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Ballard Community School District Statewide Voluntary 4 Year Old Preschool Program Policies and Procedures Ballard Community School District 105 E Main St. Slater, IA 515-228-3890 Lily Pad Learning Center Whistlestop Academy 600 East 1st Street 103 Campus Drive Huxley, IA 50124 Huxley, IA 50124 515-597-5437 515-597-3637 Wee-Care Learning Center Miss Wendy's Preschool 109 N Main Ave 118 S Main Ave Huxley, IA 50124 Huxley, IA 50124 515-597-3100 515-597-3478 Policies and Procedures Table of Contents I. Welcome to Ballard Community School District Voluntary Statewide 4 Year Old Preschool Programs…………...……………………………………………………………….……………………4 II. Vision, Mission, Philosophy, and Goals for Children and Families………….…………………….…4 III. Enrollment……………………………………………….………………………………………....…….5 Equal Educational Opportunity…………….………………………………….……………………….…5 Eligibility…………………………………..……………………………………………………………...5 Hours………………………………………..…………………………………………………………….5 General Information…………………..…………………………………………………………………..5 Inclusion………………………………………..…………………………………………………………5 IV. A Child's Day…………………………………….………………………………………………………6 Who works in the preschool………..……………………………………………………………………..6 Daily Activities…………….……………………………………………………………………………..6 Curriculum…………….………………………………………………………………………………….6 Child Assessment………..………………………………………………………………………………..7 Program Assessment………..…………………………………………………………………………….8 Supervision Policy……………..………………………………………………………………………….8 Child Guidance and Discipline……………..……………………………………………………………..8 Water Activities………………………..………………………………………………………………….9 Snacks/Foods And Nutrition……….……………………………………………………………………..9 Outside Play and Learning………..……………………………………………………………………...10 Clothing…………......………………………………………………..………………………………….11 Toilet Learning…………………..……………………………………………………………………….11 Objects From Home………………..…………………………………………………………………….11 Weapons Policy……………..…………………………………………………………………………...11 Classroom Animals and Pets…………...………………………………………………………………..12 Birthdays……………………….………………………………………………………………………..12 V. Communication with Families…………………………………………………………………………12 Open Door Policy...………………………..…………………………………………………………….12 Arrival and Departure of Children………………………………………………………………………12 Transportation………………………….………………………………………………………………..13 Field Trips…………………….…………………………………………………………………………13 Ethics and Confidentiality………………………………………………………………………………14 Children's Records……………………………………………………………………………………...14 Preschool Advisory Committee………………….……………………………………………………...14 Grievance Policy…………….…………………………………………………………………………..14 2 VI. Family Involvement……………………………………………………………………………………14 Home Visits……………………….…………………………………………………………………….16 Family Teacher Conferences……………..……………………………………………………………..16 Family Night……………………….……………………………………………………………………16 Transitions………………….……………………………………………………………………………16 VII. Health and Safety……………………………………………………………………………………….16 Health and Immunization Certificates……..…………………………………………………………….16 Health and Safety Records…………...…………………………………………………………………..16 General Health and Safety Guidelines…………..……………………………………………………….17 Illness Policy and Exclusion of Sick Children…………..………………………………………………17 Reporting Communicable Diseases……………..……………………………………………………….18 Medication Policies and Procedures…………………..…………………………………………………18 Cleaning and Sanitation………………..………………………………………………………………...19 Hand Washing Practices…………………………………..……………………………………………..19 First Aid Kit…………………………………………..………………………………………………….20 Fire Safety……………………………………..…………………………………………………………20 Medical Emergencies and Notification of Accidents or Incidents……………..………………………..20 Inclement Weather…………………………………………..…………………………………………...21 Protection from Hazards and Environmental Health……………...……………………………………..21 Smoke-free Facility ……………………...………………………………………………………………21 Child Protection Policies………………..………………………………………………………………..21 Substance Abuse……………………..…………………………………………………………………..22 Volunteers………………………….……………………………………………………………………22 VIII Staff General Information………………………..…………………………………………………………….22 Health Assessment……………………………..…………...……………………………………………22 Orientation…………...………………………..…………………………………………………………23 Staffing patterns and schedule……………...……………………………………………………………23 Staff development activities…………………..…………………………………………………………24 Evaluation and Professional Growth Plan………………………………………………………………..24 3 I. WELCOME TO BALLARD COMMUNITY SCHOOL DISTRICT PRESCHOOL PROGRAMS The Ballard Community School District was awarded the Statewide Voluntary Preschool Program Grant in 2010. The program's goal is to provide a high quality preschool program meeting each child's needs, including children with disabilities and those from a diverse background. The preschool provides a rich learning environment that encourages children's natural curiosity and supports them to take risks that lead to new skill development. It is a setting where children feel safe, respected, and cared for. This is an opportunity for all four-year-old children to take part in planned, active learning experiences to build their readiness skills. The Ballard Community School District 4 year old preschool program includes classrooms at West Elementary, Lilypad Learning Center, Miss Wendy's Preschool, Wee-Care Learning Center, and Whistlestop Academy. The preschool programs have adopted the Iowa Quality Preschool Program Standards, administered by the Iowa Department of Education. The Iowa Early Learning Standards are used to guide expectations for the children and instructional practices. (QPPS 10.1) II. MISSION, PHILOSOPHY, AND GOALS (QPPS 2.1, 10.1) Vision: Ballard empowers all learners. Mission: The Ballard Community School District will educate the whole child, providing the essential knowledge and skills necessary to be a successful and responsible citizen in the 21st Century. PreK-3rd Grade School Philosophy of Education: We believe: Student learning is the most important element of our society. Students learn best in a safe and caring environment. Innovative learning activities and various teaching strategies enhance learning. Respect for diversity develops tolerance within the school and our society. Effective learning produces life-long skills. Leaders never lose sight of best practice. Teaching the importance of citizenship benefits the school and the community. Productive discipline incorporates control, consistency, and care. Memorable and enjoyable activities foster learning. School, home and community cooperation facilitates and reinforces learning. Goals for Children: Children will show competency in social/emotional, physical, cognitive, and language development skills. Children will be enthusiastic and curious learners. Children will be safe and healthy. Goals for Families: Families will feel welcome in the classroom and school. Families will work with the school in a meaningful partnership to help their children be better prepared to learn to read and write. Families will advocate for their children. 4 III. ENROLLMENT Equal Educational Opportunity It is the policy of the Ballard Community School District not to discriminate in its education programs or educational activities on the basis of sexual orientation, race, religion, color, national origin, marital status or disability. Students are educated in programs, which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society. Students who feel they have been discriminated against are encouraged to report it to the school district Affirmative Action Coordinator, John Speer, 515- 597-2811. Inquiries may also be directed in writing to the Director of the region VII Office of Civil Rights, US Department of Education, 310 W. Wisconsin Ave., Ste. 800, Milwaukee, WI, 53203-2292, (414) 291-1111, or the Iowa Department of Education, Grimes State Office Building, Des Moines, IA 50319-0146, (515) 281-5294. Procedures and levels are outlined in district policy for resolving complaints and are available upon request from the superintendent's office. Eligibility Children must be four years of age prior to September 15th of the current school year. Pre-registration will begin in the spring of the year. Registration materials are available from each preschool center. Final registration will occur in the fall. Hours Program hours vary depending on attendance center. West Elementary (4 year old program)- M, T, Th, F 12:15-3:15 West Elementary (3 year old program)- M, T, Th 8:15-11:15 Whistlestop- M, T, W, Th 8:30-11:30 Wee Care- M, T, W, Th, F 8:15-11:45 Miss Wendy's AM group- M, T, W, Th 8:30-11:30 Miss Wendy's PM group- M, T, W, Th 12:30-3:30 Lily Pad- M, T, W, Th 8:30-11:30 General Information Within six weeks after a child begins the program, health records that document the dates of service shall be submitted that show the child is current for routine screening tests and immunizations according to the schedule recommended and published by the American Academy of Pediatrics. The maximum class size in each session is based on square footage of the location. A teaching staff-child ratio of at least 1:10(4 year old program) and 1:8 (3 year old program) will be maintained at all times to encourage adult-child interactions and promote activity among children. Each site administrator will maintain a current list of available substitutes for both the teacher and teacher assistant. Should one of the teaching staff need to temporarily leave the room, the teacher will contact the building administrator or designee who will arrange for coverage of the classroom to maintain the staff-child ratio. (QPPS 10.4) Inclusion The preschool program provides for all children, including those with disabilities and unique learning needs. Modifications are made in the environment and staffing patterns in order to include children with special needs. Staff is aware of the identified needs of individual children and is trained to follow through on specific intervention plans. It is our belief that inclusion in our program will enrich the experience for teachers, students, other children and their families. The preschool facilities meet the Americans with Disabilities Act accessibility requirements. (QPPS 1.2, 9.10) 5 IV. A CHILD'S DAY Who Works In the Preschool (QPPS 10.2) Program Administrator Marty Jimmerson, West Elementary principal, is designated as the program administrator supervising the preschool program. He meets all qualifications described in the Iowa Quality Preschool Program Standards. (QPPS 10.2, 10.3) Teacher A teacher licensed by the Iowa Board of Educational Examiners and holding an early childhood endorsement is assigned to each preschool classroom. (QPPS 6.3) Teacher Assistant A teacher assistant in the classroom carries out activities under the supervision of the teacher. The teacher assistant will have specialized training in early childhood education. (QPPS 6.4) School Nurse The preschool will have the assistance of a school nurse or designated person who will maintain student health records by updating them quarterly, and attend to the health needs of the students while they are at school. They are available for parent consultation when necessary. (QPPS 10.10) Support Staff Heartland AEA 11 support staff provide resources and assistance to the teacher and classroom upon request to help all children be successful in the preschool setting. Such staff may include: early childhood consultant, speech and language pathologist, social worker, occupational therapist, physical therapist or others. (QPPS 4.5, 8.3) Staff Meetings The preschool staff has weekly planning meetings. These meetings cover lesson planning, discussion on students, and looking at student data. (QPPS 4.10) Daily Activities A consistent daily schedule is planned to offer a balance of learning activities. Learning is both formal and informal. Play is planned for every day. Listening is balanced with talking, group activities with solitary time, indoors with outdoors, quiet play with active play. Your child will have the opportunity for the following types of activities every day: (QPPS 1.5, 2.7, 3.14, 9.1) Group Time Choice Time Handwashing and Snack Learning Center Activities: Read-aloud Computers Blocks, Dramatic Play, Toys and Games, Art, Library, Discovery, Sand Outdoor Activities Individual and Water, Music, Movement, and Activities Cooking. Lesson plans for each week are posted in the classroom showing how these activities are incorporated into the daily schedule. Weekly notes will be sent home to families in children's backpacks and electronically, if parents desire. (QPPS 3.13) Curriculum Developmentally appropriate practice means teaching in ways that match the way children develop and learn so as to promote their optimal development and learning. Early childhood professionals make decisions about the education of children on the basis of three types of information. (QPPS 2.1 - 2.3, 3.13 Child development and how children learn The individual strengths, needs, and interests of each child Each child's family and community cultures) 6 It is the belief of BCSD that the curriculum content and instructional materials utilized reflect the cultural and racial diversity present in the United States and the variety of careers, roles, and life styles open to women as well as men in our society. One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnic origin, religion, and physical disability. The curriculum should foster respect and appreciation for the cultural diversity found in our country and an awareness of the rights, duties, and responsibilities of each individual as a member of a multicultural nonsexist society. (QPPS 1.7) The district program has adopted The Creative Curriculum for Preschool, a research and evidence based comprehensive curriculum designed for four-year-olds. This curriculum also aligns with the Iowa Early Learning Standards. The Creative Curriculum for Preschool is based on five fundamental principles. Positive interactions and relationships with adults provide a critical foundation for successful learning. Social-emotional competence is a significant factor in school success. Constructive, purposeful play supports essential learning. The physical environment affects the type of quality of learning interactions. Teacher-family partnerships promote development and learning. They guide practice and help us understand the reasons for intentionally setting up and operating preschool programs in particular ways. It is continually revised and evaluated to make learning fun and exciting. . (QPPS 2.1- 2.6, 2.9) Child Assessment Guiding principles: It is the school district's belief that assessment of young children should be purposeful, developmentally appropriate, and take place in the natural setting by familiar adults. The results will be used for planning experiences for the children and to guide instruction. Assessment will never be used to label children or to include or exclude them from a program. A family's culture and a child's experiences outside the school setting are recognized as being an important piece of the child's growth and development. All results will be kept confidential, placed in each child's file, and stored in a secure filing cabinet. (QPPS 4.1, 4.2) Children are assessed in the following ways: (QPPS 4.3, 4.4, 4.14) Teacher Strategies GOLD Assessment System is aligned with the Iowa Early Learning Standards. It records student progress in all developmental areas throughout the year with checkpoints three times a year. Observational data provides an ongoing anecdotal record of each child's progress during daily activities. Early Literacy Individual Growth and Development Indicators (IGDIs) are given three times a year. Child portfolios are organized by the teaching staff and include the assessments, observational data, and child work samples collected on an on-going basis. Families are asked to contribute information about their child's progress. Young children often show different skills in different settings. Working together, the teaching staff and families can gather a complete picture of a child's growth and development. (QPPS 4.7, 7.3) The information from the above is used in the following ways: To provide information about children's needs, interests, and abilities in order to plan developmentally appropriate experiences for them; To provide information to parents about their children's developmental milestones; To indicate possible areas that requires additional assessment. (QPPS 4.8, 7.3, 7.5) Assessment information will be shared formally with families during Parent Teacher Conferences in the fall and spring. The preschool teacher will communicate weekly regarding children's activities and developmental milestones. Informal conferences are always welcome and can be requested at any time. (QPPS 4.14, 7.3) 7 If, through observation or information on the Teaching Strategies Gold Assessment System, or IGDIs, the teacher feels that there is a possible issue related to a developmental delay or other special need, she/he will communicate this to the family during a conference, sharing documentation of the concern. Suggestions for next steps may include the following, with the knowledge and consent of the parents: The teacher requests assistance from the Building Assistance Team as an early intervention process. This team engages in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance. A request made to Heartland Area Education Agency for support and additional ideas or more formalized testing. The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated. (QPPS 4.5, 7.4) If a child is determined to need special accommodations, those accommodations are included in the materials, environment, and lesson plans for that child. Examples include sign language and visuals for children with hearing impairments or language delays and behavior plans for children whose behavior does not respond to the typical strategies used by teaching staff in the classroom. Program Assessment The BCSD preschool classes implement the Iowa Quality Preschool Program Standards. We will receive a verification visit during the 2011-2012 school year to confirm we are meeting these standards. Administrators, families, staff, and other routinely participating adults will be involved annually in a program evaluation that measures progress toward the program's goals and objectives. The annual evaluation process includes gathering evidence on all areas of program functioning, including policies and procedures, program quality, children's progress and learning, family involvement and satisfaction, and community awareness and satisfaction. A report of the annual evaluation findings is shared with families, staff, and appropriate advisory and governance boards. The program uses this information to plan professional development and program quality-improvement activities as well as to improve operations and policies. Supervision Policy Before children arrive at school, the preschool teacher will complete the following daily safety checklist indoor and outdoor: All safety plugs and electric outlets covered, heat/AC, water temperature, and toilets, etc. in working order. All cleaning supplies/poisons out of children reach and stored properly. Classroom and materials checked for cleanliness/broken parts, etc. including playground. Supplies checked - first aid kit, latex gloves, soap, paper towels, etc. Daily monitoring of environment - spills, sand, etc. Other serious problems reported to head custodian or designee. Upon arrival, each child is observed by the teacher for signs of illness or injury that could affect the child's ability to participate in the daily activities. No child will be left unsupervised while attending preschool. Staff will supervise primarily by sight. Supervision for short intervals by sound is permissible as long as teachers check every two to three minutes on children who are out-of- sight (e.g. those who can use the toilet independently, who are in the library area, etc.) (QPPS 3.9, 9.2, 9.7) Child Guidance and Discipline The Creative Curriculum classroom functions as a community, a place where people feel safe, help one another, and consider themselves to be part of a group. A community nurtures social competence by helping children understand how to treat other people well and how they want to be treated by others. It also helps children acquire the skills to cooperate and negotiate, begin to understand friendship, and resolve problems and conflicts. As children learn to interact with peers and adults in complex ways, they become productive members of the group. (QPPS 1.11, 3.6) 8 Challenging Behavior (QPPS 1.2, 1.6, 1.8, 1.9, 1.10, 3.7, 3.8) The teaching staff in the preschool is highly trained, responsive, respectful, and purposeful. The teachers anticipate and take steps to prevent potential challenging behaviors. They evaluate and change their responses based on individual needs. When children have challenging behaviors teachers promote pro-social behavior by: interacting in a respectful manner with all children. modeling turn taking and sharing as well as caring behaviors helping children negotiate their interactions with one another and with shared materials. engaging children in the care of their classroom and ensuring that each child has an opportunity to contribute to the group. encouraging children to listen to one another and helping them to provide comfort when others are sad or distressed Teaching staff will guide children to develop self-control and orderly conduct in relationship to peers and adults. Children will be taught social, communication, and emotional regulation skills. If a child displays persistent, serious, and challenging behavior, the teaching staff, parents, and AEA support staff will work as a team to develop and implement an individualized plan that supports the child's inclusion and success. Aggressive physical behavior toward staff or children is unacceptable. Teaching staff will intervene immediately when a child become physically aggressive to protect all of the children and encourage more acceptable behavior. Permissible Methods of Discipline: For acts of aggression and fighting (biting, scratching, hitting) staff will set appropriate expectations for children and guide them in solving problems. This positive guidance will be the usual technique for managing children with challenging behaviors rather than punishing them for having problems they have not yet learned to solve. In addition, staff may: (1) Separate the children involved; (2) Immediately comfort the individual who was injured; (3) Care for any injury suffered by the victim involved in the incident.; (4) Notify parents or legal guardians of children involved in the incident; (5) Review the adequacy of the teaching staff supervision, appropriateness of program activities, and administrative corrective action if there is a recurrence. Prohibited Practices The program does not, and will not, employ any of the following disciplinary procedures: 1. harsh or abusive tone of voice with the children nor make threats or derogatory remarks. 2. physical punishment, including spanking, hitting, shaking, or grabbing. 3. any punishment that would humiliate, frighten, or subject a child to neglect. 4. withhold nor threaten to withhold food as a form of discipline. Water activities We have a water table in the classroom for children to stand and play with their hands in the water. During water play children are involved in active experiences with science and math concepts. Children with sores on their hands are not allowed to participate with others in the water table to ensure that no infectious diseases are spread. Children are not allowed to drink the water during water play activities. When the activity period is complete, the water table is drained and refilled with fresh water before a new group of children comes to participate. Outdoor water play is limited to tubs and buckets or containers as well as the water table. We do not participate in swimming pool activities. Staff supervises all children by sight and sound in all areas with access to water in tubs, buckets, and water tables. (QPPS 5.9, 9.15) Snacks/Foods and Nutrition (QPPS 2.33, 2.34, 5.12- 5.21) Attitudes about food develop early in life. The food children eat affects their well-being, their physical growth, their ability to learn, and their overall behavior. We have an opportunity to help children learn about foods, to enjoy a variety of foods from their own culture and others, and to help them begin to appreciate that their bodies need to be strong, flexible, and healthy. Eating moderately, eating a variety of foods, and eating in a relaxed atmosphere are healthy habits for young children to form. 9 Meals and snacks are served at regularly established times. Meals and snacks are at least two hours apart, but not more than three hours apart. Several centers do serve breakfast. Some centers provide a snack only. Children may choose to have breakfast before class begins. Two food groups will be represented at each snack time as outlined in USDA guidelines. A written snack menu/calendar is posted in the classroom and available to families. All menus/calendars are kept on file for review by a program consultant. The preschool serves a wide variety of nutritional snacks, and encourages children to expand their tastes by at least trying a portion of the food offered. All food is prepared, served, and stored in accordance with the U.S. Department of Agriculture Child and Adult Care Food Program (CACFP) guidelines. Clean, sanitary drinking water is made available to children throughout the day. Staff discards any foods with expired dates. Foods that are hotter than 110 degrees Fahrenheit are kept out of children's reach. Foods requiring refrigeration will be kept cold until served. At least once daily, teaching staff will provide an opportunity for tooth brushing and gum cleaning to remove food and plaque. (The use of toothpaste is not required.) (QPPS 2.33, 5.11) For each child with special health care needs, food allergies, or special nutrition needs, the child's health care provider should provide the program an individualized care plan prepared in consultation with family members and specialists involved in the child's care. Children with food allergies shall be protected from contact with the problem food. With family consent, the program posts information about the child's allergies in the food preparation area and in areas of the facility the child uses to serve as a visual reminder to all adults who interact with the child during the day. Program staff will keep a daily record documenting the type and quantity of food a child consumes when any child with a disability has special feeding needs and provide parents with that information. High risk foods, often involved in choking incidents, will not be served. For children younger than four years, these include hotdogs, whole or sliced into rounds; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole. The school district does not use foods or beverages as rewards for academic performance or good behavior, and will not withhold food or beverages as a punishment, nor will teaching staff ever threaten to withhold food as a form of discipline. (QPPS 1.3) Outside Play and Learning (QPPS 5.5, 5.6 9.5-9.7) We have daily opportunities for outdoor play as the weather permits and provided the weather air quality and environmental safety conditions do not pose a threat. This allows children the opportunity to develop their large muscle skills, get exercise, and be active. Sometimes we spend longer getting bundled up than we spend outside. All students participate in outside recess unless there's a below zero wind chill factor. Discretion is used to alter outside play depending upon daily conditions. In cases when we cannot go outside (due to weather conditions) children are given the opportunity to use indoor equipment for similar activities inside and are supervised at the same level as outdoor equipment. For example, tumbling mats may be offered for upper body activities or rolling across the mat. In order to make sure that your child can play comfortably outside it is important to dress him according to the weather. When it is cold outside he needs a warm coat, mittens or gloves and a hat (labeled with your child's name). For the warmer days dressing your child lightly is just as important. For those in-between days dressing your child in layers is a practical idea. There are areas on the playground for children to be in the shade and still be active. We encourage you to bring a hat or other clothing for your child to wear as another protection from the sun. Between the months of March and October, all families will be required to supply sunscreen for their children for outdoor activities. A permission slip must be on file 10 before sunscreen will be applied to a child. Sunscreen must be SPF 15 or above, and will be applied by classroom teahers regularly throughout the day. Parents are encouraged to apply insect repellant to their children before arriving at preschool. Program staff will complete the National Program for Playground Safety's Suggested General Maintenance Checklist on a weekly basis. Clothing Your child will be learning through creative, active play that can sometimes be messy. Your child should wear comfortable, washable clothing as well as rubber-soled and closed-toe shoes to school. While we encourage the use of paint smocks or shirts during art projects, we can't guarantee that spills or stains will not occur. Clothing should be free of words, graphics, or pictures that are profane, immoral, illegal, or disruptive in nature. All families are asked to provide an extra set of clothing for their child in case of an "accident" or messy play. Please clearly label the clothing with your child's name to reduce the possibility of mistakes Toilet Learning (QPPS 5.7) Toilet learning is an important time in a child's development. For children who are unable to use the toilet consistently, the following procedures are in place: 1. Diapering will only be done in the designated diaper area, i.e., the bathroom adjacent to the classroom with a fold down changing table/mat. Food handling will not be permitted in this diapering area. 2. Staff will follow all diapering guidelines set forth in the Iowa Quality Preschool Programs Standards: Cloth diapers and clothing that are soiled by urine or feces are immediately placed in a plastic bag (without rinsing or avoidable handling) and sent home that day for laundering. Staff checks children for signs that diapers or pull-ups are wet or contain feces at least every 2 hours. Diapers are changed when wet or soiled. Staff changes children's diapers or soiled underwear in the designated changing areas and not elsewhere in the facility. At all times, caregivers have a hand on the child if being changed on an elevated surface. Surfaces used for changing and on which changing materials are placed are not used for other purposes, including temporary placement of other objects, and especially not for any object involved with food or feeding. Containers that hold soiled diapers and diapering materials have a lid that opens and closes tightly using a hands- free device (e.g., a step can). Containers are kept closed and are inaccessible to children. The container will be clearly labeled to show its intended use. Diapering and Gloving posters will be posted in the changing area showing procedures through the use of visuals and words. These procedures are used by the program administrator to evaluate teaching staff that change diapers. 3. Potty chairs will not be used due to the risk of spreading infectious diarrhea. 4. All families are asked to provide an extra set of clothing for their child in case of an "accident" or messy play. Please clearly label the clothing with your child's name to reduce the possibility of mistakes. Objects from Home Because the preschool program provides ample toys and learning materials for your child, we ask that you limit toys brought from home. If your child brings an "attachment" item from home, we ask that it is small enough to fit inside his/her backpack or cubby. Please do not allow children to bring gum, candy, money, or toy guns to school. The program cannot be responsible for lost or broken toys brought from home. 11 Weapon Policy No student shall carry, have in his or her possession, store, keep, leave, place or put into the possession of another student any real weapon or a look-alike weapon on any school premises, in any school vehicle or any vehicle used by the school or for school purposes, in any school building or other buildings or premises used for school functions, whether or not any person is endangered by such actions. "Look-alike weapon" means any item that resembles or appears to be a weapon. A zero tolerance policy on dangerous weapons (real or toy) is in effect; i.e., gun, squirt guns, water rifles or pistols, slingshots, toy guns, toy grenades and other similar items knives, etc. Violation may result in a student suspension/expulsion. (QPPS 10.6) Classroom Animals and Pets If you, as a parent or legal guardian, want to bring your family pet to share with your child's classroom you are welcome. The preschool teacher and parent must ensure that the animal does not create an unsafe or unsanitary condition. The animal would appear to be in good health and have documentation from a veterinarian or an animal shelter to show that the animal is fully immunized (if the animal should be so protected) and suitable for contact with children. The teacher would ensure staff and children practice good hygiene and hand washing when coming into contact with the animal and after coming into contact with the animal. Teaching staff supervise all interactions between children and animals and instruct children on safe behavior when in close proximity to animals. Any children allergic to the pet will not be exposed to the animal. Reptiles are not allowed because of the risk for salmonella. The classroom teacher is responsible for checking requirements have been met. (QPPS 5.26) Birthdays Birthdays are an important and significant event in the life of a child. They afford the opportunity for children to be given special recognition. Accordingly, students who wish to bring treats for the class on their birthday may do so. Food that comes from home for sharing among the children must be either whole fruits or commercially prepared packaged foods in factory-sealed containers. The teacher will provide families a list of foods meeting the USDA's Child and Adult Care Food Program guidelines. Those who have summer birthdays are welcome to choose a school day to celebrate with their class. Invitations to parties outside of school that do not include the entire class will not be distributed at school. (QPPS 5.13) V. COMMUNICATION WITH FAMILIES The program will promote communication between families and staff by using written notes as well as informal conversations or e-mail. Families are encouraged to send written notes with important information so all of the staff who work with the child can share the parent's communication. Teaching staff will write notes for families no less than weekly. Staff will use these notes to inform families about the child's experiences, accomplishments, behavior, and other issues that affect the child's development and well-being. Parents are encouraged to maintain regular, on-going, two-way communication with the teaching staff in a manner that best meets their needs - email, in person, notes, or phone calls. (QPPS 1.1, 7., 7.65) Open Door Policy Parents and legal guardians are always welcome to visit the preschool classroom. As a safety feature, all parents and visitors will check in at the school office or center director. Visitors are asked to please use discretion with regard to bringing babies and toddlers to school as young children may disrupt class sessions. Photo identification will be required for any unknown visitor to the classroom. Arrival and Departure of Children All motor vehicle transportation provided by parents, legal guardians or others designated by parents or legal guardians will include the use of age-appropriate and size-appropriate seat restraints. 12 When bringing your child to preschool, we ask that you park your car in the parking lot and turn off the engine before entering the building. Please hold your child's hand as you enter the building to decrease the possibility of an accident. Parents or legal guardians must either accompany children to the classroom at the beginning of the day or leave their child in the care of one of the teaching staff. No child will be permitted to leave the building without an adult. Other than parents or legal guardian, only persons with prior written authorization (Parent Consent Form) will be allowed to pick up a child from preschool. Anyone who is unfamiliar to teaching staff, including authorized individuals, will be asked to present photo identification before a child is released to them. In the interest of students' safety, parents/guardians/authorized individuals are requested to report directly to the office when picking up their child rather than going to the child's classroom. Likewise, when a student returns to the building following an absence during the school day, the adult should stop in the office and sign the child in. When picking up your child from the school, please come early enough to enjoy watching what your child is doing during that time of the day. If your child rides the school bus to preschool, teaching staff will greet and assist the student off the bus and to the classroom. At dismissal, teaching staff will accompany each student to the bus and assist the student onto the bus. When all children have arrived, teaching staff will walk the children to the classroom where the preschool teacher will record attendance for the day. Throughout the day each time children transition from one location to another, i.e. classroom to outdoor, the teacher will be responsible for counting the number of children whenever leaving one area and when arriving at another to confirm the safe whereabouts of every child at all times. (QPPS 10.11) Transportation BCSD will provide school bus transportation for preschoolers who qualify for transportation. For children who have special needs for transportation, the facility will use a plan based on a functional assessment of the child's needs related to transportation that is filled out by the child's physician. This plan will address special equipment, staffing and care in the vehicle during transport. Any accommodations indicated in the child's Individualized Educational Program will be implemented as described. (QPPS 10.12) Field Trips An important learning opportunity can take place in the form of a field trip that is relevant and reinforces what has been taught in the classroom. (QPPS 8.2, 8.4) The center's transportation vehicles may be used for these field trips. Parents will be informed of each field trip through a newsletter and signs posted in the classroom well in advance. A parent or legal guardian must sign an informed consent form for trips for each child before each trip. Adult family members are asked to volunteer to go on these trips to provide increased supervision and adult/child ratios. A notice posting the dates, time of departure, time of return, and the destination location will be posted prominently at least 48 hours before the field trip. Each child will be assigned to an adult for every part of the trip. Before every trip, the teaching staff will instruct children and all adults using the bus about the 10-foot danger zone around the vehicle where the driver cannot see. During the field trip, all children will wear identifying information that, for children, gives the program name and phone number. A first aid kit, emergency contact information, and emergency transport authorization information for the children in the group will be taken on all trips. Children will be counted every 15 minutes while on a field trip. Children may only use a public restroom if they are accompanied by a staff member. Children will never be left alone in a vehicle or unsupervised by an adult. Attendance Students who are enrolled for classes in the BCSD preschool programs are expected to be in school for the full session and are expected to be punctual in their arrival and departure. Students are not expected to be absent any more than is necessary for health reasons or appointments. Irregular attendance interferes with the progress of your child and others as 13 teachers find themselves taking class time to repeat information and make adjustments for those students who have been absent. Please call the center with the reason for an absence. For safety's sake, if a student is absent without notification, the school teaching staff will attempt to contact the family to verify the child's absence from school. Ethics and Confidentiality Staff follows an important code of ethics to guide their involvement with children and families. It is essential to protect the confidentiality of all information concerning children and their families. Maintaining a professional attitude includes being responsive to the needs of children and their families while balancing the need for confidentiality. Children are people who deserve respect. One way we demonstrate this respect is to refrain from talking about the children in their presence unless the child is part of the conversation and to refrain from labeling a child negatively or positively. No information about any particular child shall be shared with another child's parent. We continually strive to model such qualities as patience, tolerance, cooperation, acceptance, understanding of others, and enthusiasm for children as well as for other adults. All teaching staff will receive training on ethics and confidentiality as part of their orientation. Children's Records Student records containing personally identifiable information, except for directory information, are confidential. Only persons, including employees, who have a legitimate educational interest, are allowed to access a student's records without the parent's permission. Parents may access, request amendments to, and copy their child's records during regular office hours. Parents may also file a complaint with the United States Department of Education if they feel their rights regarding their child's records have been violated. For a complete copy of the school district's policy on student records or the procedure for filing a complaint, contact the board secretary in the superintendent's office. Parents or guardians will be asked to sign a release of information form should they or the school request information be shared with another agency, stating to whom the information is to be released, the reason or purpose for the release of information, when it expires, and ways the parents can withdraw permission if they choose to do so. Preschool Advisory Committee BCSD has a preschool advisory committee composed of staff, and other community members interested in the preschool program. This group meets at least annually to provide feedback on services that meet children and family needs. They also serve as a sounding board for new ideas and services. (QPPS 7) Grievance Policy Open and honest communication between families and the preschool program is an essential component of a high quality early childhood program. We want you to be confident that your child is being well cared for and is having a quality experience. If there is ever a time you have a concern regarding your child, we want to encourage you to address your concern to your child's teacher. If additional help is needed, either party may ask for the assistance from Principal, .Ms. Ann L. Hart. (QPPS 7.6) If you have a concern regarding some aspect of the program or policy, please contact Principal Marty Jimmerson, who is the administrator for the preschool programs. If you remain dissatisfied, you may contact Superintendent John Speer. As part of our program assessment, in the spring of each year, we also provide you with a family questionnaire to evaluate our program. This information helps us to assess how the program is meeting the needs of families and children, as well as to identify strengths and weaknesses. 14 VI. FAMILY INVOLVEMENT BCSD encourages families to be very involved in their child's education by observing their children during the day when possible and meeting with staff. Family members are welcome to visit at any time during class sessions. (QPPS 7.1, 7.2) Teachers and administrators use a variety of formal and informal ways to become acquainted with and learn from families about their family structure and their preferred means of child-rearing practices and communication; and information about their socioeconomic, linguistic, racial, religious, and cultural backgrounds as they wish to share. Families are surveyed in enrollment paperwork and through other questionnaires during the year regarding their family, beliefs, and preferences. Home visits are conducted at the beginning of the school year. Program staff communicate with families on at least a weekly basis regarding children's activities and developmental milestones, shared care-giving issues, and other information that affects the well-being of their children. Family teacher conferences are held in both the fall and spring semesters, as well as when either party requests. BCSD values the time spent talking and interacting with families and developing strong, reciprocal relationships. As the teacher learns from the families' expertise regarding their child's interests, approaches to learning, and developmental needs, goals for your child's growth and development can be incorporated into ongoing classroom planning. Families are encouraged to share any concerns, preferences or questions with the preschool teacher or administration at any time. Although in-person daily contact cannot be replaced, preschool staff also relies on notes home, emails, phone calls, newsletters, and bulletin boards as alternatives means to establish and maintain open, two-way communication. BCSD invites you to become involved in one or all of the following ways, and welcomes other ideas as well. 1. Support your child's daily transition to school by sharing information about your child's interests and abilities. Keeping the teacher informed of changes and events that might affect your child allows the teacher to be more responsive to your child's needs. 2. Attend family meetings. 3. Return all forms, questionnaires and so on promptly. 4. Attend Family/Teacher conferences in the fall and spring semesters. 5. Take time to read the family bulletin board. 6. Check your child's backpack each day. 7. Participate in field trip activities. 8. Share some of your talents in your child's class through activities such as: reading or storytelling, cooking, art, music, sewing, crafts, hobbies, your profession, or artifacts from trips you have taken. 9. Share any of your families' cultural traditions, celebrations, or customs. 10. Help prepare snack and enjoy it with your child. 11. Read all the material sent home with your child. 12. Come to play. 13. Help with special events. Helping takes many different forms such as preparation of materials at home, making telephone calls, preparing or posting flyers, recruiting other volunteers, collecting donations or prizes, run errands, photography, setup before the event, or clean afterwards. 14. Serve on the Preschool Advisory Committee. 15. Add to the monthly newsletter or organize it. It is the policy of the Ballard Community School District not to discriminate on the basis of race, color, national origin, sex, religion, sexual orientation, gender identity, and or disability in any activities, programs, or employment policies as required by Title VI or VIII of the 1964 Civil Rights Act, Title IX of the 1972 Education Amendments, and the Federal Rehabilitation Act of 1973. The school district will, to the extent possible, provide full opportunities for meaningful participation of the families with children with limited English proficiency, families with children with disabilities, including providing information and 15 school reports in an understandable and uniform format and, including alternative formats on request, and, to the extent possible, in a language families understand. The school district believes that families should be supported in making decisions about services that their children may need. The teaching staff will provide information to families about available community resources and assist as requested in helping the family make connections. (QPPS 7.7, 7.8, 8.1) Home Visits Home visits are made prior to the start of school. This is an opportunity for the preschool teacher to get to know you, your child, and your family and for you to begin to create a partnership between home and school in order to best meet your child's needs. This is a great time for you to share what makes your family unique, how you prefer to communicate with the teacher, and share your knowledge about your child's interests, approaches to learning, and developmental needs. You can help the teacher understand what your goals are for your child and whether you have any concerns you'd like addressed. Parents are encouraged to share these preferences, concerns, and questions at any time with either the classroom teacher or administrator. Family Teacher Conferences The preschool programs will have formal family teacher conferences at the same time as the elementary school - fall and spring. The teacher will send home a sheet before the conference asking you to consider what new skills you see your child developing at home or in the community, to think about what you'd like more information about the classroom, and whether you have new or different goals for your child. During the conference the teacher will share results of classroom assessments and samples of your child's work. Together you can make a plan to continue to encourage your child's growth and development. Transitions Home-school connections are crucial to the transition to kindergarten or any other program, such as special education. The child's family provides the consistency and continuity necessary for a young child to be successful. Making a change from one program to another can sometimes be difficult for a young child whether the transition is within the same building or in another location. Teaching staff will partner with the family to make the transition as smooth as possible by connecting family members with the next program's staff. Preschool staff will provide information about enrollment policies and procedures, program options, and arrange for a classroom visit whenever possible. (QPPS 7.9, 7.10) VII. HEALTH AND SAFETY BCSD is committed to promoting wellness and to safeguard the health and safety of children and adults who participate in our program. In order to provide a safe and secure environment for every child and adult, we follow guidelines required by the Quality Preschool Program Standards, regulatory agencies and pediatric authorities in the field. (QPPS 10.6) Health and Immunization Certificates Within six weeks after a child begins the program, health records that document the dates of service shall be submitted that show the child is current for routine screening tests and immunizations according to the schedule recommended and published by the American Academy of Pediatrics. When a child is overdue for any routine health services, parents, legal guardians, or both provide evidence of an appointment for those services before the child's entry into the program and as a condition of remaining enrolled in the program, except for immunization for which parents are using religious exemption. (QPPS 5.1) Health and Safety Records 16 Health and safety information collected from families will be maintained on file for each child in the school nurse's office. Files are kept current by updating as needed, but at least quarterly. The content of the file is confidential, but is immediately available to administrators or teaching staff who have consent from a parent or legal guardian for access to records; the child's parent or legal guardian; and regulatory authorities, upon request. (QPPS 5.1, 10.10) Child Health and Safety Records will include: (QPPS 5.1) 1. Current information about any health insurance coverage required for treatment in an emergency; 2. Results of health examination, showing up-to-date immunizations and screening tests with an indication of normal or abnormal results and any follow-up required for abnormal results; 3. Current emergency contact information for each child, that is kept up to date by a specified method during the year; 4. Names of individuals authorized by the family to have access to health information about the child; 5. Instructions for any of the child's special health needs such as allergies or chronic illness (e.g., asthma, hearing or vision impairments, feeding needs, neuromuscular conditions, urinary or other ongoing health problems, seizures, diabetes); 6. Individual emergency care plans for children with known medical or developmental problems or other conditions that might require special care in an emergency (allergy, asthma, seizures, orthopedic or sensory problems, and other chronic conditions; conditions that require regular medication or technology support; and (QPPS 10.14) 7. Supporting evidence for cases in which a child is under-immunized because of a medical condition (documented by a licensed health professional) or the family's beliefs. Staff implements a plan to exclude the child promptly if a vaccine-preventable disease to which children are susceptible occurs in the program. General Health and Safety Guidelines All staff must be alert to the health of each child, known allergies, or special medical conditions. Under the supervision of the preschool teacher, all staff must be alert to the whereabouts of all children. Systems are in place for accounting for children at regular intervals, especially during periods of transition. All staff is to follow proper procedures for hand washing, using disinfectant, and following universal precautions to prevent infections. All staff is familiar with evacuation routes and procedures. All teaching staff completes "Occupational Exposure to Bloodborne Pathogens" annually. At least one staff member who has a certificate of satisfactory completion of pediatric first-aid training, including managing a blocked airway and providing rescue breathing for infants and children, is always present with each group of children. When a child in the group has a special health condition that might require CPR, one staff person who has successfully completed training in CPR is present in the program at all times. (QPPS 5.2) Illness Policy and Exclusion of Sick Children (QPPS 5.3) For the health and safety of all the children, it is mandatory that sick children not be brought to school. If your child has any of the following symptoms during the night, he or she will not be admitted the following morning for the safety of the other children. fever greater than 100 degrees F vomiting diarrhea pink eyes with drainage cough with congestion and excessive nasal discharge The center's established policy for an ill child's return: Fever free for 24 hours and not on fever reducing medicines. Chicken pox: one week after onset (or when lesions are crusted) 17 Strep: 24 hours after initial medication Vomiting/Diarrhea: 24 hours after last episode Conjunctivitis: 24 hours after initial medication or when without drainage Upon arrival at school, each child is observed by teaching staff for signs of illness or injury that could affect the child's ability to participate comfortably in the daily activities. Children will be excluded when a child is not able to participate comfortably; if the illness requires more care than staff are able to provide without compromising the needs of the other children in the group; or if keeping the child at school poses an increased risk to the child or to other children or adults with whom the child will come in contact. When a child develops signs of an illness during their day at preschool, parents, legal guardians, or other person authorized by the parent will be notified immediately to pick up the child. For this reason, please be sure that we have current accurate phone numbers for you, your authorized emergency contact person and your child's pediatrician. In the meantime, we will provide the child a place to rest until the parent, legal guardian or designated person arrives under the supervision of someone familiar with the child. If the child is suspected of having a contagious disease, then until she or he can be picked up, the child is located where new individuals will not be exposed. Reporting Communicable Diseases Staff and teachers provide information to families verbally and in writing about any unusual level or type of communicable disease to which their child was exposed, signs and symptoms of the disease, mode of transmission, period of communicability, and control measures that are being implemented at the program and that the families should implement at home. The program has documentation that it has cooperative arrangements with local health authorities and has, at least annually, made contact with those authorities to keep current on relevant health information and to arrange for obtaining advice when outbreaks of communicable disease occur. (QPPS 5.4) Medication Policies and Procedures (QPPS 5.10) Policy: The school will administer medication to children with written approval of the parent and an order from a health provider for a specific child. Because administration of medication in the school is a safety hazard, medication administration will be limited to situations where an agreement to give medicine outside preschool hours cannot be made. Whenever possible, the first dose of medication should be given at home to see if the child has any type of reaction. Procedure: The school nurse or designated person coordinates and/or administers medication during school hours only if the parent or legal guardian has provided written consent and the medication is available in an original labeled prescription or manufacturer's container that is child-resistant. Any other person who would administer medication has specific training and a written performance evaluation, updated annually by a health professional on the practice of the five right practices of medication administration: (1) verifying that the right child receives the (2) right medication (3) in the right dose (4) at the right time (5) by the right method with documentation of each right each time the medication is given. Medication errors will be controlled by checking and recording these five right practices each time medication is given. In the event that a medication error should occur, the Regional Poison Control Center and the child's parents will be contacted immediately. The incident will be documented in the child's record at the school. For prescription medications, parents or legal guardians will provide the school with the medication in the original, child- resistant container that is labeled by a pharmacist with the child's name, the name and strength of the medication; the date the prescription was filled; the name of the health care provider who wrote the prescription; the medication's expiration date; and administration, storage, and disposal instructions. For over-the-counter medications, parents or legal guardians will provide the medication in a child-resistant container. The medication will be labeled with the child's first and last names; specific, legible instructions for administration and storage supplied by the manufacturer; and the name of the health care provider who recommended the medication for the child. 18 Instructions for the dose, time, method to be used, and duration of administration will be provided to the teaching staff in writing (by a signed note or a prescription label) or dictated over the telephone by a physician or other person legally authorized to prescribe medication. This requirement applies both to prescription and over-the-counter medications. Medications will be kept at the temperature recommended for that type of medication, in a sturdy, child-resistant container that is locked and prevents spillage. Medication will not be used beyond the date of expiration on the container or beyond any expiration of the instructions provided by the physician or other person legally permitted to prescribe medication. Instructions which state that the medication may be used whenever needed will be renewed by the physician at least annually. A medication log will be maintained by the school staff to record the instructions for giving the medication, consent obtained from the parent or legal guardian, amount, the time of administration, and the person who administered each dose of medication. Spills, reactions, and refusal to take medication will be noted on this log. Cleaning and Sanitization (QPPS 9.11, 5.22- 5.25) The facility will be maintained in a clean and sanitary condition. When a spill occurs, the area will be made inaccessible to children and the area will be cleaned immediately. Toys that have been placed in a child's mouth or that are otherwise contaminated by body secretion or excretion will be removed immediately and disinfected after they are cleaned with soap and water. This also applies to other surfaces in the classroom. Toys and surfaces will be disinfected using a non-toxic solution of one tablespoon household bleach to one quart of tap water made fresh daily. To disinfect, the surfaces will be sprayed until glossy. The bleach solution will be left on for at least 2 minutes before it is wiped off with a clean paper towel, or it may be allowed to air dry. Machine washable cloth toys that have been placed in a child's mouth or that are otherwise contaminated by body secretion or excretion must be laundered before another child's use. Toys that cannot be cleaned and sanitized will not be used. Staff will be trained in cleaning techniques, proper use of protective barriers such as gloves, proper handling and disposal of contaminated materials, and information required by the US Occupational Safety and Health Administration about the use of any chemical agents. Routine cleaning will be supervised by the preschool teacher and will follow the Cleaning and Sanitation Frequency Table in Section III, page 47 of the QPPS manual. A checklist will be completed as indicated in the table. Facility cleaning requiring potentially hazardous chemicals will be scheduled when children are not present to minimize exposure of the children. All cleaning products will be used as directed by the manufacturer's label. Nontoxic substances will be used whenever possible. Hand Washing Practices (QPPS 5.8) Frequent hand washing is the key to preventing the spread of infectious diseases. Teachers teach children how to wash their hands effectively. Posters of children using proper hand washing procedures are placed by each sink. The program follows these practices regarding hand washing: Staff members and those children who are developmentally able to learn personal hygiene are taught hand- washing procedures and are periodically monitored. Hand washing is required by all staff, volunteers, and children when hand washing reduces the risk of transmission of infectious diseases to themselves and to others. Staff assists children with hand washing as needed to successfully complete the task. Children and adults wash their hands: 19 upon arrival for the day; after diapering or using the toilet (use of wet wipes is acceptable for infants); after handling body fluids (e.g., blowing or wiping a nose, coughing on a hand, or any touching of mucus, blood or vomit); before meals and snacks, preparing or serving food, or handling any raw food that requires cooking (e.g., meat, eggs, poultry); after playing in water that that is shared by two or more people; after handling pets and other animals or any materials such as sand, dirt, or surfaces that might be contaminated by contact with animals; and Adults also wash their hands before and after feeding a child; before and after administering medication; after assisting a child with toileting; and after handling garbage or cleaning. Proper hand-washing procedures are followed by adults and children and include using liquid soap and running water; rubbing hands vigorously for at least 10 seconds, including back of hands, wrists, between fingers, under and around any jewelry, and under fingernails; rinsing well; drying hands with a paper towel, or a dryer; and avoiding touching the faucet with just-washed hands (e.g., by using a paper towel to turn off water). Except when handling blood or body fluids that might contain blood (when wearing gloves is required), wearing gloves is an optional supplement, but not a substitute, for hand washing in any situation listed above. Staff must wear gloves when contamination with blood may occur. Staff does not use hand-washing sinks for bathing children or removing smeared fecal material. In situations where sinks used for both food preparation and other purposes, staff clean and sanitize the sinks before using them to prepare food. First Aid Kit A first aid kit is located in the preschool classroom next to the door. It is inaccessible to children, but readily available for adult use. It is fully equipped according to guidance from Healthy Child Care Iowa. Following each use of the First Aid kit, the contents will be inspected and missing or used items replaced immediately. The First Aid kit will be inspected monthly. The first aid kit is taken to the outdoor play areas as well as on field trips and outings away from the site. (QPPS 9.13) Fire Safety A fire extinguisher is installed in/by the preschool classroom with a tag indicating its annual service date. The fire alarm system is serviced annually. Smoke detectors, fire alarms, and carbon monoxide detectors are tested monthly. A written log of testing dates and battery changes is maintained and available upon request. Fire drills are conducted monthly and recorded on a log. (QPPS 2.36, 9.14) Medical Emergencies and Notification of Accidents or Incidents (QPPS 10.13, 10.14) The Ballard Community School District and each preschool center has in place an Emergency Management Guide that describes the following situations and procedures to follow: Emergency phone numbers Fire procedures Utility Failures (electric power failure, water line break, gas line break) 20 Severe weather/tornado Bomb threats Physical Threats/Armed Intruder Evacuations Crisis Intervention Plan, Crisis Intervention Steps, and Media Procedures Accidental Injury or Illness procedures for life threatening and non-life threatening situations School crisis team members and a checklist to use List of CPR/First Aid experienced persons in each building This booklet will be posted by the telephone and included in the first aid kit. The booklet will be reviewed by each staff member at the beginning of each school year and when changes are made to it. In the event that your child receives a minor, non-life threatening injury during their time at preschool, the teacher will assess the situation and apply first aid as needed. Minor cuts and scrapes will be treated with soap and water and bumps will be treated by applying ice to the injured area. Any incident or injuries will be documented on an "Injury and Illness" form and a copy will be given to the parent within 24 hours of the incident. All staff will have immediate access to a device that allows them to summon help in an emergency. The telephone numbers of the Fire Department, Police Department, Hospital, and Poison Control will be posted by each phone with an outside line. Emergency contact information for each child and staff member will be kept readily available. The list of emergency telephone numbers and copies of emergency contact information and authorization for emergency transport will be taken along anytime children leave the facility in the care of facility staff. Emergency phone numbers will be updated at least quarterly. Emergency phone numbers will be verified by calling the numbers to make sure a responsive, designated person is available. Inclement Weather Please do not call school personnel at home on a day when it is possible that school will be called off due to bad weather. As soon as the decision is made it will be posted on the Ballard website, www.ballard.k12.ia.us and an attempt will be made to notify the following stations. WHO TV-13 KCCI TV-8 WOI TV-5 KLYF (FM 100.3) WHO (AM 1040) KSTZ (FM 102.5) KJJY (FM 92.5) KXTK (AM 940) KIOA (FM 93.3) KRNT (AM 1350) KISS (FM107.5) KLTI (FM104.1) In the event of an unscheduled early dismissal, please make sure that you have discussed with your child where he/she needs to go. If school is going to be dismissed early, we will attempt to notify the stations listed above. Staff can not call parents when school is dismissed early. Subscribe for free to Iowa School Alerts to receive emails and/or text messages regarding important school closings or delays – see www.ballard.k12.ia.us for direct link to sign up under "Weather Related News". Protection from Hazards and Environmental Health (QPPS 9.12, 9.16, 9.17, 9.18, 10.7) Program staff protects children and adults from hazards, including electrical shock, burns, or scalding, slipping, tripping, or falling. Floor coverings are secured to keep staff and children from tripping. All buildings have been tested for lead, radon, radiation, asbestos, fiberglass, and other hazards that could impact children's health with documentation on file. Ballard Elementary does have a well which is tested and in compliance with state law. Custodial staff maintains the building's heating, cooling, and ventilation systems in compliance with national standards for facility use by children. 21 The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants. Pesticides and herbicides, if used, are applied according to the manufacturer's instructions when children are not at the facility and in a manner that prevents skin contact, inhalation, and other exposure to children. The program uses the techniques known as Integrated Pest Management (IPM) so that the least hazardous means are used to control pests and unwanted vegetation. Smoke Free Facility In compliance with the Iowa Smokefree Air Act of 2008, ACSD buildings and grounds and all other centers with a preschool class are smoke free. A "No Smoking" sign meeting the law's requirements is posted at the entrance to the preschool classroom buildings to inform people that they are entering a non-smoking place. This includes all buildings, grounds, and school vehicles. No smoking is allowed on the school grounds or within sight of any children. (QPPS 9.19) Child Protection Policies (QPPS 10.8, 10.9 10.16, 10.19) The health and well being of every child in our care is of the utmost importance and the protection of children is our responsibility. An applicant or volunteer for temporary or permanent employment with the preschool program involves direct interaction with or the opportunity to interact and associate with children must execute and submit an affidavit of clearance from any and all crimes against a child or families. In addition no person with a substantiated report of child abuse or neglect will come in contact with children in the program or have responsibility for children. The program has written school board policy for reporting child abuse and neglect as well as procedures in place that comply with applicable federal, state, and local laws. The policy includes requirements for staff to report all suspected incidents of child abuse, neglect, or both by families, staff, volunteers, or others to the appropriate local agencies. Staff who report suspicions of child abuse or neglect where they work are immune from discharge, retaliation, or other disciplinary action for that reason alone unless it is proven that the report is malicious. All teaching staff complete "Mandatory Reporter: Child and Dependent Adult Abuse" at least every five years and within six months of employment. The school district does not tolerate employees physically, or sexually abusing or harassing students. Students who are physically or sexually abused or harassed by an employee should notify their parents, legal guardians, teacher, principal, or another employee. The Iowa Department of Education has established a two-step procedure for investigating allegations of physical or sexual abuse of students by employees. That procedure requires the school district to designate an independent investigator to look into the allegations. The school district has designated Marty Jimmerson at 515-228- 3890 as the Level I investigator. The independent Level II investigator is the Huxley PD at 515-597-2002. Substance Abuse Persons under the influence of drugs or alcohol will not be permitted on the premises of the centers with BCSD preschool classes. At no time will children be released to a person under the influence of alcohol or drugs. Volunteers Parents, friends, grandparents, and other adults are encouraged to take an active part in the educational process of the children. Please contact the teacher, the elementary principal, or our office secretary if you would like to be a school volunteer. We have a volunteer job description that defines the role and responsibilities of a volunteer. For safety's sake no person with a substantiated report of child abuse or neglect will come in contact with children in the program or have responsibility for children. If a volunteer works more than 40 hours per month with children, he/she will also need to provide a current health assessment, not more than one year old. (QPPS 10.15, 10.17) VIII. Staff (QPPS 10.15 - 10.20) General Information 22 The BCSD has written personnel policies that define the roles and responsibilities, qualifications, and specialized training required of staff and volunteer positions. The policies outline nondiscriminatory hiring procedures and policies for staff evaluation. Policies detail job descriptions for each position, including reporting relationships; salary scales with increments based on professional qualification, length of employment, and performance evaluation; benefits; and resignation, termination, and grievance procedures. Personnel policies provide for incentives based on participation in professional development opportunities. The policies are provided to each employee upon hiring. Hiring procedures include completion of the following checks: criminal-record check, free from history of substantiated child abuse or neglect check, education credentials, verification of age, completion of high school or GED, personal references and a current health assessment. Health Assessment The preschool program maintains current health information from documented health assessments for all paid preschool staff and for all volunteers who work more than 40 hours per month and have contact with children. A current health assessment (not more than one-year-old) is received by the program before an employee starts work or before a volunteer has contact with children. The health assessment is updated every two years. Documented health assessments include: Capacities and limitations that may affect job performance Documentation by a licensed health professional of TB skin testing using the Mantoux method and showing the employee to be free from active TB disease. For those who have a positive TB skin test and who develop a persistent cough or unexpected fever, immediate assessment by a licensed physician is required. For those who have increased risk of TB according to the Centers for Disease Control (CDC), documentation is required annually by a licensed health professional showing that the employee is free from active TB disease. Confidential personnel files, including applications with record of experience, transcripts of education, health-assessment records, documentation of ongoing professional development, and results of performance evaluation, are kept in a locked filing cabinet in the Superintendent's office. Orientation Employees must know their role and duties. New preschool teaching staff will be required to participate in an initial orientation program that introduces them to fundamental aspects of the program operation including: Program philosophy, mission, and goals; Expectations for ethical conduct; Individual needs of children they will be teaching or caring for; Accepted guidance and classroom management techniques; Daily activities and routines of the program; Program curriculum; Child abuse and reporting procedures; Program policies and procedures; Iowa Quality Preschool Program Standards and Criteria; Regulatory requirements. Follow-up training expands on the initial orientations. (QPPS 6.2) The employee's immediate supervisor should provide the new employee with a review of the employee's responsibilities and duties. Staffing patterns and schedule The preschool program is in compliance with staff regulations and certification requirements. Our programs follow requirements for staffing for Iowa's Quality Preschool Program Standards of maintaining an adult/child ratio of at least 1:10 at all times in the 4 year old program and 1:8 in the 3 year old program. The program administrator will maintain lists of current substitutes for both the preschool teacher and the preschool teaching assistant in case of absence. If one of 23 the teaching staff needs to temporarily leave the classroom, the person will call the elementary office to arrange for coverage in order to maintain the adult/child ratio. (QPPS 10.4) Staff is provided space and time away from children during the day. Should staff work directly with children for more than four hours, staff is provided breaks of at least 15 minutes in each four-hour period. In addition, staff may request temporary relief when they are unable to perform their duties. (QPPS 10.18) Staff development activities Personnel policies provide for incentives based on participation in professional development opportunities. All teaching staff continuously strengthens their leadership skills and relationships with others and works to improve the conditions of children and families within their programs, the local community, and beyond. Teaching staff are encouraged to participate in informal and formal ways in local, state, or regional public-awareness activities. They may join an early childhood group or organization, attend meetings, or share information with others both at and outside the program. Teaching staff will be informed of professional development activities provided by Child Care Resource and Referral, the local Early Childhood Iowa areas, and the area education agency. Staff is expected to attend all staff trainings and meetings throughout the year. Trainings will focus on early childhood topics relevant to the program and community. (QPPS 6.6, 8.5, 8.6) Evaluation and Professional Growth Plan All staff is evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the superintendent. Staff also evaluate and improve their own performance based on ongoing reflections and feedback from supervisors, peers, and families. From this, they develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development. (QPPS 6.5, 6.6) 24
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Kevin Durant -- I CAN'T AFFORD $1.4 MIL SUPERCAR
Kevin Durant -- I CAN'T AFFORD $1.4 MIL SUPERCAR
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Kevin Durant got out balled at Hollywood nightclub Bootsy Bellows last night when he walked right past a $1.4 million Pagani Huayra supercar and told the paparazzi that he couldn't afford it. For the record, Durant is currently in the middle of a 5-year $86 million contract with the Oklahoma City Thunder. It's not clear who the driver of the Pagani was but to out-floss KD at the nightclub...that's no small feat.
An astonishingly tragic year for air travel in Southeast Asia turned worse Sunday when an AirAsia plane carrying 162 people disappeared over stormy Indonesian waters, with no word on its fate despite several hours of searching by air and sea. AirAsia Flight 8501 vanished in airspace possibly thick with dense storm clouds, strong winds and lightning on its way from Surabaya, Indonesia, to Singapore. Searchers had to fight against heavy rain. The Malaysia-based carrier's loss comes on top of the still-unexplained disappearance of Malaysia Airlines Flight 370 in March and the downing of Malaysia Airlines Flight 17 in July over Ukraine. At the Surabaya airport, shocked family members pored over the plane's manifest, crying and embracing when they learned the news. Nearly all the passengers and crew are Indonesians, who are frequent visitors to Singapore, particularly on holidays.
Secretary of state, Hillary Clinton accidentally replied to an email about a fallen U.S. drone in Pakistan with her thoughts about decorations. "I like the idea of these," she wrote in response to the email containing an Associated Press story about a tussle between Pakistani soldiers and Taliban fighters for the U.S. drone. "How high are they? What would the bench be made of?" "And I'd prefer two shelves or attractive boxes/baskets/containers on one," she continued. "What do you think?" Her deputy chief of staff Huma Abedin, who had forwarded the story, was confused. "Did u mean to send to me?" she asked. "No — sorry!" Hillary replied. "Also, pls let me know if you got a reply from my ipad. I'm not sure replies go thru."
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Kick back your heels while you taste this refreshing shake, reminiscent of the laid-back Florida Keys.
Total Time: 0:05
Prep: 0:05
Level: Easy
Yield: 3 cups
Serves: 2
- 4 scoop vanilla ice cream
- 1 c. milk
- 0.50 c. frozen limeade concentrate
- 1 tsp. freshly grated lime peel
- In blender, combine ice cream, milk, limeade concentrate, and lime peel and blend until mixture is smooth and frothy. Pour into 2 tall glasses.


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Comfort Suites Orlando Airport
1936 McCoy Road
Orlando, FL 32809
Phone: (407) 812-9100
Fax: (407) 812-6600
Lee Vista Center
7600 TG Lee Boulevard
Orlando, FL 32822
+1 407 851 3673
Mo to Fr from 08:30 AM to 05:00 PMThe Le Vista Center on TG Lee Boulevard is known for hosting sporting events. It is a good place to host various sorts of events, private and corporate. It hosts the Annual March of Dimes Mud Volleyball Tournament, in which more than a hundred corporate teams wallow in a couple of feet of mud. It's fun to watch and fun to be in, perhaps.
Earn valuable points toward free nights.


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Creative Recreation Cesario Lo XVI Classic Cloud Grey Shoe
Item # 206310
Buy1 Get1 Free
Stash Points: 2,198
What is this?This is the number of points you get in The Zumiez Stash for purchasing this item. Stash points are redeemable for exclusive rewards only available to Zumiez Stash members. To redeem your points check out the rewards catalog on thestash.zumiez.com.
The Cesario Lo is the most recognizable Creative Recreation shoe thanks to it's unique Velcro strap below the laces.
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Definition of fallibility
n. - The state of being fallible; liability to deceive or to be deceived; as, the fallibity of an argument or of an adviser. 2
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Other words with the same letter pairs: fa al ll li ib bi il li it ty
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South Burlington VTLot120-121 Golf Course Road
Est. Mortgage:$/month
MLS Number 4406028
- Residential
- Bedrooms 3
- Bathroom 3
- Square Feet 3524
- Acreage 0.63
Build your dream home on this fabulous double lot in sought after Vermont National Country Club. This site is located on the 16th fairway with gorgeous sunset views from the rear and amazing sunrises over Mount Mansfield from the front. The first floor offers a spacious open floor plan with a cozy double fireplace, formal dining room adjoining an eat-in kitchen and convenient mudroom. Upstairs boasts a master suite with double sink vanity and roomy walk-in closet as well as two more bedrooms and time-saving second floor laundry. Customize this floor plan or we can create something unique just for you! You can't get a better location, just 10 minutes to downtown Burlington, hospital and I-89. Easy access to the South Burlington Bike Path right out your back door and a VNCC membership that includes the lovely club house dining, golfing and pool. Broker owner
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MANCHESTER, England — Manchester City defender Martin Demichelis has signed a one-year contract extension with the Premier League champions.
The 34-year-old Argentina international was approaching the end of his previous deal but has now committed until the end of the 2015-16 season.
The former Bayern Munich and Malaga player has become an important member of City's defensive unit after an initially shaky start following his 2013.
Demichelis said: "I will fight for this club and for my teammates until the end of my contract. I will fight to try and win titles."
City is second in the Premier League.
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Wal-Mart Forgoes Profits to Become King of Beers
Sept. 17 (Bloomberg) -- Bloomberg News' Duane Stanford reports that Wal-Mart is giving up potential profits to become America's largest beer retailer and entice customers who spend on products to compliment their alcohol purchase. He speaks on Bloomberg Television's "In The Loop."
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Other Ingredients: Gelatin, Glycerin, Water, Lemon Oil (Natural), Mixed Natural Tocopherols.
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You probably have never seen an original business card holder like this one. It's a unique way to display business cards and is sure to be a conversation starter! Simply give the lid a little push and out pops your business cards.
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Effective Date: September 1, 2014
36 months or less, 2005 and older
2nd Mortgage/Equity loans 60 months or less **Amortizations up to 15-years, but must balloon at 60-months
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Town Square
Temple's Obon fest celebrates family
Original post made on Jul 19, 2012
Read the full story here Web Link posted Wednesday, July 18, 2012, 4:49 PM
Comments (2)
a resident of Old Mountain View
on Jul 19, 2012 at 7:20 am
MV Obon fest is the best. Better than San Francisco, San Jose, or anywhere else. I love it! In fact, I wish they had a spring festival as well. So wonderful!
a resident of Sylvan Park
on Jul 20, 2012 at 3:27 pm
I have attended this festival for many years as I moved from S.F. in 1952. I was used to the asian culture and the whole family spirit of this event. Try to attend and have a wonderful joyous time.
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Green smoothies are a great way to add leafy vegetables to your diet, but it can be a challenge to know how to make them appealing to your taste buds. Here are some great green smoothie recipes that maximize the nutritional value of greens, fruit and superfoods—and taste...
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Eating healthier can be tough, but that task becomes extremely difficult when temptations from within the kitchen seem to beckon you. Squash those diet-breakers with these five strategies to help you stay focused on your goals ahead.
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It was dark where we waited in single file to pay a nickel for our carton of milk. We walked down a wide staircase to reach the basement where a lady collected the fee and handed each one of us a carton. 567 more words
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Milk Carton Buildings
The Daring Dinosaurs did not disappoint when they brought in their homework assignments on Monday! Each building was thoughtful and creative and we love that other family members took part in the assignment as well. 31 more words
No 692 The Mezzanine by Nicholson Barker
Howie, the protagonist and almost only character in Nicholson Barker's oddly wonderful The Mezzanine, is reading Meditations by Marcus Aurelius on his lunch break. He reads the following quote: 1,204 more words


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SearchHome » Articles » Live Reviews
Just lay back on your blanket and look up at the sky and feel the breeze and smell the salt-air and hear the music. Jazz festivals are therapy.
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text: OverviewBack to top of page Abba Pure Performance Hair Care - Thickening Conditioner for hair volumizing - 33.8 Oz. Code#:57526 Manufacturer:Abba Pure Performance Hair Care Size/Form:33.80 Oz. Packaged Ship Weight:3.60 Volume therapy allows this conditioner to actually increase the diameter of hair adding thickness, fullness and an exotic texture. Thickening Conditioner plumps, controls static, adds shine and teases the senses with grapefruit, and orange. Volumizing Treatment for Fine, Limp Hair Increases hair diameter Grapefruit & Citrus Essences Energizing Aura