a ministry for children and families
ELEMENTARY MINISTRY TEAM MANUAL 2012-2013
TABLE OF CONTENTS Welcome to KidTrek
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Contacts
4
Vision, Purposes
5
Values
6
Volunteer Expectations
7
Elementary Timeline
8
7 Pillars of Tru Philosophy
9-10
Sunday Morning Lingo
11
Volunteer Goals/Wins
12
Shepherd Prep for Sunday
13
Elementary Scope and Sequence
14-16
Age Group Characteristics
17-21
Inspire, Equip & Support Families
22
Volunteer Policies and Procedures
23-24
Emergency Procedures
25
Abuse (Definition, Procedures, Reporting)
26-32
Course Correction
33-37
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Dear KidTrek Ministry Team Member, Thank you for joining the team—we are so excited that you are beginning/continuing your volunteer trek with us! First Pres. Church loves and values kids, and is extremely passionate about kids becoming genuine Christfollowers! As a KidTrek volunteer, you play a vital role! We believe that YOU are uniquely gifted and we value YOU as a minister to kids! This orientation manual will help guide you on your journey. Included is an overview of volunteer expectations, policies and other helpful tools to make your ministry as effective as possible. Please acquaint yourself with this manual, as it will give you guideposts to help make your ministry effective. Our KidTrek staff is praying for you! Our prayer is that you will find your service in KidTrek fun, adventuresome, rewarding and, most of all, that you will see the lives of kids changed as they experience the love of Christ! “For this reason, since the day we heard about you, we have not stopped praying for you and asking God to fill you with the knowledge of His will through all spiritual wisdom and understanding. And we pray this in order that you may live a life worthy of the Lord and may please Him in very way: bearing fruit in every good work!” - Col. 1:9-10 Let the journey begin!
Jennie Fletemeyer Director of Children and Family Ministry
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KIDTREK CONTACTS Director of Children and Family Ministry Jennie Fletemeyer
[email protected] W# 303.402.6447 C# 303.819.5573
Administrative Assistant Janet Schultz
[email protected] W# 303.402.6416 C# 303.522.7102
Nursery Childcare Coordinator Lynne Harlow
[email protected] W# 303.402.6418 C# 303.229.1400
KidTrek Intern Megan Lyons
[email protected] C# 303.909.9212
KidTrek Intern Kate Schwab
[email protected] C# 720.635.3350
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KIDTREK VISION & PURPOSES Our Vision Kids (and Families) Becoming Genuine Followers of Jesus.
Our Purposes Team: Give kids a team of people to journey with, by providing them an opportunity to relate to others and their leaders Release: Give kids an opportunity to release their lives and make a first time decision for Christ. Expand: Give kids an opportunity to expand their reach for God, by helping and serving others. Kindle: Give kids an opportunity to kindle a love and honor for God and His Truth.
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KIDTREK VALUES Partnering with Parents (Deuteronomy 6:4-9) We value parents as the primary spiritual nurturers of their children. We strive to support parents in this role by encouraging and equipping them to spiritually lead their families.
Safety Conscious (Mark 10:13-16) We value having an uncompromising safety standard that includes a thorough screening process for all leaders, consistent facility safety checks, and established policies and procedures.
Biblically Based (2 Timothy 3:16-17) We value the Word of God as our primary source of curriculum. Our desire is to get kids into the Word and get the Word into kids. We value children bringing and using their own Bibles to discover biblical truths that are applicable to their everyday experiences.
Culturally Relevant (1 Corinthians 9:19-22) We value culturally relevant methods of creatively presenting biblical truths to kids today. We desire to continually stay in tune with the needs of kids in an ever-changing society.
Relational (John 10:11-14) We value a relational oriented ministry where intentional shepherding takes place both in and beyond the classroom. Mature leaders model what it means to be an authentic Christ- follower as they spend time getting to know kids and being known by the kids they are shepherding.
Fun (Psalm 118:24) We value creating a kid-centered place where learning is fun. We hold to the philosophy that church shouldn’t be boring. In fact, we want kids to say to their parents, “Do we have to go home now?”
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KIDTREK VOLUNTEER EXPECTATIONS “More is caught than taught!” This means that our lives speak louder than our words. Children imitate those who are most influential in their lives. As a KidTrek volunteer you will have the privilege of showing kids what it truly means to be a genuine Christ-follower. • Be a person of prayer. Pray for the kids and families in your area of ministry, for your fellow teammates and for the KidTrek staff. • Be prompt. Please arrive 30 minutes before the start of the Sunday School. This will give you time to connect with your team in your ministry area, prepare for your time of service and greet kids as they arrive. • Be prepared. Be sure to look over your piece materials at home and do any prep work before you arrive. Wear your nametag to identify you as a KidTrek volunteer. • Be a participant. Join our KidTrek staff at our training events and fun gatherings throughout the year. These are great times to further develop your ministry skills and connect with other KidTrek volunteers. • Be proactive. As kids begin to build relationships with you they will look forward to seeing you each weekend. Your consistent attendance is essential. Look ahead at your schedule and be sure to let us know in advance if you are unable to make it.
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ELEMENTARY TIMELINE 9:00/10:30
KidTrek Ministry Team Check-in Goal for this time: Visit the Green Room to check in, get announcements, coffee, etc. Prep, connect, and build relationships as a ministry team.
9:15/10:45
Opening Activities, Crafts Application Goals for this time: Relationship Building with Kids Engage kids in different activities around the room to build a fun/kid centered atmosphere
9:30/11:00
Small Group (Anticipate) Goals for this time: Welcome kids and communicate information. Warm up the kids for Large Group time. Introduce the week’s “lesson ”.
9:40/11:15
Large Group (Celebrate/Respond/Bless) Goals for this time: Engage the heart through music and teaching. o Worship win: To see kids actively engaged in motions and singing. o Large group teacher win: To communicate God’s Word in a creative, captivating and compelling manner. Provide time for kids to respond to God. Pray a blessing over the kids. Set up and lead into small group time.
10:10/11:45 Small Group (Respond) Goals for this time: Connect and build relationships (leader with kids; kids with kids). o Help kids apply the lesson to their life! o Small Group leader win: To know and be known by kids and help them apply God’s Word to their life.
10:35/12:05 Organized Free Play 10:45/12:15 Parent pick up Goal for this time: Connect with parents/kids.
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7 PILLARS OF TRU PHILOSOPHY “Family Ministry for Spiritual Formation in this Generation” 1. FAMILY IS PRIMARY - God’s Design for faith replication is through the context of the family (Deut. 6; Ps. 78) while the church plays a supportive/equipping role to this endeavor (Eph. 4:12). Resources are intentionally designed to compliment the home and the church with a common goal of faith development in this generation. Tru provides families with materials to help them connect as a family and grow together spiritually. HomeFront Monthly provides opportunities for families to come together and experience storytelling, God’s Word, new family traditions, fun games, recipes, family blessings, prayer, and more. HomeFront Weekly is designed to equip parents and help families be in God’s Word together. Free Apps for Parents Introducing the first-ever mobile app for parents: HomeFront Monthly is available as a FREE app in the App Store or Android Market. Try it out today. Search: Tru Homefront 2. SPIRITUAL FORMATION - A formational approach…not just information. Life Long transformation is the goal. Spiritual formation is about helping kids build a life-long relationship with God. This means giving them a strong foundation in biblical knowledge and being intentional about creating space for kids to encounter the living God. Through the process of spiritual formation, we desire children to open their hearts to God, learn to discern His voice, have a desire to obey Him, and to do so in the power the Holy Spirit offers to each believer. 3. HOLY SPIRIT IS THE TEACHER - Parents/Leaders create environments where the Holy Spirit is free to move, teach and lead. Parents/Leaders come along side of what the Holy Spirit is doing in the life of a child. 4. AUTHORITY OF SCRIPTURE Scripture for themselves.
- True to content and context. Kids investigate
The Bible is God’s truth for daily living. God’s Word holds instruction for children to interpret their lives through the lens of God’s character and will. Tru resources are true to content and context and allow kids to investigate Scripture for themselves so they will feel confident to share His Word with others. 5. THE BIG GOD STORY - Unpacking God’s Word as one chronological storyline where redemption and relationship are at the center. Gleaning from our Old Testament roots to see our New Testament significance in Christ.
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We define the “The Big God Story” as God’s ENTIRE story. It incorporates all of history, stretching from Genesis to Revelation and beyond. In the past, Christian instruction has often told fragmented stories of God, Jesus, or other people in the Bible, as if they were not part of a greater narrative. Tru communicates each Bible story within the context of The Big God Story, so the Bible becomes much more than just a collection of short stories. God has woven His redemptive plan throughout time and we want kids to understand that they not only play a part in this incredible story, but are also part of a much larger faith community of past, present, and future believers. Tru also gleans from our Old Testament roots to see our New Testament significance in Christ. 6. GOD-CENTERED - Making God the main focus of every lesson and resource. Understanding what we know about God by the way He has worked in the lives of people and circumstances in the Bible. Because it is one story about God’s love and redemption, we make God the main focus of every lesson and resource! Each lesson is titled by something we know about God from a specific Bible passage. The emphasis is on God, not the supporting cast in the story (ex. “God Is Victorious” vs. David and Goliath). Understanding what we know about God by the way He has worked in the lives of people and circumstances in the Bible is formational in our lives today. 7. MINISTRY SUPPORT – Partner with the local church to Inspire, Equip, and Support with resources for home and church. Providing conversations, networks, blogs and forums to create a kingdom community mind-set. Tru is created in a unique partnership with David C Cook, ROCKHARBOR Church in Costa Mesa, CA, and a national network of family and children’s ministry leaders from across the country. Every time you use a Tru resource, know that it’s been developed, tested, and shaped by actual churches and ministry leaders. Spiritual development can and should begin from the earliest age with parents as the primary nurturers of their children’s faith. Tru equips children’s ministry leaders with practical tools to help parents build confidence and become more involved in the spiritual development of their kids.
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SUNDAY MORNING LINGO Tru story (1st-5th grade) TruStory is a biblically based curriculum, teaching children the Bible from beginning to end every year, repeating every 3 years, with each new year focusing on different parts of God's Big Story. It is designed to reveal God's redemptive plan for kids, allowing them to Anticipate, Celebrate, Respond, and be Blessed in a participatory environment. Kids participate in large group worship time and also break into grade-specific small groups. The following are the terms of a typical Sunday morning:
•ANTICIPATE/Small Group: Check-In Anticipate is an energizing time for parents and kids to start engaging with the material that will be presented in the lesson. It is intentionally designed to spark curiosity about what they will be experiencing.
•CELEBRATE/Large Group: During the Celebrate portion of the lesson, kids get to be a part of the community of God's family. They participate in celebratory worship, connect through fun and interaction, and experience The Big God Story through storytelling right out of the Bible.
•RESPOND/Large Group: During our large group Respond time, kids worship through silence, prayer, singing, giving, sharing, confession and gratitude.
•BLESS/Large Group: The Bless portion of the lesson provides a time for leaders to bless their students or children. A blessing can be a prayer of commission, a portion of Scripture, or words of encouragement.
•RESPOND/Small Group: The small group Respond time is a time to engage in relationships with other kids and their leader (this is why it is SO important for kids to attend the same service each weekend!), reflect on the lesson, and create a collaborative project or piece of art. During the time of reflection, kids are encouraged to explore personal responses to God and grow in their relationship with Christ.
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KIDTREK VOLUNTEER GOALS/WINS Our hope at KidTrek is for kids to become genuine Christ-followers. In breaking this down for each ministry within KidTrek, we came up with “WINS” or “bite-size” goals to help you know your primary purpose in the overall vision. Please memorize your “WIN” and pray for God’s help in accomplishing this in His timing and power!
KidTrek Elementary Lead Shepherd My WIN is to inform and support my fellow shepherds making sure they are ready to lead the kids.
KidTrek Elementary Shepherd My WIN is to know and be known by kids and help them apply God’s Word to their life.
KidTrek Elementary Large Group Storyteller My WIN is to communicate God’s Word in a creative, captivating and compelling manner.
KidTrek Elementary Worship Leader My WIN is to see kids actively engaged in motions and singing.
KidTrek Watchdog My WIN is to make each child and caretaker, feel safe and welcomed in the KidTrek wing.
KidTrek Elementary AV Tech My WIN is to help create a worship experience that is engaging and creative for kids.
My role in KidTrek is: ___________________________ My goal/win is: ____________________________________
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SHEPHERD PREP FOR A SUNDAY The Shepherd helps kids navigate through questions about the story and Biblical truths, engages them in community building activities, helps them create a remembrance of their experience, and blesses them before they leave. Ideally, Shepherds work week after week with the same group of kids, giving them the opportunity to develop lasting relationships with each child. 1. 2. 3.
4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Read in advance the Tru Lesson for the next Sunday Visit the Green Room for your nametag, announcements, and coffee (can’t bring coffee into classroom tho…) Before 9:15/10:45am: a. Touch base with your class team making sure you are on the same page with the flow of the morning. b. Gather all supplies needed for Anticipate (they will be placed in your room) c. Gather all supplies needed for Small Group Respond d. Prepare for the Organized Play Time Pray together (if you make time) Welcome kids (and parents) as they arrive and invite them to Anticipate At 9:40/11:10am make your way to C250 Actively participate in Celebrate (singing and listening) Help your kids do Large Group Respond Once excused from the large group, head back to your class to do Small Group Respond. Break class into small groups for Respond End your Class with a prayer – reminding kids that they have been blessed to be a blessing! Place out activities and toys for kids to enjoy for the final 10 min of class before parent pick-up. Give parents the HomeFront Weekly - To help prepare for next week. Drop off kids to C240 at 12:15pm for late parent pick-up. Restore your classroom and leave your nametag in the room.
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ELEMENTARY SCOPE AND SEQUENCE DATE
NOTES
2‐Sep Family Sunday 9‐Sep Kick Off! 16‐Sep 23‐Sep 30‐Sep 7‐Oct KidTrek Sunday FPC Women's 14‐Oct Retreat 21‐Oct 3rd grade Bibles Choirs Lead 28‐Oct 4‐Nov 11‐Nov 18‐Nov 25‐Nov 2‐Dec Advent Brunch 9‐Dec 16‐Dec 23‐Dec 30‐Dec Family Sunday
BIBLE CONTENT NA 1.1 God's Perfect Love Covers Us 1.2 God Keeps His Word 1.3 God is in Control 1.4 God Blesses 1.5 God Works Everything for our Good 1.6 Remember and Celebrate 1.7 God Has So Much More 1.8 God is Sovereign 1.9 God is Faithful 1.10 God Uses Unlikely People 1.11 God Never Leaves His People 1.12 God Deserves the Glory 2.1 God Prepares the Way 2.2 God Keeps His Promise 2.3 God is Counselor 2.4 Jesus is the Promise NA
2013
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6‐Jan 13‐Jan 20‐Jan 27‐Jan 3‐Feb 10‐Feb 17‐Feb 24‐Feb 3‐Mar 10‐Mar 17‐Mar 24‐Mar 31‐Mar 7‐Apr 14‐Apr 21‐Apr 28‐Apr 5‐May 12‐May 19‐May 26‐May
Family Sunday Palm Sunday Processional & SS Sing EASTER Final SS Family Sunday
NA 2.5 God is Redeemer 2.7 God Call Us to a Greater Purpose 2.8 God Changes Hearts 2.9 Yahweh Alone is God 2.10 God is the Source of Life 2.11 God Is Merciful 2.12 God is Just 2.13 Remember and Celebrate 3.1 Jesus is God's Beloved 3.2 God Created Us to Love Everyone Palm Sunday Bonus Lesson NA 3.4 God Rejoices when Lost Are Found 3.8 God Shows Us How to Forgive 3.9 God Desires Our Devotion 3.10 God Calls Us to Love 3.11 Jesus Saves 3.12 Jesus Is With Those Who Seek Him 3.13 Remember and Celebrate No Class 15
Summer
2‐Jun Summer hours 9‐Jun 16‐Jun 23‐Jun 30‐Jun 7‐Jul 14‐Jul 21‐Jul 28‐Jul 4‐Aug 11‐Aug 18‐Aug
4.1 God's Spirit Unifies Us 4.2 The Holy Spirit Inspires Boldness 4.3 God Deserves Sacrifice 4.4 God Honors Our Service 4.5 God Designed Us for a Purpose 4.6 Remember and Celebrate 4.7 God Calls Us to Join with Him 4.8 God Calls Us to Be One 4.9 God Calls Us to Be Different 4.10 God Shows Us the Path to Life 4.11 God is the Beginning and the End 4.12 The Big God Story
SUBSTITUTES The best discipleship tool we can give to our kids is our consistent presence. However life happens and you may need a substitute to fill in for you. If you are sick or know that you are going to be absent a week that you had planned to be leading, please: 1. Notify your lead shepherd in advance 2. Find a replacement for yourself, by calling from our substitute list 3. If you still cannot find a sub, contact Jennie at
[email protected] / 303.819.5573 (c)
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1st and 2nd GRADE CHARACTERISTICS PHYSICALLY Because 1st and 2nd graders are like this: Full of energy and active but growing at a slower rate. Small motor skills are developing. Girls are ahead of boys in small motor development. Willing to try most anything often overestimating their own physical abilities. Easily distracted. Easily catch childhood illnesses. Teach them like this: Put lots of activity in your teaching. Allow for plenty of movement involving a variety of motor skills. Provide opportunities for slower paced activities and rest as the child still tires easily. MENTALLY Because 1st and 2nd graders are like this: Eager to learn therefore likes to read and write. Enjoys games involving words and numbers. Thinks in concrete terms, beginning to develop reasoning skills. Likes both fact and fantasy. Has good imagination. Has ability to memorize. Attention span 10 15 minutes. Teach them like this: Provide opportunities to read and write but do not force the child to read as reading skills are just developing. Provide Bible games involving words and numbers. Avoid symbolism. Distinguish between fact and fantasy. Teach memory verses. Change pace several times during the hour using a variety of activities. SOCIALLY Because 1st and 2nd graders are like this: Desires to please the teacher. Acceptance by peer group is important. Wants to make friends. Dislikes criticism. Winning and being first are important. Self centered, taking turns is difficult. May try to dominate social situations. Likes to talk. Teach them like this: Provide non-competitive activities where child can interact with others with minimal amount of criticism. Provide opportunities to take turns. Show equal amounts of attention and praise to each child. Praise the group as they work well together.
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EMOTIONALLY Because 1st and 2nd graders are like this: Easily excited. Experiencing new and intense feelings. Moves between emotional extreme. May have difficulty controlling behavior. May resist personal demands. Shyness and fear can be overcome with familiar surroundings and routine. Teach them like this: Maintain a calm atmosphere in the class and be calm yourself. Establish boundaries and guidelines for the class and review weekly with the class. Don't allow an activity to get out of control. Teach cooperation and obedience. SPIRITUALLY Because 1st and 2nd graders are like this: Beginning to understand concepts about God's love, creator, his greatness but has difficulty with not seeing a physical presence. Has faith in prayer. Understands Jesus as their friend and may be ready to accept Jesus as their personal Savior. Has questions about death and heaven. Teach them like this: Help the child see God in nature, in answered prayer and by modeling faith in God in your own actions. Provide opportunities for prayer and acknowledge answered prayer. Be sensitive to the developing spirituality in a child but do not "play on emotions" to lead a child to Christ. Answer questions openly and honestly as they arise keeping in mind the child's limitations in grasping concepts that are not concrete
3rd and 4th GRADE CHARACTERISTICS PHYSICALLY Because 3rd and 4th graders are like this: Greater stamina, tires less easily. Highly active. Enjoys physical games and may play rough. Small and large motor skills are more developed, refined and improving in speed. Steady physical development with girls ahead of boys. Teach them like this: Without getting out of control provide a more active classroom. Games and activities can be more physically involved and can go for greater length of time. Plan hands on activities. Because the child may overestimate their abilities keep games and activities safe in nature. MENTALLY Because 3rd and 4th graders are like this: Has a higher level of creativity but may be self conscious. Increasing independence. Expresses curiosity. Attention span is 10 - 15 minutes. Likes fiction, adventure, and fantasy. Has difficulty understanding symbolism. Learning to reason things out usually with a trial and error approach.
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Teach them like this: Provide opportunities for dramas. Have students act out the story especially those with adventure. Plan a variety of activities. Give beginning opportunities to investigate situations and reach a conclusion. Avoid abstract concepts. Continue to distinguish between fact and fantasy. SOCIALLY Because 3rd and 4th graders are like this: Participation in and approval by peer group is very important. Still desires adult approval. Can work together in a group. Enjoys competition. Looks up to "models" or "heroes." May not like members of the opposite sex. Teach them like this: Plan activities where they can participate in a group giving their input to the group. Affirm the child. Make sure competitions are equal and fair. Give examples from your own life. Be a worthy model to your students & direct them in who they were created to be. EMOTIONALLY Because 3rd and 4th graders are like this: Can empathize with others. Enjoys challenges. Sensitive to criticism, nicknames and teasing. Emotions vary widely from shyness to exuberance. Feelings easily hurt. Vents anger verbally and physically. Teach them like this. Provide opportunities to help others. Do not allow students to criticize or tease other kids. Affirm the child and affirm positive behavior. Help child discover healthy ways to deal with anger. SPIRITUALLY Because 3rd and 4th graders are like this: Can recognize need for forgiveness of their sin and a relationship with Jesus Christ. Developing consciousness of right and wrong and able to make deliberate choices. Has an interest in God, Jesus and the Bible. Talk with your students about forgiveness for sin and a relationship with Jesus allowing them opportunity to ask questions and to make a personal decision without pressure from you or peers. Provide opportunities for prayer and resources for Bible study
5th & 6th GRADE CHARACTERISTICS PHYSICALLY Because 5th and 6th graders are like this:
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Slow steady growth but may experience growth spurt at 11 1/2 - 12 years old. Girls are growing faster than boys. Some are entering puberty. Good motor coordination. Strong and healthy. Noisy, likes lots of activity especially out of doors. Enjoys competition. Teach them like this: Use creative techniques that challenge the 5th and 6th grader. Avoid childish techniques. Use active learning whenever possible. Provide times where students can be noisy perhaps during music time. Capture the students attention from the very beginning. MENTALLY Because 5th and 6th graders are like this: Transitioning from concrete to abstract thinking. Can think and reason but has difficulty with symbolism. Attention span is 15 - 20 minutes. Likes talking, memorizing, collecting things, decision making reading and writing. Has good vocabulary. Teach them like this: Provide opportunities for discussion and questioning that requires the student to think. Use thought provoking techniques. Challenge them to memorize, write and collect through classroom projects. Provide choices. SOCIALLY Because 5th and 6th graders are like this: Can accept responsibility. Peer relationships are very important. Pulling away from parents and adults in desire for independence. Loyalty to peers increasing while loyalty to adults is decreasing. Wants to belong to a club or group. Prefers same sex groups. Hero worshipper. Teach them like this: Give students specific duties to help them feel ownership of the class. Build on group identity with class leaders, class projects, class name, activities, etc. Don't play the heavy authority figure but guide your students with lots of love and concern for them. Don't force opposite sex groups. Provide lots of positive role models of adults and teens. EMOTIONALLY Because 5th and 6th graders are like this: Sixth graders may experience more moodiness as they enter puberty. Typically are happy, easygoing, friendly, well balanced emotionally. Dislike outward displays of affection. May be quick tempered. Can be very cruel to others at times but also developing social consciousness for others. Teach them like this:
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Use humor when appropriate in your lesson. Emphasize we don't have humor at the expense of another person. Avoid displays of affection. Build value and esteem by listening attentively, focusing on the student, remembering their birthdays, etc. Avoid flare ups by having a well organized lesson plan. SPIRITUALLY Because 5th and 6th graders are like this: Understands concepts of sin. Asks many questions about spirituality. Faith becomes more personal, ready to accept Christ as their personal Savior. Can develop spiritual disciplines of Bible study, worship and prayer. Capable of sharing Christ love with others. May set high standards for themselves. Teach them like this: Answer questions openly and honestly. Use scriptures to help answer their question developing the understanding of Biblical authority. Provide opportunities for students to pray to receive Christ and equip them to grow in their faith through instruction in Bible study, worship and prayer. Provide opportunities to learn how to share their faith and service projects to help others in need.
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EQUIP.INSPIRE.SUPPORT FAMILIES Spiritual learning begins in the home, and we value equipping parents to be primary in spiritually nurturing their elementary child. You are to support them! HomeFront Weekly - These cards are designed to help parents make being in God’s Word, together as a family, a priority in their homes. Each week, parents have the opportunity to read God’s Word with their children in a fun setting … and the passage they read together will allow them to prepare for the upcoming weekend experience at church. Parents can pick up one at the end of each Sunday School class. HomeFront Monthly – This magazine type tool, provides families with materials to help them connect as a family and grow together spiritually. HomeFront provides opportunities for families to come together and experience storytelling, God’s Word, new family traditions, fun games, recipes, family blessings, prayer, and more. This is available as a hard copy from KidTrek, by email from our offices, or can download the App by searching: Tru HomeFront…it’s FREE! Anticipate Stations – Parents can arrive 5 minutes early to Sunday School and participate in a simple hands-on activity that helps set the stage for their elementary kid(s), for the Bible lesson of the day. Parent Link –This will help parents feel linked-in to the latest events, trends and news from the Children and Family Ministry. Family Time Packs - Family Times Packs are designed to help parents lead their children spiritually. These packs enable parents to be the primary faith builder for their kids. Each pack includes meal time cards, bedtime stories, morning time note cards, and a drive time CD with worship music and creative stories that reinforce a virtue all month long. This incredible resource pack, with a variety of virtue options to choose from, can be purchased for $5 at the KidTrek kiosk! Family Small Groups – One of the best ways to find community, and grow in your faith is to join a Family Small Group. Most groups meet twice a month…and there is free childcare. Contact
[email protected] for more information. Resources – At the KidTrek kiosk you often will find tools to purchase, in hopes to inspire parents and grandparents. You will find books, Family Time Packs, HomeFront Monthly magazine, Welcome bags and more.
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VOLUNTEER POLICIES & PROCEDURES We hold to an uncompromising safety standard. Our goal is to maintain the highest standards in order to protect both our Sunday School volunteers and the children who attend Sunday School.
Safety Policy • All volunteers must complete an application and a background screening. (Enclosed in this manual) • ID name tags must be worn at all times so parents and staff can easily identify you as a volunteer. • Volunteers work as part of a team and volunteers must always have another adult/teen with them in the room when children are present. • All children must come with a printed nametag. • If a visitor comes to your class, they can go to the KidTrek Kiosk in the Atrium for a Visitor Tag. If they are arriving later in the hour when the Kiosk is not staffed, please hand print a name tag for them. • Only identified helpers and parents are allowed in the rooms. If you are concerned about an adult or teen wandering through the building please contact the Director. • All children are to be picked up by their parents at the end of Sunday School. All children who are in choir, will be excused by their Shepherd, at the appropriate time to head to their choir room.
Bathrooms •
Volunteers should not be alone with a child in the bathroom. If a child needs assistance, leave the door open slightly. Use the buddy system. Children must go in pairs. An adult must accompany children in 1st and 2nd grade. Children in grades 3rd – 5th may go unaccompanied by an adult but shepherds should be aware of who has gone and when they return. Remember children must always go in pairs. Children should have as much privacy as possible. Enter a bathroom stall only when absolutely necessary to assist the child, keeping the door open. No male, regardless of age, is allowed to escort or help kids in the bathroom.
• • • • • •
Physical Contact Guidelines • •
Physical contact must be limited to the areas not covered by a 1-piece bathing suit. Side hugs and high fives are encouraged! Avoid tickling, teasing, and kids sitting in your lap. An Incident Report should be filled out by you and signed by the parent even if injury seems minor. Give completed form to a staff member before you leave.
•
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Discipline Policy •
The discipline policy of KidTrek Ministry is designed to create a atmosphere, which will allow children the opportunity to grow in their knowledge and love of the Lord in a safe and enjoyable environment. If at any time a child displays disrespect toward other children, the facilities, or a leader, the following three-step disciplinary action will be taken:
1. Warning 2. Separated from the group activity for no set time. The child can enter back into the group when they feel they are ready to participate again within the boundaries of the group. The child needs to stay in visual sight at all times in the room. 3. If the problem reoccurs within a limited time period, a parent will be contacted to determine the future course of action.
Possible Actions: • •
Parent to attend with child for a determined amount of time. Suspension from room for a determined amount of time.
Please notify a staff person immediately if: • • • •
You suspect child abuse of any kind. A child is missing, hurt, ill, or seriously misbehaving. A situation seems unsafe or needs attention. Any suspicious person or anyone who is in a KidTrek room without a proper nametag. You are told of any need or serious prayer
•
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EMERGENCY PROCEDURES Emergency Evacuation •
Acquaint yourself with the evacuation route for your classroom. Evacuation maps are posted in the rooms. Acquaint yourself with the evacuation route for the adjoining classrooms. You may need to evacuate through an adjoining room. Upon hearing a fire alarm, quickly and calmly evacuate all children to safe zone. If it is not safe to leave, close the room door to stop smoke from coming in. Remain calm until emergency services reach you. Take your attendance sheet with you and read medical bag and verify that each child is exiting. Upon arrival to your safe zone, take a head count once again to insure all your children are safe with you. Await further instructions from a staff member. First aid will be brought to you as needed. Do not leave your group. Remain calm. Keep your children informed as you have info to share with them. If it is unsafe to go back to the room, parents will be advised to pick up their children at the designated safety zone. A parent must sign out all children.
• • • • • • • • •
First Aid • • • •
Notify a staff member immediately if first aid other than a Band-Aid is required. If the injury is life threatening, send someone to the nearest phone and call 911. Small First Aid kits are located in each room. Incident Report Forms are available at the KidTrek kiosk. Even if the injury seems minor it is important that you complete the form, inform a staff member, and have the parent sign the form at pick up.
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DEFINITION AND SIGNS OF ABUSE Understanding the signs of abuse, neglect, and exploitation is an unfortunate but necessary part of our ministry to children. The following information, policies and procedures are intended to guide KidTrek staff and volunteers to provide a safe environment for our children and our volunteers. Child abuse or neglect - an act or omission that threatens the health or welfare of a child. Child abuse includes non-accidental physical injury, physical neglect, sexual abuse (molestation), and emotional abuse. As defined by "The National Committee for Prevention of Child Abuse": Physical Abuse Non-accidental injury, which may include beatings, violent shaking, human bites, strangulation, suffocation, poisoning or burns. The results may be bruises and welts, broken bones, scars permanent disfigurement, long-lasting psychological damage, serious internal injuries, brain damage or death. Neglect The failure to provide a child with basic needs including food, clothing, education, shelter and medical care; also abandonment and inadequate supervision. Sexual Abuse The sexual exploitation of a child by an older person as in rape, incest, fondling of the genitals, exhibitionism or pornography. It may be done for the sexual gratification of the older person, out of a need for power or for economic reasons. Emotional Maltreatment A pattern of behavior that attacks a child's emotional development and a sense of self worth, such as constant criticizing, belittling, insulting, manipulation; also, providing no love, support or guidance.
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BEING ALERT, BEING AWARE If you witness a violation of proper volunteer/employee conduct, your response as a volunteer will very greatly depending upon the situation. As a witness you will be asked to make a judgment on what you have seen or heard. If the violation appears innocent, immediately remind the employee or volunteer (by taking them aside for a moment) that the conduct witnessed is not appropriate. After class time clarify your concern and relate it to the policies and procedures found in this handbook. If you are not comfortable confronting the individual, place it in the hands of the ministry coordinator or staff member. If the violation appears to be intentional or criminal, ensure that the children are safe by removing them from the situation or by removing the violating volunteer/employee from the room. Then immediately find assistance to supervise the class and bring the situation to the attention of the director of Children’s Ministry or a First Pres staff member. Be prepared to talk frankly and explain what you saw or heard. If you suspect an intentional or criminal violation had occurred to a child in our care but you did not witness the violation, bring the situation to the attention of the Director of Children and Family Ministry or to one of the pastors.
Adult Survivor of Child Abuse Adults who are survivors of child abuse are encouraged to discuss the experience of abuse with a pastor or counselor of this church before working with children or youth. Previous Conviction of Child Abuse Adults who have been convicted of physical and/or sexual abuse of children are not permitted to serve in any church-sponsored activity or program for children.
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PREVENTION Screening The first step in keeping our children safe from abuse is screening ALL adults and teens who work with our children.
Application Form Every person in a position of trust must complete and submit an application containing a waiver for release of police and employment records and a background check. The application and screening forms for Children and Family Ministry are located at the end of this handbook. All applications and reference contacts will be kept confidential and will be available only to pastors, program directors and staff within the relevant department, and search committee members (if applicable).
References Each applicant is asked to submit the names and contact information of four people they have known for three years or longer.
Adult Survivor of Child Abuse Adults who are survivors of child abuse are encouraged to discuss the experience of abuse with a pastor or counselor of this church before working with children or youth. Previous Conviction of Child Abuse Adults who have been convicted of physical and/or sexual abuse of children are not permitted to serve in any church-sponsored activity or program for children. Future Accusations of Child Abuse During a term of service, adults must agree to inform a pastor or the Director of Children and Family Ministry should they be accused of child abuse in ANY setting during that time.
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HOW TO HANDLE A DISCLOSURE When children disclose sexual abuse it is important that the person hearing the disclosure respond in a supportive way. In fact, the way in which a disclosure is handled can have a profound impact on the outcome of the investigation. There are three important rules for handling a child’s disclosure: 1. Believe the child 2. Remain Calm 3. Ask open-ended questions, if necessary It is important to always believe what the child tells you. Children do not make up allegations of sexual abuse. The child may tell you something shocking and unbelievable. He/she may implicate someone you think is incapable of sexually abusing a child. Regardless of what you think of the disclosure, you need to suspend any disbelief you may have. One reason children hesitate to disclose sexual abuse is because they think no one will believe them. Your demeanor is very important to the child. He/she has chosen to tell you about the abuse because he/she trusts you. You must remain calm while you are with the child. You must communicate to the child that you can handle the information. It is important that you deal with the emotions you are feeling, but not while you are with the child. If you are feeling overwhelmed seek support from a friend, colleague or mental health professional. In order to provide support for the child you need to have adequate support yourself. Many times children either hint about the abuse or give vague disclosures. If this happens you will need to get more information. Ask only open-ended questions, so the child can tell you in his/her own words what happened. As soon as you suspect that what the child is telling you is abuse stop asking questions. This can be difficult because you will naturally want to know everything that happened. It is important to allow the investigator to ask the questions, so that there is the best possible opportunity for the child to make a full disclosure. Of course, if the child wants to talk be sure to listen and provide plenty of support. In all cases let the child know that he/she did the right thing and that you will do all you can to help keep him/her safe. Finally, make a report. The law requires that you report as soon as you suspect abuse. You do not need to confirm or be able to prove your suspicions. Remember that you are in a position to make a great difference in the lives of children. Please refer to the KidTrek Sensitive Situation Report.
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REPORTING It is very important that caution and good sense be used in identifying and subsequently reporting child abuse/molestation. Every adult makes errors in judgment and action sometimes, but when evidence of abuse such as those listed above cannot be justifiably explained or where the explanation is at odds with the degree of type of condition, it is time for reporting.
Appropriate action – Volunteers and employees of First Presbyterian are encouraged to work with the pastoral staff when confronting, reporting or responding to instances of neglect or abuse. Take care to evaluate and document your observations. Anyone who suspects abuse of a child or misconduct by an adult volunteer or paid childcare provider will communicate their suspicion to the Director of Children and Family Ministry or one of the pastors. Initial reporting will be accepted orally, but must also be submitted in writing. The report should include: Identity of the child…name, address, phone, and age. Identity of the child’s parents or other person responsible for the child’s care. Nature and extent of injuries. Date, time and place that injuries occurred, if known. Evidence of ay previous suspected injuries. Name, age and condition of other children in the home, if known. Present location of the child. Name address, and phone number of person reporting. Any other information that may be pertinent. The reporting party, Director of Children and Family Ministry, and the pastor will discuss the circumstances or conditions, and determine how to proceed. If deemed appropriate by the pastor, efforts will be made to include the parent, parents or guardian (after first verifying the appropriate custodial parent or parents, or the guardian, to contact) in investigating the facts. After a reasonable investigation of the facts, if the director and pastor believe an offense has occurred or that there is enough suspicion to warrant an investigation by the authorities, either the Boulder Police Department or Boulder County Social Services will be contacted in accordance with Section 19-3-304, C.R.S. Should there be differences in opinion between the director/pastor and the reporting party, the pastor will inform the reporting party that he/she may report unilaterally to the authorities. Colorado law provides that any person, who in good faith reports child abuse or neglect as recognized by the law, shall be immune from any liability.
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Any information regarding suspected abuse/neglect is to be kept strictly confidential by the person reporting the abuse and by the pastoral staff person to whom the abuse is reported. The name of the person reporting the suspected abuse is also to remain confidential.
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Sensitive Situation Report It is the desire of the Children and Family Ministry to create an environment, which is safe and secure for all children. We must be prepared to take an active role in recognizing and reporting possible signs of child abuse if we should encounter them. We also realize that we are bound by the law to report suspected child abuse with a limited time. The required time for reporting is immediate (or as soon as practically possible) by phone, with a written report forwarded after receiving information, or observing, the alleged abuse. This report is designed to serve as an ancillary account of conversations between children and adults related to an alleged abusive act and is not intended to replace the required start forms and interviews. All conversations and contents of this report must be kept confidential and restricted to the team member who encountered the report, the director of children and family ministry, the associate pastor over seeing the children’s department, and the senior pastor of the church. Additional people may be included in the above list as directed by the senior pastor. Child’s Name: _________________________________________________________________ Situation category (check which apply) _____ Observed parental “harshness”
_____ Adult comment
_____ Hygiene concern
_____ Child sex-related words
_____ Nutrition concern
_____ Neglect concern
_____ Suspicious marks or bruises Details of situation (what was heard or seen, by whom, where, when): Action taken: Name of person filing report: ______________________________________________________ Signature: __________________________________________ Date: ______________________ This report must be locked in personnel files. Used with permission from Growing a Healthy Children’s Ministry. Standard Publishing, Steve All
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COURSE CORRECTION Definition of course correction
A season of pain The building up in love A vision of a corrected path for the child with the purpose of healing
1. Pray for wisdom and understanding
By name By objective By concern
2. Know and understand children. Set age appropriate expectations. Use a combination of active, passive, active, passive Active learning involved everyone-every child experiences the activity Active learning’s an adventure-it’s make children/teachers wonder what will happen Active learning evokes an emotional response-frustration, anxiety, laughter Active learning is focused through debriefing-pull the experience together with open-ended questions-apply the experience to scripture and to life. Watch your language. Are you using symbolic, concrete or literal?
3. Establish boundaries Sometimes children get in trouble when they don’t know the rule. Set them at the beginning of the class and the children can help you set them. Repeat them every morning at the beginning of the morning. Children know the rules better than you do. They love to straighten friends out.
4. Be consistent.
Jenny is sweet. Bob is trouble. Your bias will prevent you from being consistent.
5. Give positive, clear directions. Give them heads up.
Tell them when you are about to change directions. “You have three minutes to finish up this project.” Ask for three children to answer a question and then thank the fourth child but move on.
6. Respect the child as a person.
Value a question even when it means answering it at a later time.
7. Use praise appropriately. Encourage always.
Praise is given when someone has accomplished something of value. It is an external motivator and can be damaging when over used or used without merit or when it is used as a comparison to another’s accomplishment. Praise values the product. Encouragement is given when someone is attempting, trying, working towards an end. Encouragement is an internal motivator because it reinforces the action as opposed to the accomplishment. Encouragement is not dependent on the outcome. Encouragement values the process.
8. Plan and prepare with the child’s interest in mind.
Match their energy. Be energetic from the moment before the kids walk in the room. Exude interest in your lesson. Engage kids. You’ll capture their attention-and their minds will be less tempted to wander. Remember there is a difference between creativity and arts & crafts You don’t need to squelch their energy-channel it. Think through your transitions! If you don’t have a plan, children do. More senses involved the better the retention - videos, stories, dramas Children like routine Prepare the environment If you’ve lost them, does that mean you’ve been a bad teacher? You’re a bad teacher if you don’t shift gears.
9. Listen attentively when a child speaks to you.
If necessary, ask them to wait until you can give them your full attention. Make eye contact and get down to the level when possible. If you don’t understand what the child is trying to explain, take the time to ask questions. Just as you would with an adult, reply with nods and rewording the comments to make sure you have understood what was being said.
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If the environment is distracting, move to a quieter or less active place.
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COMMON REASONS CHILDREN MISBEHAVE Need for attention - I am assured of my belonging only when I am noticed. Ignore the behavior so that the child discovers a different way of gaining attention. Look for positive ways to acknowledge the child. Need for power - I am assured of my belonging when I am in control. When ever possible, allow the child to make decisions. Express confidence that the child can make a wise decision and if necessary, help them learn how to go about it. Need for revenge - I am assured of my belonging only when I hurt others. Create opportunities for cooperative problem solving. Model kindness and forgiveness. Need for inadequacy - I am assured of my belonging only when others are helping me in some way. Give instruction but cheer a child’s efforts. Check your own tendencies for perfection. Information provided by Dr. Rogert Sellon, Kid’s Hope consulting psychologist and based upon Donald Dinkmeyer’s Systematic Training fro Effect Teaching.
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TAKING ACTION 1. Use your own emotions a clue to understand the child’s emotions. A child who makes you angry probably wants control. A child who hurts you may have felt hurt by you or another adult. 2. Ask direct questions. “How are you feeling right now? “What made you feel that way?” Ask for honesty. Reflect a child’s feeling-the like verbal band aids-don’t deny them 3. Deal with it sooner rather than later-proximity, touch, touch firmly 4. Get the children’s attention-proximity, same level or child, eye contact required for communication! 5. Check your emotions first. But don’t use your emotions to react-that just makes things worse. 6. Remove the child from the group 7. Fix yourself between the child and the others so that the child can see the children 8. Be direct, but be warm. 9. Talk about behavior that would have been more productive. Lie out some options, and let the child choose. Reinforce changes. When you see children improve their behavior, point it out. 10. Omit idle threats 11. When you’ve finished the reprimand, it’s OVER 12. Last resort: seek the authority figure-lead teacher, director, or parent.
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A PRAYER OF COMMITMENT God, this is a new day. I freshly commit myself to the role you have invited me to play as you are building your church in this world. I am awestruck again today that you include me in the grand life-giving, world-transforming endeavor. So today, I joyfully offer you: My love My heart My talents My energy My creativity My faithfulness My resources And my gratitude I commit all of myself to the role you have assigned me in the building of your church so that it may thrive in this world. And I will, “bring it” today. I will bring my best. You deserve it. Your church deserves it. It is the Hope of the World. – Bill Hybels
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