Maplewood Richmond Heights
Early Childhood
Preschool Family
Handbook
Updated: August 7, 2015
Principal: Dr. Cynthia Hebenstreit
Secretary: Peggy Russell
Student Services: Allegra Grawer
Pedagogista: Katie Nauman
School Nurse: Michelle Davis, R.N.
Table of Contents
Philosophy………………………………………………………... 3
Goals and Objectives…………………………………………… 4
Curriculum………………………………………………………... 5
Foundations for Learning……………………………………… 5
Behavioral Guidelines………………………………………….. 9
Home Visit Program…………………………………………….. 13
Orientation Process for Families……………………………... 14
Child Referral Process………………….………………………
15
Family Involvement in the Preschool………………………... 16
MRH ECC Preschool Parent/Teacher Committee………….
17
Parental Rights…………………………………………………... 17
Preschool Nuts and Bolts……………………………………… 17
Materials Collection……………………………………………..
20
Arrival and Dismissal Procedures……………………………. 21
Emergency Procedures and Action Plan……………………
23
Health and Special Needs Awareness and Action Plans.... 28
Program Fees…………………………………………………….. 53
2
Philosophy
MRH ECC is inspired by the Reggio Emilia Approach to education. Therefore, we
believe that individuals, no matter their age, are natural learners. Children are
capable, unique individuals that are full of potential. Education is the right of all
children and the responsibility of the community. Because children express
themselves in different ways, we value children’s expressive languages as a
means to understand the world.
Teachers, children and families are joint researchers as joyful learning takes
place through negotiation, conversation, and meaningful experiences. These
relationships and social interactions ensure that the potential of each child is
celebrated and supported. We value the learning environment as an important
part of the educational process. We believe that our spaces should be safe,
nurturing and inspiring. We value collaboration and believe that
each interaction is rich in possibilities that invite exploration, inquiry and problem
solving.
3
Goals and Objectives
All children:
∗ are participating citizens, and image of humanity, and have a right to an
education.
∗ are citizens who strengthen our homes and community.
∗ are capable and full of potential (as researchers and collaborators,
Collaboration and teamwork are essential for learning).
∗ construct their own knowledge through relationships and social interaction
and provocations.
∗ have a right to experience and explore what it means to be a citizen, scholar,
steward, and leader.
School Environment:
∗ Nurturing, safe environment to interact (create, examine, study, collaborate,
negotiate) with ideas and theories
∗ Learning takes place through negotiation, conversation, and meaningful
experiences.
∗ Teachers are viewed as experts in the approach when working with and
thinking about children.
∗ Uniqueness’s are celebrated and supported.
∗ Value the diverse learning community.
∗ Creativity should be nurtured
∗ Respect for Children, families and staff and each persons voice is heard.
Teachers, parents, and students are active protagonists in their own learning.
∗ Respect for Children, families and staff and each persons voice is heard
∗ Value life experiences (academic and social).
∗ Community is important for learning
∗ Positive interactions are important for learning
∗ Learning experiences should be visible to students, parents, and teachers.
∗ Developmental growth and
∗ Individuality
∗ Balance
∗ Surrounded by beauty
4
Curriculum
As our program continues to grow we will carry on the guidelines of the Project
Construct curriculum including all domains covered in the MO Early Learning
Standards in our well organized, inspiring indoor and outdoor environments.
An orientation experience, offered to all of our preschool families, will occur
before classes begin in the late summer. The parents and children will be invited
to visit their classroom, and the shared spaces of our building: art studio,
environment room, dramatic play spaces, construction area, clay studio, outdoor
spaces and gathering piazza.
Observations, theory development and compelling questions will happen in
ongoing projects that provide the opportunity to integrate learning in all the critical
preschool developmental areas.
Children and families will be encouraged throughout the year to help decide what
direction the exploration will take as we investigate projects of long-term study.
Home visits and conferences will be provided to the families two times during the
year. These will include open conversation with parents regarding parents
sharing the strengths they value in their child, worries they have, information
regarding children’s learning and development observed at school, ways to
continue to support their child and information presented for kindergarten
transitions.
Foundations for Learning
Social Emotional Development
Social Emotional Development includes the child’s experience, expression, and
management of emotions and the ability to establish positive and rewarding
relationships with others (Cohen and others 2005).
The table below includes the following indicators and examples explain how most
children have developed in their personal abilities by the time they enter
Kindergarten. Our responsibility as educators is to assess where each child is on
the developmental continuum and build on what that child knows and can
do. Educators can determine this only through ongoing observational
assessment.
This guide illustrates some indicators that teachers can reliably assess to show
each child’s progress over time. This information can be used to plan meaningful,
engaging learning experiences that promote both social and emotional
competencies and a strong learning community here at Maplewood Richmond
Heights.
5
Social Interaction: The ability to establish positive and rewarding relationships with
peers and adults.
Engages with Others
• Engages with others in
a variety of settings
• Develops and sustains
meaningful friendship
with one or more other
children
Example:
• Talks with a child as they build in architecture
space; shares an experience with the class during
morning meeting
Understands Social Cues
• Reads and responds
appropriately to body
language
• Respects others’
personal space
Example:
• Comforts a peer who appears to be sad
• Asks a child for a hug before hugging them
Peer Problem Solving and
Negotiation
• Identifies problem or
conflict
• Shares solutions that
considers perspectives
of all parties
• Anticipate and offer
solution to a given
problem
Example:
• State problem. For example, “You took my toy!”
• “We can each take turns. You can have a turn
after me.”
• Creating a sign up for a favorite game knowing it
will be popular with many children
Confidence
• View self as competent
and has positive selfimage
• Expresses his or her
own ideas and opinions
• Initiates own personal
learning
Example:
• Expresses mastery of a skill (e.g., says, “Now I
can swing myself!”), asks others to view his or her
creation (e.g., says, “Look at my picture!”),
contributes to family or classroom discussions,
takes pride in accomplishments.
• Communicates likes and dislikes; suggests
solution for conflict; shares ideas in group setting
• Expresses interest in learning and trying new
things
Collaboration
• Share and negotiate
ideas
• Able to work toward
group goals
• Identifies self as
member of the group
Example:
• Shares experiences and ideas with others; values
and considers others’ opinions as well as their
own
• Painting with other children on a home space
mural
• Knows and identifies with their home space
6
Critical Thinking: The ability to create a plan, carry out the plan, reflect on
the experience and make adjustments until child is satisfied with outcome.
Represents Thinking
• Represents ideas through a
variety of expressive
languages
Example:
• Art, music, dramatic play, clay,
construction
Theorizing
• Generates ideas and thoughts
about a topic
• Able to consider new
perspectives and theory may
change based on new
knowledge shared by adults
and peers
Example:
• A child draws their idea about
how a rainbow is formed
• A child revisits drawing of rainbow
after conversation shared in
morning meeting
Attends and Persists
• Able to sustain and complete a
task in a variety of settings
• Copes with frustration
• Takes risks and pursues
challenges
Example:
• Moves from a free choice activity
to a structured activity with ease
• Can lose a game without getting
upset
• Continues to try a difficult task
(e.g., builds a complex block
structure).
Cognitive Problem Solving
• Modifies actions and thoughts
based on new information and
experiences
• Uses a variety of resources
• Setting goals and planning the
steps needed to reach those
goals
Example:
• Changes block structure when the
tower continues to fall, moves
during story time to see the book,
puts on a sweater when it is cold
• Visits library to find book on topic
of interest
• Generating a list of materials
needed for a project
7
Physical and Emotional Regulation: Expression and management of
emotions and the ability to regulate and manage their body
Self Regulation
• Manages daily routine
• Follows expectations
• Manages transitions
throughout the school day
Example:
• Participates in morning meeting
• Follow school and home
expectations with minimal adult
cues
• Moves from a free choice activity
to a structured activity with ease
Independent Self Help
• Shows independence in
personal hygiene.
• Responsible for belongings
• Follows meal expectations
Example:
• Washes and dries hands after
using bathroom
• Hangs up backpack and coat
• Uses appropriate utensils
Accepting and Complying with
Limits
• Recognizing and following
adult direction
Examples:
• Accepts redirection from adults
Body Awareness
• Controls body to keep self and
others safe
Examples:
• Adapts body movements to match
the environment (runs in the gym
and walks in the classroom)
Personal Problem Solving
• Recognize problem
• Attempts to solve own problem
• Uses peers and teachers as
resources
• Generalize to novel situations
Examples:
• Child verbalizes “I can’t zip my
jacket”
• Child tries to pull zipper up
• Asks teacher or peer for help
• Asks for peer help when
encountering new problem; uses
strategies learned to solve
problems
8
Behavioral Guidelines
At Maplewood Richmond Heights Early Childhood Center we believe every
preschool child is full of potential. In order to support each child’s learning
potential we create an environment that is developmentally appropriate,
predictable, and stable. We make every effort to provide extra support for
children facing times of stress. In a normal development process behaviors that
surface during times of stress will cease when the stressor is no longer there or
when children have learned effective coping strategies.
Behaviors, such as tantrums, refusal to participate, and those that require
individualized attention, may be typical at various developmental stages. At MRH
Preschool, we know that children will exhibit these behaviors at some point in
their development, and it usually corresponds with times of stress.
Typical causes of stress can be:
• Lack of sleep
• Times of parental absence
• Disruption of normal routine
• Over-stimulation
• Home environment stress
• Life changes
• Anger/Frustration
• Anxiety/stress impulsivity
• Lack of social and/or verbal skills
Our goal is to help children develop safe and appropriate ways of interacting with
others and the environment, while children develop tools to solve problems. We
use many strategies in order to help prevent hurtful behaviors from occurring in
the school setting. Some examples are: positive communication; modeling
behavior; shared expectations; structuring activities that promote positive
interactions; problem solving; and peer cooperation, as well as health and safety.
At MRH Preschool we have a specific way of handling hurtful incidents. We
acknowledge the feelings of the child who is hurting, while emphasizing that
hurting is not an acceptable behavior, for example: “It looks like you are very angry
with John, but it is never okay to hit another person. That hurt John’s body. That
made him very sad!”
We then try to help the child find a more appropriate way of expressing her/his
anger: “If you are mad you can use your words to tell John, ‘I’m mad!’ Or you could
stomp your foot if you are mad.”
The child who was hurting is then redirected to an area away from the area where
the hurting occurred. The child who was hurt is given the appropriate first aid when
necessary and is given more attention than the child who did the hurting.
9
Behavioral Guidelines
This process varies slightly between individual children and individual
circumstances. Because of confidentiality issues, no information about the child
who did the hurting is given to anyone other than the parents of that child and the
staff working with the child.
If at any time a child is requiring continual teacher intervention to prevent hurting
(to self or others), the parent/caregiver will be contacted to remove the child from
the center for the remainder of the day. This is not a discipline measure and will
be not be conveyed that way to the child. Through hurtful behaviors, the child is
communicating that this environment is not working for him/her today.
Continual and/or serious hurtful behaviors are not compatible with group care for
a number of reasons. First, the safety and well- being of the other children needs
to be protected. Second, this behavior requires a significant amount of one-onone attention from the classroom’s primary teachers, and therefore effectively
puts the classroom out of ratio. This puts a stress on the whole classroom, as
teachers are not able to provide the other children with the attention that is
essential for quality care.
In the event that a child exhibits extreme behavior(s) over a prolonged period of
time in a day, and/or the intensity becomes excessive, the following behavior
plan will be implemented.
If at any time a child:
• repeatedly refuses to participate in necessary programs/activities (hand
washing, resting/napping, toileting, meals, or staying within sight and sound
of the group) and requires one-to-one teacher assistance;
• becomes dependent on direct teacher assistance in order to cope with their
typical emotional needs or to prevent unacceptable behaviors;
• displays age inappropriate tantrums that last longer than twenty- minutes
and/or occurs more than three times in one day;
• needs to be separated from the group more than two times in one day;
• displays a pattern of behavior that is hurtful to themselves and/or others
(examples: biting, kicking, punching, throwing items);
• compromises safety of self and/or others (examples: running from hiding for
a prolonged period of time);
the parents/caregivers will be contacted to pick up (within one hour) their child
from the Center for the remainder of the day.
Teachers are committed to continually communicating (via phone, email, note, or
face to face) with parents/ caregivers about the typical stressors mentioned
above. However the decision to contact a parent/guardian to remove a child from
school will be in the case of extreme behaviors recurring and/or escalating.
10
Behavioral Guidelines
Again, this is not a discipline measure and will not be conveyed that way to the
child. The child obviously is having difficulty that day in our program and to
remain in the program would be a negative experience for him/her.
This would be communicated to the child by stressing we are trying to help
him/her be successful in school, have a positive and safe experience, and that it
is important to us that they enjoy being here. We can tell that being at school
today isn’t working and so a parent/caregiver is going to come and get them to
give them the space they need.
The child also needs to leave to ensure that our quality of care for the other
children is not compromised by continual one to one care that we are not staffed
for. Within 48 business hours of being sent home, a Child Study must be
scheduled with the parent/caregivers and teacher to discuss the circumstances
surrounding the behavior. A child may not return until this meeting has occurred.
In the unlikely event that a child needs to leave school more than twice, a joint
review by teacher, ECC staff/administration and parents will be held to determine
the appropriateness of this environment for your child. To ensure the safety of
your child and the safety of others, alternate plans may be developed when
considering participation in school activities (i.e. field trips, school events,
neighborhood walks, etc).
Personal Self-Help Skills
Toileting is one of the first self-help skills that children learn. Preschool is a time
when personal hygiene becomes very important to provide the opportunity for
autonomy for the child and a healthy school environment. We recognize that
bathroom proficiency is a developmental skill that varies widely among children.
We will work with families to support this process by including toilet use into the
daily routine of the day and encouraging children to communicate when they
need to use the bathroom. The following are expectations that will help your child
have a positive school experience.
What does a child look like who has independent toileting skills?
A child who is toilet trained is able to attend to themselves successfully. This
includes proper bathroom etiquette, the use of the stall, flushing the toilet and
washing hands independently. Keep in mind that their clothing needs to be easily
removable and replaceable. Belt, buckles, buttons, shoulder straps and snaps
may present difficulty for some children. We recognize that occasional “accidents”
can occur while napping or actively engaged and request extra appropriate
clothing for this reason.
In the event of an accident the teacher will request that the child is able to
retrieve their extra clothing and change unaided in most cases.
11
Behavioral Guidelines
During an incident the teacher might say, “I notice you have had an accident and
it does not look like you feel comfortable. Go ahead and change your clothes.
Please join the group when you are finished and ready. I will be near and if you
need my assistance, please let me know.” It is our goal to help develop safe and
effective self-help skills as independently as possible.
Our Expectations are, the child is able to:
• use the school facilities independently, including wiping.
• verbalize when they need to use the bathroom.
• change clothing independently.
• only wear appropriate underwear, not pull-ups or diapers.
If your child returns home in school clothing, please wash and return them
as soon as possible.
Parents and teachers will have open and ongoing communication concerning
hygiene issues. If there is a consistent pattern of accidents or a child
demonstrates further need for assistance, then a conference will be called. If the
problem becomes persistent we will ask that the child stay home until toilet
training issues are resolved. This policy is separate from our medical policy.
**Due to licensing standards, we are unable to provide toilet training or
diapering to our students. Exceptions may be granted if noted in student
IEP (independent educational plan).
Preschool Behavior Guidelines and Parent Agreement Form
Student’s Name_________________________________
Teachers’ Name_________________________________
I, ___________________________________, have read the attached Maplewood
Richmond Heights School District Preschool Behavior Guidelines and understand
that the staff at the MRH ECC Early Childhood Center will follow the protocol as
described in the behavior guidelines document. By signing this form, I agree to
comply with the parental responsibilities outlined in the document. If I should
decide not to comply, I understand that my child will no longer be able to attend the
MRH ECC Preschool program.
________________________________
Parent Signature
________________________________
Parent Signature
__________________
Date
__________________
Date
12
Home Visit Program
Maplewood Richmond Heights School District Home Visit Program
The concept behind the Teacher Home Visit Program is simple. Teachers and
parents/guardians come together as partners, building trust and forming a
relationship in which they can take the time to share dreams, expectations,
experiences, and tools regarding the student’s academic success. Once a
relationship is formed, the partners are empowered and are able to be
accountable to each other to make the necessary changes to insure that
students experience academic and social success.
The program works much like its name implies. Teachers and administrators
arrange for and then visit the homes of MRH students. Usually in the evenings,
they meet with parents or guardians, siblings, and pets on their turf. It’s a chance
for teachers to better understand the dynamics the child brings with him or her to
the classroom.
Teacher home visits have been conducted at all schools in the MRH school
district since 2008, a result of a community-driven goal in the 2005-2010 longrange plan and a partnership with the Kalish Foundation. The program has been
so successful that the district has included expanding it as part of the MRH longrange goals for 2010-2015.
When home visits successfully help families feel connected, the parents have an
increased sense that teachers really care about their student. Most children enjoy
having their teacher visit their home. When teachers visit a home, students often
feel more important and proud of their family. Home visits can give also teachers
the insight they need to help all students succeed. The insights gained from
these visits can substantially influence the life of a student.
13
Orientation Process for Families
Children who are entering our program at the beginning of the year will receive:
1.
2.
3.
4.
Dial R screening on entry
Home Visit to be completed before school begins
Evening Open House
Families receive District and Preschool Handbook
When a child enters after the school year starts, we support the transition to our
setting in the following ways:
1. Family and child will visit the classroom to meet teachers and classmates
prior to start date
2. Families will receive the District and Preschool Handbook
3. Create a transition plan if needed
4. Dial R screening prior to entry date
Children who transfer from another center will be supported in the following
ways:
1. Student Services Coordinator and teacher visit to observe at current
placement before entry date
2. Dial R screening prior to entry
3. Family and child will visit the classroom to meet teachers and classmates
prior to start date
4. Families will receive the District and Preschool Handbook
5. Create a transition plan if needed
NOTE: Students will not enter the program after March 1st unless it is agreed
upon by the Preschool Team and Administration.
14
Child Referral Process
The MRH school district has a Parent As Teachers (PAT) program that provides
developmental screenings to anyone who requests it and who is living in the
district. The screenings are for ages newborn - 5 or kindergarten entry.
The screenings used are:
• Ages and Stages Questionnaire (ASQ) for ages 6 months - age 5
• Ages and Stages Questionnaire - Social Emotional (ASQ-SE) for ages 6
months - age 5
• DIAL-4 for ages 2 years 6 months - kindergarten entry
If a developmental delay is suspected, from a screening result, a pediatrician or
other physician concern, or parent concern, the PAT staff will refer to the
appropriate program. First Steps takes referrals for developmental assessment
in children through age 3, and Special School District (SSD) partners with the
MRH district to evaluate and provide Early Childhood Special Education (ECSE)
services for children ages 3 through kindergarten entry.
Parents may self-refer to First Steps at any time, and a PAT educator can also
make a referral to First Steps. This is an early, home-based intervention
program. Parents may also self-refer to SSD at any time, although it is usually
recommended that they start with the school and a developmental screening,
which helps gather more information.
If children are enrolled in any MRH preschool programming, parents and/or
teachers may request a developmental screening. The same screening tools
mentioned above are used, and either a PAT Parent Educator or the Coordinator
for Early Childhood Student Services will conduct the screening. Screening
results are discussed with parents/guardians, and if the screening results indicate
a potential delay, it is usually recommended to go forward with a packet from
SSD to request an evaluation. Occasionally, it may be determined to provide
interventions and watch the child for a few more months, then rescreen.
The preschool teachers and teaching assistants, ECC Building Principal, and
Coordinator for Early Childhood Student Services, meet monthly for RTI
meetings. They are sometimes joined by other relevant team members, such as
the Youth In Need Counselor, School Nurse, etc. At these team meetings,
children who may be in need of more intervention will be discussed, and a plan
implemented to address concerns. Again, screening is often an option used to
assess the student’s development, and whether further evaluation may be
warranted.
15
Child Referral Process
The Coordinator for Early Childhood Student Services will work with the parents,
Parent Educators, teachers, and other providers to collect the information
necessary for the SSD referral packet.
Once all data and materials have been gathered, a meeting is held with the SSD
Diagnostic Team to conduct a RED (Review of Existing Data). If there is enough
data in the packet, the SSD Diagnostic Team will take the packet to begin the
process leading up to evaluation.
Family Involvement in the Preschool
We ask all families to arrive when school starts at 8:00 a.m. every day so your
child does not miss out on activities. Arriving late can be disruptive to that child’s
Home Space and others.
Stay a few minutes at drop off to read to your child and/or others. All are
welcome and encouraged for this opportunity when it works with your schedule. It
is important to each Home Space that each child forms relationships with their
peers. We do ask that all family members depart the classroom by 8:15.
We invite you to join your child for an occasional lunch. Please let us know in
advance and we will order an extra lunch for you. We ask that you not bring in
lunch from home, any restaurant or other places because our licensing
guidelines require that any adult eating with the children must be eating the lunch
provided.
Additional Volunteer Opportunities
• Volunteer in garden as needed
• Escort a group of children on a field trip
• Volunteer for specific events and experiences in the classroom
• Cut, paste, organize various projects that will occur through the school
year, as needed
• Facilitating specific skills, such as sewing skills, weaving, planting…
• Sharing a special skill or interest you have, such as playing an instrument,
sharing a collection, cooking…
• Please make a note of any other ideas you might have
Please talk with your individual Home Space Teachers for more
information.
16
MRH ECC Preschool Parent/Teacher Committee
We are fortunate to have strong family participation at MRH ECC. However, we
are always seeking to improve and grow stronger in developing the important
relationships between home and school. In an effort to strengthen the possibilities
for thinking together with families about children’s learning, we have developed a
Preschool Parent/Teacher Committee.
This committee is responsible for considering and organizing meetings of interest
for the entire preschool parent body, considering how to support individual Home
Space or preschool-wide projects or being responsible for the facilitation of
monthly preschool coffees…among other possibilities.
In essence, this committee acts as a voice for as many preschool families as
possible, being responsible for inviting ideas and receiving input from other family
members to be shared at committee meetings.
In order to support the development of this committee in a practical and
manageable way, there are approximately 3-4 committee meetings per this
school year with 1-2 family representatives from each preschool Home
Space. Preschool teacher representatives will rotate their attendance at these
meetings. In respect of time limitations, committee meetings will need to be held
following the end of the school day
Parental Rights
If you have a child in our licensed preschool and/or in Discover Club, you may
access licensing compliance/ inspection reports and licensing regulation
handbook by contacting our licensing agent, Stephanie Barnes at Section for
Child Care Regulation,Division of Regulation and Licensure, Missouri
Department of Health and Senior Services PO Box 570 Jefferson City, MO
65102-0570, Phone: 573-751-2450 Fax: 573-526-5345. You may also find
licensing information at: http://health.mo.gov/index.php. Click on Licensing and
Regulations; click on Childcare; click on Licensing rules for Group Childcare
Homes & Childcare Center.
Preschool Nuts and Bolts
Activity/Supply/Snack Fee
Please pay your activity/supply fee. The fee is based on the number of days your
child attends school. For 5 days of attendance $50.00, for 4 days $40.00, 3 days
$30.00, and 2 days $20.00.
17
Preschool Nuts and Bolts
We ask that it be paid no later than Friday, September 4th, 2015. In these
difficult economic times, we would appreciate any supply fee donation. Cash is
preferred but checks will be accepted. Please make checks payable to
MRH. Please turn into your child’s Home Space teacher.
Clothing
Going outside is a part of our active daily schedule. Children need to be dressed
in appropriate attire when coming to school so they are prepared for the weather.
Children need to wear closed toes shoes and NOT flip-flops, for climbing and
playing purposes. (Add graphic)
Extra Clothing
If your child borrows clothes from school, please return to his/her classroom
teacher at your earliest convenience. A note will be sent home with the child in
order to keep track of what clothes have been borrowed. If your child has
frequent accidents, please send extra clothing in your child’s
backpack. Donations of extra underwear is greatly appreciated. The sizes we
are looking for include 2T-5T, for both boys and girls.
PTO
If you are interested in being involved in PTO, please plan on attending the family
picnic on Wednesday, September 9th at Ryan Hummert Park from 5:00-7:00PM.
Preschool Parent Meetings
We hope you can attend these important meetings to learn more about the
Reggio Approach and what it means for you and your child. We will send home
communication with dates and times of future meetings.
Snacks and Celebrations
Healthy eating and living is a strong focus for us at ECC. The classroom teachers
will provide appropriate snacks and water will be available regularly throughout
the day. We are teaching and modeling the concepts supported by the district
accepted Seed to Table program.
Celebrating birthdays is an exciting and anticipated event in our daily lives. Each
classroom has unique traditions and celebrations. For example, in the past,
some classrooms have created birthday banners, messages, collaborative
paintings and other special surprises. You are welcome to provide a special treat
from your child if you choose, but we request that you check with your child’s
classroom teacher in advance to accommodate special needs of other
children. For summer birthdays, a date may be scheduled with the teacher.
18
Preschool Nuts and Bolts
*Please save the large cupcakes and cakes for home. If you send party favors
they will be placed in each child’s backpack and they will receive them when they
get home.
Small Simple treats to share with your child’s class might include:
• Fruits and vegetables (depending on the way they are presented, these
foods can be very festive: served on blunt-tipped skewers, cut into fun
shapes or with dip)
• Mini muffins/cupcakes
• Small bagels and cheese
• Frozen fruit treats
Please keep in mind that food sent to school must be store-bought.
If you plan on celebrating your child’s birthday outside of school please follow
these guidelines:
• Feel free to ask teachers to send home invitations in weekly folder only if
you plan on inviting all the children in your child’s class
• Please mail if only inviting a select number of children
Folders
Folders will come home on Thursdays/Fridays with important information for you
and your child. Please check and return in your child’s backpack. Each Home
Space will have a basket for you and your child to place the folder in on
Monday/Tuesday morning.
Rest
We will supply the sheets for the cots and napping covers. All rest items will be
washed on a weekly basis or as needed. The children may bring one small,
soft animal to be used during rest time if desired. Please do not send any
personal items or toys with your child for rest. Each child is required by Licensing
to have a 30 minute rest time each day. We encourage a longer resting time for
children who need it for a healthy lifestyle.
Lunch Policy
Lunch is provided through your tuition. Healthy choices are provided each day for
well-balanced meals. Please do not send your child to school with a lunch due to
food allergies. Preschool is a nut free environment to keep our children and
teachers safe. Please discuss with your Home Space teacher if your child has
any dietary restrictions. Vegetarian options will be available.
19
Materials Collection
Paper
Different kinds of weight, texture, color, shape and consistency—construction
paper is generally not needed.
• Tissue papers, origami papers, scrapbook paper, lined/ruled/graph
papers, copy paper, vellum, paper doilies, shiny paper, transparent paper,
foils, cookies and candy paper
• Cardboard: All kinds, all shapes but not with print on it—
• Card stock, matte board, corrugated cardboard, poster board
• Boxes: Many different kinds, such as smaller gift boxes as for jewelry,
etc., but preferably plain (without writing or print)—
• Cellophane, plastic, even metal
Other containers
Preferably white or transparent, glass jars and bottles (with labels removed),
plastic and baskets
Wire
All kinds including colored, copper, metal, plastic-coated—pliable/easy to bend.
Wood pieces
All kinds—shapes, light-weight, dowels, decorative knobs/pulls, etc.
Decorative materials
Feathers, beads of all sizes and colors, buttons, costume jewelry, fabric tapes
and laces, interesting cloth samples (children love animal prints such as leopard,
zebra, tiger), gauze and tulle, seeds, sequins, ribbons, strings and ties, threads,
pieces of leather, yarns, dried flowers and leaves, other natural materials, etc.
Pipes, tubes and other hardware materials: PVC pipes and connectors, plastic
tubing of all kinds, nuts/bolts, etc.
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Arrival and Dismissal Procedures
21
Arrival and Dismissal Procedures
Arrival
Preschool will start at 8:00 a.m. Parents will need to park in back and bring their
child into the Home Space and sign them in. If there are other circumstances that
need to be addressed, accommodations will be made.
If you arrive after 8:15 a.m. doors will be locked and you will need to be buzzed
into the building. Please check in with Peggy Russell, Preschool Secretary, to
sign in for the day. You will need to check in with the office to let them know that
you are in the building.
*No parking in the fire lane.
Dismissal
Dismissal starts at 2:55 p.m. and ends at 3:05 p.m. Preschool parents will pick up
their child in the back parking lot. We ask that parents stay in their cars and
continue to drive forward along the sidewalk as the line moves. Please move
your car up to the orange cone that is placed on the sidewalk. Have your car seat
placed on the passenger side of the car and a teacher will bring your child to you
and buckle them into their seat. If there is a need for you to get out of your car
you must park in a legal space in the lot before getting out of your car.
*Cell phone use is prohibited during dismissal.
*No parking in the fire lane.
**All children must be in an age appropriate safety seat. If you need
assistance in securing a proper safety seat, please contact your child’s
Home Space teacher.**
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Emergency Procedures and Action Plan:
NOTE: The Coordinator of Early Childhood Student Services assumes authority
to take action in an emergency in the event of the building Principal’s absence.
v Chemical Emergency
CDC has a key role in protecting the public’s health in an emergency involving
the release of a chemical that could harm people’s health. Learn how you can be
prepared to protect yourself and your loved ones before, during, and after a
chemical emergency.
Before a Chemical Emergency
Know the types of chemical hazards that can cause harm:
• Biotoxins—poisons that come from plants or animals
• Blister agents/vesicants— chemicals that severely blister the eyes, respiratory
tract, and skin on contact
• Blood agents—poisons that affect the body by being absorbed into the blood
• Caustics (acids)—chemicals that burn or corrode people’s skin, eyes, and
mucus membranes (lining of the nose, mouth, throat, and lungs) on contact
• Choking/lung/pulmonary agents—chemicals that cause severe irritation or
swelling of the respiratory tract (lining of the nose and throat, lungs)
• Incapacitating agents—drugs that make people unable to think clearly or that
cause an altered state of consciousness (possibly unconsciousness)
• Long-acting anticoagulants—poisons that prevent blood from clotting
properly, which can lead to uncontrolled bleeding
• Metals— agents that consist of metallic poisons
• Nerve agents— highly poisonous chemicals that work by preventing the
nervous system from working properly
• Organic solvents— agents that damage the tissues of living things by
dissolving fats and oils
• Riot control agents/tear gas highly irritating agents normally used by law
enforcement for crowd control or by individuals for protection (for example, mace)
• Toxic alcohols—poisonous alcohols that can damage the heart, kidneys, and
nervous system
• Vomiting agents—chemicals that cause nausea and vomiting
During a Chemical Emergency
Obtain your all hazards supply kit and communication plan and stay tuned to
local radio or television station for information and instructions from local health
officials.
Act quickly and follow the instructions of local health officials. Every situation can
be different, so local emergency coordinators might have special instructions for
you to follow. If you come in contact with a hazardous chemical:
23
Emergency Procedures and Action Plan:
•
•
•
•
•
•
•
•
Remove your clothing
Quickly take off clothing that has a chemical on it. Any clothing that has to be
pulled over your head should be cut off instead of being pulled over your head.
If you are helping other people remove their clothing, try to avoid touching any
contaminated areas, and remove the clothing as quickly as possible.
Wash yourself:
o As quickly as possible, wash any chemicals from your skin with large
amounts of soap and water.
o If your eyes are burning or your vision is blurred, rinse your eyes with
plain water for 10 to 15 minutes.
Dispose of your clothes:
After you have washed yourself, place your clothing inside a plastic bag.
Avoid touching contaminated areas of the clothing. If you can’t avoid touching
contaminated areas, or you aren’t sure where the contaminated areas are,
wear rubber gloves. Anything that touches the contaminated clothing should
also be placed in the bag.
Seal the bag, and then seal that bag inside another plastic bag.
When the local or state health department or emergency personnel arrive, tell
them what you did with your clothes. The health department or emergency
personnel will arrange for further disposal. Do not dispose of the plastic bags
yourself.
After a Chemical Emergency
• After you have removed your clothing, washed yourself, and disposed of your
clothing, you should dress in clothing that is not contaminated.
• Clothing that has been stored in drawers or closets are unlikely to be
contaminated, so it would be a good choice for you to wear.
• You should avoid coming in contact with other people who may have been
ex-posed but who have not yet changed their clothes or washed.
• Move away from the area where the chemical was released when emergency
coordinators tell you to do so
v Carbon Monoxide
This is an important message from the U.S. Department of Health and Human Services.
During a power outage, never use generators, grills, or other gasoline-, propane-, or
charcoal-burning devices inside your home, garage, or carport or near doors, windows, or
vents. They produce carbon monoxide, an odorless, colorless gas that kills more than 500
Americans each year. If your home is damaged, stay with friends or family or in a shelter.
To learn more, call the CDC at 800-CDC-INFO
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Emergency Procedures and Action Plan:
How to Recognize CO (Carbon Monoxide) Poisoning
Exposure to CO can cause loss of consciousness and death. The most common
symptoms of CO poisoning are headache, dizziness, weakness, nausea,
vomiting, chest pain, and confusion. People who are sleeping or who have been
drinking alcohol can die from CO poisoning before ever having symptoms.
Important CO Poisoning Prevention Tips
•
•
•
•
•
•
•
Never use a gas range or oven to heat a home.
Never leave the motor running in a vehicle parked in an enclosed or
partially enclosed space, such as a garage.
Never run a motor vehicle, generator, pressure washer, or any gasolinepowered engine outside an open window, door, or vent where exhaust can
vent into an enclosed area.
Never run a generator, pressure washer, or any gasoline-powered engine
inside a basement, garage, or other enclosed structure, even if the doors
or windows are open, unless the equipment is professionally installed and
vented. Keep vents and flues free of debris, especially if winds are high.
Flying debris can block ventilation lines.
Never use a charcoal grill, hibachi, lantern, or portable camping stove
inside a home, tent, or camper.
If conditions are too hot or too cold, seek shelter with friends or at a
community shelter.
If CO poisoning is suspected, call your local Poison Control Center at 1800-222-1222 or consult a health care professional right away.
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Emergency Procedures and Action Plan:
26
Emergency Procedures and Action Plan:
In the event of an emergency situation, Maplewood Richmond Heights Early
Childhood Center has outlined the below response plan. Please know that
Maplewood Richmond Heights Early Childhood Center, will make every attempt
to notify you so it is vital that you keep your emergency contact information up-todate.
Evacuation / Relocation
1. If the emergency is confined to the immediate area at the Maplewood
Richmond Heights Early Childhood Center, e.g. fire, and the children
cannot stay on the premises, the children will be taken to the Salvation
Army. The children and staff will remain at this location while you or your
emergency contact is notified of the situation.
2. If the emergency is more wide spread and encompasses a larger area
such as the neighborhood due to an environmental threat, e.g. flood, and
the children cannot remain in the immediate area, they will be transported
to the Sunnen Corporation. The children and staff will remain at this
location while you or your emergency contact is notified of the situation.
Notification
1. Every effort will be made to contact you as soon as the children and staff
are safe. If we cannot reach you, we will contact your alternate
emergency contact. Children will only be released to you or your alternate
emergency contact during times of emergency.
2. Information about the event can be obtained through radio stations,
a. Radio: KMOX AM 1120
b. Television: KTVI TV Channel 2 (FOX), KMOV TV Channel 4 (CBS),
i. KSDK TV Channel 5 (NBC), KPLR TV Channel 11, and
KDNL TV
ii. Channel 30 (ABC)
c. Web: www.mrhschools.net and 40 South News
Emergency Supplies
1. We encourage you to bring individual emergency packs for each child to
keep at our facility that includes a change of clothes, a few family photos
and a comfort item like a small teddy bear to help comfort your child
during a crisis. These individual packs will be stored in our safe room and
only accessed during an emergency.
Please rest assure that the MRH ECC staff will remain with and care for the
children at all times during an emergency to ensure the children’s safety. As
always, please don’t hesitate to contact me if you have any questions or
concerns.
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
Children may return to school after being sick under the following conditions:
•
Fever free for more than 24 hours
•
No vomiting for 24 hours
•
No Diarrhea for 24 hours
•
After 24 hours of antibiotic therapy
•
Nit and lice free and checked by the school nurse
•
Chicken pox sores are all scabbed over and no fresh sites appear
•
Ringworm sites are covered by a bandaid, and the student has a note
from the doctor stating that they are receiving treatment
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
In the event of anaphylaxis, an allergic reaction that may be triggered by asthma,
an insect bite, a drug allergy or a food allergy, the Epi-Pen will be used for
students enrolled in grades kindergarten through twelve. The following
procedure should be followed by a school nurse or designated non-professional
first aid provider trained by a school nurse.
Allergic Reactions (Severe)
Severe allergic reactions in children are usually due to an insect (bees, wasps,
hornets) or may be caused by drugs or foods.
Symptoms to Watch For:
Mild
Moderate
Severe
•
•
•
•
•
Rash
Itching
Hives
Breathing Difficulty
Wheezing
•
•
•
•
Severe Breathing Difficulty
Vascular Collapse (shock)
Laryngeal Swelling
Cardiac Arrest
Generally
Called
Anaphylactic
Shock
If this occurs, do the following:
v Call 911
v Locate Epi-Pen and be prepared to administer it if condition
becomes severe.
v Inject epinephrine, from Epi-Pen into outer thigh (use opposite
side from sting)
v Notify nurse and parents
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plan
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Health and Special Needs Awareness and Action Plan
Emergency Procedures for Injury or Illness
Remain calm and assess the situation. Be sure the situation is safe for you to
approach. The following dangers will require caution; live electrical wires, gas
leaks, chemical spills, building damage, fire, smoke, traffic or violence.
A responsible adult should stay at the scene and give basic support until the
person designated to handle emergencies arrives (medical or EMS personnel).
Send word to the person designated to handle emergencies. This person will
take charge of the emergency and provide instruction and further first aid as
needed.
Do NOT give medications unless there has been prior approval by the
parent/guardian, and according to an individualized emergency action or
healthcare plan.
Do NOT move a severely injured or ill student unless absolutely necessary for
immediate safety. If moving is necessary to prevent further injury, follow the
guidelines for NECK AND BACK INJURIES section.
Call Emergency Medical Services (EMS) and arrange for transportation of the ill
or injured student, if necessary.
An administer or a designated employee should notify the parent/guardian of the
emergency as soon as possible to determine the appropriate course of action.
If the parent/guardian cannot be reached, notify a parent/guardian of the
emergency as soon as possible to determine the appropriate course of action.
If the parent/guardian cannot be reached, notify a parent/guardian substitute and
call either the physician or the hospital, designated on the Emergency
Information Card, so they will know to expect the injured/ill student.
A responsible adult should stay with the injured/seriously ill student.
An incident report should be completed on all serious injuries, according to
school/facility policy.
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Health and Special Needs Awareness and Action Plan
48
Health and Special Needs Awareness and Action Plan
911 Ambulance Guidelines
If/when it is necessary to call 911 for a student, the following steps will be followed:
The school nurse is to respond and evaluate the situation. If the building involved
has no nurse currently available, the closest building nurse should be called to
respond.
If there is not time for a nurse to arrive from another site, the Principal will make
the decision to call 911.
The parent/guardian is called and notified of the emergency situation. Information
is obtained about choice of hospital destination, and if the parent has time to arrive
and accompany the student to the hospital.
If the parent/guardian can’t be reached, or if unable to arrive in time, the following
will be implemented. Each building will have a designated staff member to
accompany the student to the hospital. This staff member should be the Principal,
Student Services or School Nurse.
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Health and Special Needs Awareness and Action Plan
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Health and Special Needs Awareness and Action Plans
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Health and Special Needs Awareness and Action Plans
52
Program Fees
2015/16 Preschool Tuition Agreement
MRH Early Childhood Center
2801 Oakland Ave.
Maplewood, MO 63143
314-644-4405
Child’s Name____________________________________________________________
Address_________________________________________________________________
Phone Number_____________________________________________________
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
I understand and agree to adhere to payment guidelines set forth by MRH School District.
The different payment tiers are as follows: Full price/Reduced lunch status/Free lunch status.
Please check program that applies:
o 5 Full day program--9 payments of $703/360/352
§ State Assistance (sliding scale fee determined by case worker is your
daily rate)
§ Head Start -9 payments of $171.00 or TBA
o 3 Full day program--9 payments of $403/206/202
o 2 Full day program--9 payments of $300/153/150
o 5 Half day (AM) program--9 payments of $352/176
o 3 Half day (AM) program--9 payments of $195/98
o 2 Half day (AM) program--9 payments of $130/65
I also understand that a $5.00 late fee will be charged for each payment that is received
after the 10th of each month. If any payment is NOT received by the 15th of the month,
I understand that my child will be dropped from our Preschool Program and put on a wait
list. All delinquent tuition issues will be forwarded to our Chief Financial Officer and
sent to the Collection Agency.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Parent/Guardian Signature_________________________________________________
Parent/Guardian (Print)____________________________________________________
Date______________________________
53
Program Fees
2015/2016
MRH Early Learning Programs Tuition Schedule
Number of
Days
5 Full Day
3 Full Day
2 Full Day
5 Half Day
3 Half Day
2 Half Day
First Friends
Days
Mon-Fri
Mon/Wed/Fri
Tues/Thurs
Mon-Fri
Mon/Wed/Fri
Tues/Thurs
Hours
8am-3pm
8am-3pm
8am-3pm
8am-11am
8am-11am
8am-11am
Monthly
Payment
Yearly
Payment
$703
$403
$300
$352
$195
$130
$6,327
$3,626
$2,700
$3,164
$1,755
$1,170
Reduced
Status
Monthly
Reduced
Status
Yearly
$360
$206
$153
N/A
N/A
N/A
$3,240
$1,854
$1,377
N/A
N/A
N/A
Free Status
Monthly
$352
$202
$150
$176
$98
$65
Free Status
Yearly
$3,168
$1,818
$1,350
$1,584
$882
$585
Requirements: You must live in the MRH School District. Child MUST be potty trained and 3 years old. The 2 half
day (First Friends) session your Child must be 2 years old and this is the ONLY session that does not require child to be
potty trained.
Procedures for MRH tuition assistance:
• Complete and return the federal free and reduced lunch form available in the ECC office. (Yearly revised rates
will be available in July).
• After submission of the form, notification from the MRH Food Service will be sent to your home, indicating
your eligibility.
• Families qualifying for the federal free and reduced lunch program will receive a reduction in tuition fees.
Guidelines for State Assistance/ Head Start:
MRH Early Childhood Center is an approved preschool provider for the Division of Family Services.
• Families must meet specific DFS criteria and apply in person at the Page Ave office.
• DVN# 001-328-101
• State Assistance is ONLY available for 5 full days.
Head Start subsidy
• MRH ECC is an approved Head Start partner and offers preschool services for MRH Head Start eligible
families. Please contact ECC-Head Start Case Manager to discuss program eligibility.
• Head Start is ONLY available for 5 full days
$40.00 Registration fee is due at time of enrollment.
54