Pre-K Policy Handbook
Miss Lindsey Ofcansky’s
Classroom
Fall Session 2012
Mission Statement
Our mission is to provide students with the most enriching, developmentally appropriate
environment possible. We will embrace the whole child, allowing plenty of opportunities for
them to develop in all domains. We work closely with families, opening the doors to participate
in their student’s education. Our goal is to ensure our students have the best experience possible
while participating in our program.
Philosophy
At our Preschool, we know that a child has a right to feel secure in their environment,
given nothing less than a positive, well-rounded educational environment. We are also firm in
our belief that young children have the right to be educated by well-prepared and nurturing
teachers. As part of our never-ending affection for teaching, we also respect the right of the
child to build their self-esteem and grow into their own without judgment or prejudice.
We believe that the child must first learn through play with their peers and that children
should be able to make their own decisions as to where and when their learning will take place.
Here at the preschool we require hands-on centers that will support and develop the fine motor
skills while fostering a child’s thirst for knowledge.
We understand that children grow and develop at their own rate, beginning new
milestones when they feel prepared to take on new challenges. We are there to support them as
they begin reading and writing, learning basic math foundations, study the world around them
through science experiments and field trips.
Finally, we will provide our students with a tolerant environment, expressing the
importance of manners, listening and following directions. They will also be provided with a
number of materials that will support physical, emotional, cognitive, social-emotional and
spiritual development.
Developmentally Appropriate Practice
Developmentally appropriate practice (DAP) is a framework of principles and guidelines
for best practice in the care and education of young children. Our curriculum takes this
definition and infuses it into our everyday learning. Below, the DAP principles are listed, along
with the ways our curriculum follows and meets them.
1. Domains of children’s development-physical, social, emotional, and cognitive-are closely
related. Development in one domain influences and is influenced by development in
other domains.
 Our students not only participate in every subject daily, but we encourage adding
all domains of development into every subject. For example, we might sing a
song during a math lesson, or work in groups during a reading or science lesson.
Our students will always have the opportunity to work on all developmental
domains throughout the school day.
2. Development occurs in a relatively orderly sequence, with later abilities, skills, and
knowledge building on those already acquired.
 Our goal is to ensure every child has the opportunity to grow their brains along
with their bodies. The curriculum begins with the very basic skills your student
needs to succeed and further builds from those basic skills to encourage
improvement.
3. Development proceeds at varying rates from child to child as well as unevenly within
different areas of each child's functioning.
 We are aware that every child, even if the same age, develops at their own pace.
Our staff responds to these differences by catering to any individual by making
modifications to out lessons to accommodate all levels of understanding and
physical challenges your student may encounter throughout their time with us.
4. Early experiences have both cumulative and delayed effects on individual children's
development. Optimal periods exist for certain types of development and learning.
 Pre-K is the time where out students develop very rapidly in all domains. They
need as many opportunities to foster the development and progress with proper
support. We provide plenty of time through the say as well as many materials that
are appropriate for several stages of development.
5. Development proceeds in predictable directions toward greater complexity, organization,
and internalization.
 Children begin with basic skills and then add more steps to them to make their
task more involved. For example, they learn what an item does before they learn
the words used to represent it. We offer the time and materials to explore and
build the concepts as well as the adult support to give them the extra push in the
right direction.
6. Development and learning occur in and are influenced by multiple social and cultural
contexts.
 It goes without saying that your student has learned the majority of what they
know now from you as well as the rest of their family. Our staff supports social
and cultural learning by providing many occasions for interactions among peers
and the adult staff. We also have a number of community outreach opportunities,
giving our students the chance to experience the world outside of the classroom.
7. Children are active learners, drawing on direct physical and social experiences as well as
culturally transmitted knowledge to construct their own understandings of the world
around them.
 During Pre-K, children become very engaged in their own learning. We take
great pride in watching our students grow from any self-teaching moment. We
provide the opportunities for our students to actively participate in their learning.
We give them hands on experiences both in and outside of the classroom to best
embrace the whole child.
8. Development and learning result from interaction of biological maturation and the
environment, which includes both the physical and social worlds that children live in.
 As our students grow, we take every experience they have and turn it into a
teaching moment. We want our students to be as ready for their future education
as they possibly could be. Every questions posed is open-ended, allowing them to
come up with thoughtful answers. We will also develop those muscles with
physical education, and give them opportunities to move and get out of their seats
throughout the day.
9. Play is an important vehicle for children's social, emotional, and cognitive development,
as well as a reflection of their development.
 In order for our students to develop in all domains, we encourage them to play as
much as possible. Studies have shown that play is not only a great way to
promote physical development, but also social as they play with peers, and
cognitive as they use their imaginations to come up with themes. Out students not
only play with their peers, but our staff is always willing to get in on the fun.
10. Development advances when children have opportunities to practice newly acquired
skills as well as when they experience a challenge just beyond the level of their present
mastery.
 We love teaching our students new skills, and in doing so we promote
independence. Our staff prefers that if a student is challenged that they use their
own ways to solve it without intervention. This allows them the independence
they so desperately desire, while giving them the chance to learn.
11. Children demonstrate different modes of knowing and learning and different ways of
representing what they now.
 No child is the same as another. For this reason, we do not correct a student
without first gaining an understanding of their intention when say or do
something. Through this method, we ensure we do not provide incorrect
information or disturb any cultural values and/or beliefs. We never tell a child
they are wrong; we learn the correct answer together.
12. Children develop and learn best in the context of a community where they are safe and
valued, their physical needs are met, and they feel psychologically secure.
 This is one of the most important values in our education. Your student will
always be safe on our care. We take great pride in our stellar reputation for being
an excellent Pre-K program. We are aware of every allergy and injury. We are
careful to answer any question posed by a student thoughtfully and with great
consideration for their self-esteem. We also provide an environment where are
students are not only physically safe, but feel comfortable to come to us with any
problems or concerns without the fear of being judged. In short, we give our
students the same respect we give to their parents because that is what is fair.
Curriculum
Pre-Kindergarten curriculum focuses on preparation for future classroom experiences.
We concentrate on skills that will span the rest of their career. We practice skills like recognition
of colors, shapes and patterns, expressive and reflective language development, social-emotional
development and basic information about themselves.
We take these benchmarks outlined for our students and incorporate them into our
thematic units that will build their cognitive knowledge while stimulating their physical being by
reaching all of their five senses. The students will also work on both their fine and gross motor
skills though writing and drawing activities as well as games that will get the students out of
their seats and moving. Throughout the year, we will also attend field trips that will tie into the
units and give the students real world experience.
Literacy
Literacy begins with the recognition of both the names and sounds of letters of the
alphabet. From these stages the students will be able to recognize and spell their first and last
names. Students will also extend their vocabulary and expressive language skills in order to
understand the world around them through their print-rich school environment. Books will be an
essential part of the student's day, offering a center where the students can choose and experience
their own books. The students will develop listening skills such as comprehension and phonemic
awareness through literature that is read to them throughout the school week. During and
following stories, the students will be asked to respond to comprehension questions to indicate
understanding. Finally, the students will be able to enrich their fine motor skills, with plenty of
opportunities to write, draw, build and manipulate objects at a number of different centers
throughout the classroom.
Math
In mathematics, the students will learn to recognize, write and count their numerals up to
10. They will begin to distinguish between their colors and shapes and to sort objects based on
these attributes. They will learn how to identify patterns in 2- and 3-dimentional activities.
Also, the students will begin matching exercises, learning the concept of time and concepts of
more and less. The concept of money will also be taught through games and in pretend play.
Science
Children are natural explorers and have an endless amount of curiosity. We plan to
nurture them by providing plenty of experiences to feed their future knowledge. The students
will begin to learn the scientific method by asking questions to find a conclusion. They will
build on previous knowledge by adding new information to it. We will provide opportunities for
them to experience the world around them by giving them fun activities that will stimulate all of
their senses. Class projects of planting seed or raising animals from their beginning stages will
help the students to learn about the life cycle. The students will also participate in nature walks
and a field trip to the zoo to experience the animals and insects different environments.
Social Studies
Children are naturally social creatures. Our program focuses on helping our students
realize their social potential by interacting with both their fellow students and adults. The
students work together to solve problems in social situations and during classroom activities.
We teach them the basic ideas such as sharing and using their manners to attain things they need.
During this stage, we teach the students to use their words to communicate their needs and to
state their personal information to use in case of emergency. We teach independence during this
time by having the students complete tasks by themselves to the best of their ability.
Throughout the year, we will also have a number of activities that will promote
community. We will have a career day in which members of the community (firefighters, police
officers, doctors, etc.) will come in and discuss their jobs with the students. We will also take a
field trip to a nursing home to interact with people of different ages and set up a pen pal system
with an adult they are set up with. We will also participate in a number of support areas such as
Operation Shoebox in which we will send supplies to the troops fighting overseas.
Art and Music
Students will be able to participate in self-expression activities through art, music and
dramatic play. We will sing every morning during our Circle Time, and during different
moments throughout the day, engaging in finger plays and songs that pertain to the areas we are
studying at that time. Students will also have opportunities to make instruments out of recycled
materials and items from our art center.
We have a creative art center here in the classroom where the students are provided with
a number of 2-D and 3-D materials (paints, brushes, play-doh, colored pencils, clay, etc.). This
art center is available during group lesson and during unstructured play in order to leave the
creative moments up to the students.
There is also an area for dramatic play available for students during unstructured free
play. In our center, there are a variety of costumes and props available to the students for
unlimited imaginary ideas. Toys will be related to specific themes and rotated often so they are
not limited to a few themes.
Health and Safety
The health and safety of our students is our top priority. During daily routines, we will
provide the students with opportunities to develop basic concepts such as proper hand washing
techniques and the importance of dental hygiene. They will also develop skills about good
nutrition habits and physical well being through activity and by a visit with the physical
education teacher from a local elementary school. The students experiences through the daily
routines and visitors will improve their attitudes toward making healthy decisions in the future.
Physical Development
Physical experiences in the classroom are most crucial during the Pre-K phase of
development. These experiences will help foster the improvement of gross motor skills such as
running, climbing, jumping and walking that are needed in order to participate in physical
activities. We play games both in and outdoors that will give the students plenty of opportunity
to play and develop these skills and to control their movements.
Social Development
Pre-K students will develop a sense of self and what they are capable of, while creating
and maintaining positive peer relationships. They will be taught the proper skills needed in order
to problem-solve in a social environment and work together to complete a task. They will be
taught the importance of manners and the appropriate way to act in the community.
Technology
The use of technology is no longer a privilege as it is a necessity. Our students will be
allowed ample time you use the technology available in the classroom. There are computers in
the classroom with developmentally appropriate software for the students to access during free
play. Once a week, lessons will be taught using the iPads in the classroom, and the apps
available to the students are games meant to enhance the lessons across all subject areas and that
will promote the ability to problem solve, gain information as well as a form of communication.
Unit Themes
September
Who am I?
School
Community
Fall
December
Winter
Polar Region
Winter Holidays
*Winter Holiday Party
March
Birds
Trees
Spring
Plants
October
Pumpkins
Opposites
Health and Safety
Halloween
*Scram’s Pumpkin Farm
January
Body Parts
Community Helpers
Martin Luther King. Jr.
Families
*Career Day
April
Earth
Sky and Space
Rainbows
Deserts
*Visit to Planetarium
November
Around the House
Farm Animals
Thankfulness
Pilgrims/Indians
*Family Thanksgiving
Dinner
February
Fairy Tales
Valentine’s Day
Transportation
Oceans
*Valentines for Veterans
May and June
Creepy Crawlies
Pets
Summer Fun
*Beach/End of Year
Family Party
* = Field Trip or
Community Outreach
Opportunity
Learning Environment
Young children deserve an environment that is both physically and
psychologically safe. The environment that your child will be entering is promised to be
the safest, most colorful educational space that can possibly be offered. Our student
artwork is posted all over the room, along with bulletin boards for student and parent
information. We provide areas for the students to work together, as well as areas where
they can be alone. In this section, we have provided a map of the classroom space to go
along with these explanations.
Circle Area/Reading Corner
 We start every day here. In our Circle Time, we say our good mornings through
song. We also practice and reinforce our basic information, such as the day of the
week, mark the date on the calendar, describe the weather and talk about out
happenings of the day.
 This area is also for our library time. We have a variety of books, both fiction and
nonfiction, and on a variety of topics. Students are encouraged to take books
during free time to enjoy on the carpet. We also have a story to end every week,
chosen by our student of the week.
 This corner of the room appears to be more closed off than the others. We call
this our “safe corner.” If a student needs a moment to himself or herself, they are
forwarded the opportunity to go to the corner until they feel ready to rejoin the
group. A staff member checks in frequently without becoming overbearing.
Play Area
 We encourage play in all domains by offering games like Memory, Hi-Ho
Cherrio, and Twister, to name a few. We keep a number of building materials and
plastic figurines for the students’ imaginations to take hold. Our area contains
costumes, dolls and furniture for a variety of themes and cultures to play together
harmoniously.
Computers/iPad Table
 During free play and stations, the students are allowed time for technology. We
have 5 Macintosh computers for the students to play games and build skills. The
iPad table is available as well with a number of educational apps for use during
stations. They will also be available during some lessons, being used with a
partner or small groups.
Tables
 Student desks
o We have two U-shaped desks for the majority of our lesson time. Each
table fits 8 students and 1 teacher. This gives the students a more
personalized educational experience, while giving the teacher more
control over the lesson. Behind the desks, there is a large white board for
use by the teachers while giving instruction.
 Water table
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o Although we call this the water table, we use it with a variety of materials,
such as sand, rice, and dried beans. Small toys are provided (usually
related to the theme of the week) for added fun!
Art table
o This table can lay flat or prop up into 4 easels for drawing and or/painting
projects. Students have plenty of materials to use at the art table, for both
2D and 3D projects. This area gives the most independence to our
students. During free time, they are able to choose their method and let
their minds take over.
Miscellaneous tables
o These tables are not specifically designated for any specific subject. They
are used during free time, small group lessons, or small groups during a
class lesson. If a teacher would like to work one-on-one with a student,
this is also a good place to work. If we want to work in smaller groups,
these tables provide more privacy and less distraction for the students.
These tables are also used during snack and lunchtime.
Cubbies
 Each student is given a cubbie, where they will hand their coat and book bags as
they come in everyday. This is also where their daily projects will be placed to be
taken home. Finally, each student will have a folder for important papers in their
cubbies. This will be sent home with them daily.
Refrigerator/Microwave
 In our classroom, we have a refrigerator and microwave for an easier lunchtime.
The students are welcome to bring anything they would like for lunch. We label
each one to avoid any confusion or contamination (allergy concerns). If a student
chooses not to bring lunch, we also have a cafeteria that delivers a USDA
approved, balanced meal for your student.
Storage closet
 The storage closet in our classroom simply holds everything to reduce the clutter.
 All of our extra materials for our art, along with manipulatives, iPads, extra
games/costumes, and materials for our lessons plans. If you would like to explore
these educational tools, please do not hesitate to ask.
Equal Opportunity Policy
We give all students in our care the opportunity to reach their full potential. This means
we adapt activities to the student’s ability and stage of development, providing additional
resources and giving extra support than others during the activity or routine.
All students in the care of our Preschool are given the opportunity to play with all toys
and utilize all the materials in the classroom. The toys are not separated by gender; we do our
best to ensure the toys in the class reflect positive imagery of children and adults of all cultures
and abilities, successfully avoiding stereotypes.
No student in the classroom will ever experience discrimination in anyway, whether it is
by his or her skin color, culture, gender, ability or religion. We will challenge and/or correct and
remarks that we feel are inappropriate.
We encourage our students to learn more about their cultures and religions. We do this in
fun ways such as through literature, school visitors, cooking and eating different foods, providing
art and music activities and celebrating different kinds of festivals.
We encourage the students to develop a healthy respect for each other’s differences and
value everyone as an individual. We encourage our parents to participate in our festivals and
special occasions, which will enhance the students’ learning and understanding.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Managing Behavior
We promote positive behavior in our classroom. Our policy strictly prohibits the use of
any sort of physical discipline and/or humiliation to control a student’s behavior. We address the
classroom rules with the students at the beginning of the year, and remind them whenever it is
needed. These classroom rules are realistic and our staff is consistent with enforcement to avoid
any confusion.
Promoting positive behavior is very important. In order to make this a reality, our staff
will do the following:
 Giving plenty of praise for good behavior
 Giving individual attention when necessary
 Modeling good behavior
 Listening to the students and respond appropriately
 Rewarding good behavior
 Using a good behavior chart
 Giving certificates for positive behavior (helping another student/teacher, sharing,
etc)
We are aware of the different reasons that students may misbehave, as well as understand
that it misbehaving happens from time to time. Our staff uses routines in an attempt to avoid
issues involving hunger and tiredness. In dealing with a misbehaving student, we have a number
of strategies that are used depending on age and/or stage of development.
 Distract the student. We remove them from the situation so they can concentrate
and explain why they are having an issue.
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If we feel a student is misbehaving to gain attention, we purposely ignore them to
ensure they do not get the reaction they want.
Discuss with the student why their behavior is inappropriate and attempt to teach
them the consequences of their actions toward others.
If all else fails, we put the student in an area away from the other students and ask
them to sit quietly for a few minutes.
If a behavior problem arises during the day, you will be informed via your
communication log or possibly making a call home. We will also inform you of how the issue
was handled and suggestions of how to discuss their behavior after the fact.
If you have any concerns regarding this policy, please address it with Miss Lindsey. I
would like us to work together in order to avoid confusion of rules.
Language Policy
This policy addresses the education of students who use English as a second language.
Our staff has made a commitment to educate a student regardless of culture or language. We
also promote a positive attitude toward bilingualism and provide the opportunities for the
students to educate their peers about their culture.
We understand that:
 Students who are newly bilingual need the time to observe and take in the
environment that may be unfamiliar to them.
 Students need to have books and toys that relate to different cultures, clear
illustrations, language patterns and repeated actions. They also may require
visual support in the form of pictures or objects.
 Activities presented must be practical and need to repeat key vocabulary and
phrases.
Our staff promises to work closely with families to ensure all needs of the student are
being met. We will seek support from books and resources, as well as support from parents to
assist in their student’s education.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Photography Policy
Photographs are a valuable tool for recording and assessing children’s activities and
achievements at Tender Toes. Our staff promises photographs will only be taken with digital or
Polaroid cameras, NEVER WITH CAMERA PHONES/MOBILE PHONES. Staff mobile
phones must be kept in the teacher supply cabinet, and not handled or answered during sessions,
except if an emergency situation comes up for a staff member. Mobile phones must be answered
away from the classroom if a staff member is carrying one.
Photographs will only be taken of students during normal preschool activities. Cameras
will never be taken into the toilet and changing areas. A child will never be photographed when
their clothes or pull-up is being changed.
Only members of the Tender Toes staff are permitted to take photographs within the school
Parents settling their children in, volunteers and other visitors are not permitted to take
photographs during school sessions. However, at public events parents/guardians and other
family members may take photographs. If parents/guardians do not wish their child to be
included in such photographs, it is their responsibility to inform the staff of this.
Photographs may be printed and included in the school district’s website, or displayed
within the school. Photographs will normally be stored on the school’s computers but, as it is not
always possible for staff to print photographs during sessions, photographs may sometimes be
stored on the home computers of the teacher only. Photographs stored on home computers will
be in a password-protected user account, and can be inspected at any time, without notice, by the
Superintendent of the school district with another witness if desired. Photographs will not
normally be kept for more than a term after a child has left the Pre School.
Parents/guardians will be asked to read and sign Tender Toes Preschool Photo Permission
Form when their student starts attending the preschool. If a parent/guardian does not give
permission for their student to be photographed, all staff will be informed so that all reasonable
steps can be taken to ensure that the student is not included in any photographs.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Health and Safety Policy
Next to your student’s education, health and safety is our most important concern. The
following procedures are implemented to support a healthy classroom.
 All toys, costumes and supplies are checked and cleaned regularly to ensure they are safe
for the students. Any broken or hazardous materials will be removed and thrown away
immediately.
 The staff does a quick risk assessment of the classroom before the students arrive to make
sure the environment is safe the beginning.
 We practice a fire drill with the students every month to ensure they are aware of what is
to happen during a fire emergency.
 Our staff is trained in First Aid and CPR and is ready for any emergency situation.
 All plug sockets not in use have covers.
 The refrigerator and microwave in the classroom is emptied and cleaned daily to avoid
food contamination.
 Students and staff follow strict hygiene and hand washing guidelines (see Hygiene/Hand
Washing Policy)
 We have emergency contacts listed and the entire staff is aware of where to find it.
 We work with the students to learn healthy eating habits and provide physical activities to
promote overall wellness.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Potty Training Policy
The preschool staff is happy to help with your student’s transition from diapers to the
potty. Considering the time it takes to clean up an accident and the unwanted attention that
results from it, we have created this policy. Students transitioning to potty training are required
to wear a pull-up until they have used the potty successfully for one full week at home and at
school (excluding night time). We take our students to the bathroom every two hours and we will
remind him/her to go throughout the day. We want to do everything we possibly can to assist in
this process. This is an exciting time for your student because they are becoming more
independent and learning how to make their own way in the big world. We understand that
accidents happen and are to be expected. For the first month of wearing underwear, please send
pull-ups and wipes to school for your child due to the fact that we will need to use them if they
have two consecutive accidents in a day. We ask that parents send an extra change of clothing to
be kept in the student’s cubbie during this period.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Hygiene/Hand Washing Policy
It is very important to prevent the spread of germs and illnesses that hygiene procedures
can easily avoid.
Students are encouraged to wash their hands upon entering the classroom, after using the
toilet, and after playing outside. This must also happen before eating snacks and lunch.
The staff, making sure that they are washed and dried correctly and completely, will
monitor hand washing. Students and staff are also encouraged to use hand sanitizer following
actions like sneezing and coughing. Several bottles of sanitizer are located throughout the room.
We disinfect the tables both before and after meals, as well as disinfect the toys and
materials on a weekly basis to ensure they are the cleanest they can be.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Medicine Policy
The school nurse can administer medicines such as Children’s Tylenol or cough
medicines, with signed permission from parents/guardians.
If your student has a self-held medication, such as an inhaler or Epi-pen, please ensure
that you notify Miss Lindsey with written permission and guidelines for proper storage.
Medication prescribed by a doctor and that need to be taken at a specific time, must also
be taken to the school nurse, with signed permission from parents/guardians.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Sick Child Policy
We understand that some of our parent/guardians work a full time job and may be unable
to find childcare outside of school, however if your student is sick they would do better at home
being cared for by a parent. Minor coughs and colds are not included in this policy, but if a
student has a high temperature or is physically ill within 12 – 24 hours of a school day, they are
strongly encouraged to stay home for the day.
If a student must stay home from school for the day, parents/guardians are strongly
encouraged to call Miss Lindsey prior to school starting. If a student becomes ill during the
school day, a member of our staff will contact you in a timely fashion.
If you have any concerns regarding this policy, please address it with Miss Lindsey.
Special Needs Policy
The Tender Toes Preschool is required by the law No Child Left Behind to make any
modification to our policies and/or curriculum to accommodate to a student with special needs.
Each student will be evaluated on an individual basis to determine eligibility. Once identified,
we will tailor their education to better suit the students. Our modifications are made regardless of
disability, without question.
Parents are encouraged to participate in the identification and implementation of the
special education their child.
If you believe your child has a special need, my job is to:
 Observe the student and keep notes
 Participate in a parent/teacher conference to explain findings
 Discuss ways of supporting the child
 Keep everything confidential
If your student is identified as having a special need, my job is to:
 Acknowledge the student’s individuality and encourage them to be the best they can be
 Seek information from the student’s parents to best learn about their routines, likes and
dislikes
 Adapt all lessons and activities for full participation of the student
 Arrange for assistive technology when necessary
I will become a partner and advocate for the parents by:
 Providing information pertaining to agencies that can best support the student
 Discuss the use of assistive technology that may be needed
 Take advice and gain support that will help me to best care for the student
Intervention Strategies for Students with Special Needs
The strategies listed below are basic guidelines to tailor education in an inclusionary
setting. Of course, we test out strategies over and over again until they work for the student.
Oral language
 Engage children in extended conversations
 Encourage children to tell stories and describe events
 Discuss a wide range of topics
 Model use of new words
 Discuss the meanings of new words
 Ask open-ended questions
 Give explicit guidance involving vocabulary, sentence structure and pronunciation
 Challenge students to justify their thinking
 Focus on expressing ideas
Literacy
 Encourage students to sing songs and play games involving letters and sounds to increase
exposure to phonetic concepts
 Teachers and adult staff sound out words with students, encouraging them to sound out
words as well
 Provide multi-sensory (manipulatives) to encourage practice of letters and sounds
including finger paints, magnetic letters, play dough and pipe cleaners
Mathematics
 Develop the ability to understand mathematical concepts
 Teach names and characteristics of 2D and 3D shapes
 Provide hands on and interactive activities
 Teach language to describe shapes, compare quantity, compare length and weight, related
to time and space
 Teach positional words to describe location
Science
 Introduce students to vocabulary of science and inquiry
 Expose and provide them with equipment to explore and discover the world around them
 Give plenty of opportunities for hands on experiences.
Social competence
 Teach tolerance for all races, cultures and disabilities
 Provide literature involving social competence
 Provide support in expressing needs and emotions, understanding other’s feelings,
properly expressing emotion, adjusting behavior based on the situation, and maintaining
friendships
 Plan interaction within environmental contexts
 Model good social skills
General Interventions
 Encourage exploration in a variety of environments
 Adults model basic skills
 Celebrate developmental milestones
 Extend and build on new skills
 Protect from teasing and punishment
 Provide rich and responsive communication
 Guide and limit behavior
Inclusionary Literature
This is a list of books about students with special needs. These books are apart of our
classroom library, and can be borrow upon request. We use these books during our social studies
lessons, as well as our Circle Time reading.
Title: Andy and His Yellow Frisbee
Author: Mary Thompson
Description: The new girl at school Sarah wonders why Andy spins a yellow Frisbee when he’s
on the playground. Sarah tries to be his friend, and Andy’s sister is concerned by how he will
react. Andy’s sister knows that her brother is in his own world and has a hard time expressing
himself.
Disability: Autism
Title: Armann and Gentile
Author: Kristen Steindottir
Description: Armann, a 6-year-old boy, stutters when he becomes frustrated.
Disability: Stuttering
Title: Be Good to Eddie Lee
Author: Virginia Filling
Description: Eddie Lee is a boy with Down Syndrome. He follows the neighborhood children
into the woods to find frog eggs.
Disability: Down Syndrome
Title: Big Brother Dustin
Author: Alden R. Carter
Description: A young boy with Down Syndrome finds out his parents are expecting another
child.
Disability: Down Syndrome
Title: Cat’s Got Your Tongue?
Author: Charles E Schaefer, Ph.D.
Description: A kindergarten student named Anna is diagnosed as a electively mute child.
Disability: Communication Disorders, Mutism
Title: Danny and the Merry Go Round
Author: Nan Holcomb
Description: A student with cerebral palsy named Danny visits the park and watches the other
children play on the playground. When a little girl shows interest in becoming his friend,
Danny’s mother explains cerebral palsy to her and that it is not contagious.
Disability: Cerebral Palsy
Title: Eukee: The Jumpy, Jumpy Elephant
Author: Clifford L. Corman and Esther Trevino
Description: Eukee is a little elephant who likes to chase butterflies and blow bubbles, but
always feels jumpy and cannot concentrate in school. He goes to the doctor and finds out he has
ADD.
Disability: Attention Deficit Disorder
Title: Happy Birthday Jason
Author: C. Jean Cutbill and Diane Rawthorn
Description: Jason, a child with learning disabilities, explains to his friends how he is not that
much different from them.
Disability: Reading disabilities, Dyslexia
Title: Having a Brother Like David
Author: Cindy Dolby Nollette
Description: Marty’s brother David has Autism. He tells his brother’s story, explaining he looks
the same as other children, but has special needs.
Disability: Autism
Title: Ian’s Walk: A Story About Autism
Author: Laurie Lears
Description: Tara feels frustrated on a walk with her brother, who has autism. When they
become separated, she begins to appreciate how Ian sees the world.
Disability: Autism
Title: Keith Edward’s Different Days
Author: Karen Melberg Schwier
Description: Keith meets many people with differences, including physical differences, and
learns that being different is okay.
Disability: Down Syndrome, Physical disabilities
Title: Knots on a Counting Rope
Author: Bill Martin and John Archambault
Description: A grandfather tells his grandson about a boy who was born blind.
Disability: Blindness
Title: Lee: The Rabbit with Epilepsy
Author: Deborah M. Moss
Description: Lee is a rabbit who experiences occasional blackouts and trances. Dr. Bob, a wise
owl, tests Lee and discovers that she has epilepsy.
Disability: Epilepsy
Title: Leo the Late Bloomer
Author: Robert Kraus
Description: Leo is a young tiger who cannot keep up with the other animals in the jungle. He
cannot read, write, or speak, and he is a sloppy eater.
Disability: Developmental Delays
Title: Luke Has Asthma, Too
Author: Alison Rogers
Description: Luke is a young boy with asthma. His cousin, who also suffers teaches him some
strategies and aspects of managing asthma and serves as a role model
Disability: Asthma
Title: My Brother, Matthew
Author: Mary Thompson
Description: David describes a life with his younger brother who was born with a mental
disability.
Disability: Mental Retardation
Title: My Mom is Handicapped: A “Grownup” Children’s Book
Author: Barbara Turner Brabham
Description: A 6-year-old boy describes his life with a mother who has physical disabilities.
Disability: Physical Disabilities
Title: Otto Learns About His Medicine: A Story About Medication for Hyperactive Children
Author: Matthew Galvin
Description: A story about a car named Otto, who is fidgety and has trouble paying attention in
school. A special mechanic prescribes him medicine to control the hyperactive behavior
Disability: Hyperactivity
Title: A Picture Book of Helen Keller
Author: David A. Adler
Description: Details about the life of Helen Keller through pictures.
Disability: Deaf-Blindness
Title: Russ and the Apple Tree Surprise
Author: Janet Elizabeth Rickert
Description: Russ, a boy with Down Syndrome wants a swing set, but learns that the apple tree
in his backyard is just as good when his grandparents turn the apples into pie.
Disability: Down Syndrome
Title: Russ and the Fire House
Author: Janet Elizabeth Rickert
Description: Russ goes “on duty” with his uncle who is a fireman. He has many experiences
such as inspecting fire equipment and meeting the firehouse dog, Sparky.
Disability: Down Syndrome
Title: Silent Observer
Author: Christy MacKinnon
Description: An autobiographical story about a young girl adapting to the world around her after
loosing her hearing due to illness. She describes the adjustment in her relationships and her
deafness.
Disability: Deafness
Title: Talking to Angels
Author: Esther Watson
Description: Christa is a girl with autism who is described in this book by her sibling.
Disability: Autism
Title: There’s a Little Bit of Me in Jarney
Author: Diana M. Amadeo
Description: Brian struggles with his brother’s diagnosis of leukemia and gets his bone marrow
tested, which leads to a transplant.
Disability: Leukemia
Title: A Very Special Friend
Author: Dorothy Hoffman Levi
Description: A lonely girl named Frannie finds a new friend in a deaf child that moves in next
door.
Disability: Deafness
Title: A Very Special Sister
Author: Dorothy Hoffman Levi
Description: Laura, a young deaf girl fears the birth of her new sister believing that a hearing
sibling may be more lovable.
Disability: Deafness
Title: What Do You Mean I Have a Learning Disability?
Author: Kathleen M. Dwyer
Description: Jimmy has problems in school, and believes that he is stupid. He is discovered
having a learning disability after a parent-teacher conference.
Disability: Learning Disabilities
Title: What It’s Like to Be Me
Author: Helen Exley
Description: Children from all over the world describe their lives and their disability. They
describe how they see themselves and how they want the world to see them.
Disability: Various Disabilities
Title: You Can Call Me Willy: A Story for Children About AIDS
Author: Joan C. Verniero
Description: Willy,a girl with HIV talks about her life and the medical care that impacts her life.
Disability: Acquired Immune Deficiency Syndrome (AIDS)
Pre-Kindergarten Enrollment Form
Child’s Name: ___________________________________________
☐ Fall Session
☐
Spring
Session Child’s Birthdate: _______________________________________
Father’s Information:
Name: ____________________________________________________________________________
Address: ___________________________________________________________________________
City ___________________________________State _________Zip Code____________________
Home Phone: ________________________________________
Business: ______________________________________________Work Phone: ________________________________
Work Hours: ______________________________________________________________________
Mother’s Information:
Address same as above ☐
Name: ____________________________________________________________________________
Address: ___________________________________________________________________________
City ___________________________________State _________Zip Code____________________
Home Phone: ________________________________________
Business: ______________________________________________Work Phone: ________________________________
Work Hours: ______________________________________________________________________
List persons authorized to call about your child:
Name: ____________________________________________________________________________
Address: ___________________________________________________________________________
City ___________________________________State _________Zip Code____________________
Home Phone: ________________________________________
Relationship to Child: ____________________________________________________________
Name: ____________________________________________________________________________
Address: ___________________________________________________________________________
City ___________________________________State _________Zip Code____________________
Home Phone: ________________________________________
Relationship to Child: ____________________________________________________________
INFORMATION OF THOSE WHO WILL CARE FOR THE CHILD IN CASE OF EMERGENCY
(In the event the parents cannot be reached) ☐ Information same as above.
Name: ____________________________________________________________________________
Address: ___________________________________________________________________________
City ___________________________________State _________Zip Code____________________
Home Phone: ________________________________________
Relationship to Child: ____________________________________________________________
Name: ____________________________________________________________________________
Address: ___________________________________________________________________________
City ___________________________________State _________Zip Code____________________
Home Phone: ________________________________________
Relationship to Child: ____________________________________________________________
Child’s Medical Information:
List any Special Needs (allergies, behavior, speech)
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Child’s Physician: ___________________________________Phone: ________________________________________
Address: _____________________________________________City____________________________________________
By signing below, the parent(s) and/or guardian(s):
 Give permission to the Pre-Kindergarten staff to take their child to a physician in the
event that they or the emergency contacts fail to be reached.
 Understand that liability insurance is forwarded to the staff and volunteers of the
Pre-Kindergarten program, but the child is NOT covered by accident insurance.
 Understand that they are responsible for the Registration costs ($250 per session)
for the entire session the child is enrolled (even if the child is unable to attend for
any amount of time).
 Understand there is a $5.00 non-refundable registration fee for each session the
child is enrolled.
Signature: ____________________________________________
Date:_______________________________
Parent/Teacher Contract
As a parent/guardian, I will:
 Show respect and support for my child, the teachers, the staff and the school.
 Support the school’s discipline policy.
 Provide the teacher with information about my child.
 Attend parent-teacher conferences.
 Talk to my child every day about school activities and happenings.
 Monitor my child’s learning outside of class.
 Read with my child for at least 10 minutes each day and act as a role model by
allowing them to see me read.
As a teacher, I will:
 Show respect for each child and for his or her family.
 Make efficient use of learning time.
 Provide a safe and comfortable environment that’s conductive to learning.
 Help each child grow to his/her full potential.
 Provide meaningful activities for classtime.
 Provide necessary assistance to parents so they can help with educational activities.
 Supply parents with clear evaluations of progress and achievement.
 Enforce classroom and school rules fairly and consistently.
 Use special activities in the classroom to make learning enjoyable.
 Demonstrate professional behavior and a positive attitude.
Parent/Guardian Signature ____________________________________________________
Teacher Signature ______________________________________________________________