planning in Education Settings

http://pediatriccare.solutions.aap.org/webinars.aspx

Cultural and Linguistic Responsiveness

Bringing Tribal Foods and Traditions into Cafeterias, Classrooms, And Gardens

http://www.fns.usda.gov/sites/default/files/f2s/FactSheet_Tribal_Foods.pdf

Hispanic Children’s Participation in Early Care and Education

http://www.hispanicresearchcenter.org/?nrc-news=new-research-finds-surprising-results-when-it-comes-to-latino-participation-in-early-care-and-education

Health Literacy/Family Education

The Family Dinner Project promotes food, fun and conversation about things that matter at home.

http://thefamilydinnerproject.org