Before/After Care Program
Hours
Voucher/Assistance
Vouchers
If you have a voucher and have not filled out a Confirmation of Provider Form, please email it to Lisa Carlon, Site Coordinator. Include the days needed and if you have need of before, aftercare, or both.
Neighbors Fund
If you are having trouble paying for before or after school care, there is a resource you can access to see if you are eligible for help. This is a fund outside of the public schools, so we have no affiliation, except to share this information with you.
Call 508-778-5661 or email: info@neighborsfund.org
Note: When calling, leave a message saying you are looking for before and/or after school child care assistance. Be sure to leave your phone number if you call. The call back time is between 3-5 days, so don’t worry if it takes some time to receive an answer. They will confirm your eligibility.
Payments
Payment is Due the First of Each Month
- Before Care: $160
- After Care: $200
- Before & After Care:$360
Payments Accepted
- Cash
- Checks made payable to the Town of Barnstable
- MySchoolBucks
Snacks
Late Pick-up
It is very important that your student is picked up by 530 p.m. each day. If you are unable to be on time, please send another approved person to pick up your student. A late pick-up fee of $10 for every 15 minutes will be assessed. At 5:35 p.m., staff will begin to reach out to emergency contacts listed for pickup. If pick-up goes beyond 5:50 p.m. without communication from parent/guardian, and emergency contacts cannot be reached, Barnstable Police will be notified.
Code of Conduct
Code of Conduct: Foundational Practices and School-Wide Systems
| WE TEACH |
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If a child doesn’t know how to read... we teach. If a child doesn’t know how to swim... we teach. If a child doesn’t know how to multiply... we teach. If a child doesn’t know how to drive... we teach. If a child doesn’t know how to behave we... teach?...punish? Why can’t we finish the last sentence as automatically as we finish the others? |
| - Tom Herner, National Association of State Directors of Special Education (NASDE) President, Counterpoint, 1992 |
Barnstable Public Schools educates the whole child by creating a student-centered school culture that addresses students’ physical, social, emotional, and academic needs and by creating a safe and healthy learning environment in which students are challenged, supported, and engaged.
Barnstable Public Schools recognizes the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) definition of Social Emotional Core Competencies as Self Awareness, Self Management, Responsible Decision-Making, Social Awareness, and Relationship Skills. Barnstable Public Schools is committed to fostering every child’s growth in each respective competency through direct social skills curriculum and instruction along with the explicit teaching and reinforcement of expected behavior across the school setting all within a positive school culture and community.
Goals for Responding to Misbehavior |
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We integrate Social Emotional Learning and Positive Behavior Intervention Supports (PBIS) in order to develop the social and emotional competencies, to teach expected behaviors, to prevent behavior problems, to correct behavior problems, and to meet the academic and social-emotional needs of all students. Students in grades Pre-K through 7 receive explicit social emotional instruction, which supports the development of skills for learning, empathy, emotion management, and problem solving. Students in grades 8 through 12 are also provided opportunities to identify and expand their skills across these competencies within the context of becoming college, career and life ready.
PBIS is a prevention oriented framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students. Our school community is aligned around expected Respectful, Responsible, and Safe behavior across all school settings.
Interventions within our positive school culture and climate are meaningful and are skill-building, as is the goal of our response to misbehavior. Adult responses should embrace the philosophy of “logical consequences” and share these characteristics. Logical consequences are respectful, related, and realistic, and help students achieve a meaningful change in their behavior.