staff handbook
DESCRIPTION
This is an electronic copy of our staff handbook.TRANSCRIPT
Revised: Monday, July 21, 2014 P a g e | 1
Staff
Handbook
Faith & Family Early
Learning Center
4232 Boonville Rd.
Bryan, TX 77842
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TABLE OF CONTENTS SECTION 1 - INTRODUCTION 1.1 Changes in Policy 1.2 Faith & Family
1.3 Employment Applications
1.4 Employment Relationship SECTION 2 - DEFINITIONS OF
EMPLOYEE STATUS 2.1 “Employees” Defined SECTION 3 - EMPLOYMENT
POLICIES 3.1 Non-Discrimination 3.2 Staff Qualifications 3.3 Confidentiality 3.4 New Employee Orientation 3.5 Probationary Period for New Employees 3.6 Office Hours 3.7 Lunch Periods 3.8 Personnel Files 3.9 Personal Data Changes 3.10 Inclement Weather/Emergency
Closings 3.11 Evaluations 3.12 Corrective Action 3.13 Employment Termination 3.14 Safety 3.15 Building Security 3.16 Supplies; Expenditures; Obligating
Faith & Family 3.17 Expense Reimbursement 3.18 Parking 3.19 Visitors in the Workplace 3.20 Immigration Law Compliance SECTION 4 - STANDARDS OF
CONDUCT 4.1 Attendance/Punctuality 4.2 Absence without Notice
4.3 Harassment 4.4 Telephone Use 4.5 Public Image 4.6 Substance Abuse 4.7 Tobacco Products 4.8 Internet Use SECTION 5 - WAGE AND SALARY
POLICIES 5.1 Wage or Salary Increases 5.2 Timekeeping 5.3 Overtime 5.4 Paydays
5.5 Pay SECTION 6 - BENEFITS AND
SERVICES 6.1 Employee Benefits 6.2 Leave 6.3 Holidays 6.4 Jury Duty/Military Leave 6.5 Staff Training and Development SECTION 7 - EMPLOYEE
COMMUNICATIONS 7.1 Staff Meetings 7.2 Staff Information 7.3 Open Door Policy 7.4 Arbitration SECTION 8 - CLASSROOM POLICES 8.1 Code of Ethics 8.2 Procedures for Classroom Behavior
Management 8.3 Classroom Maintenance 8.4 Sharing Space 8.5 Arrival and Dismissal 8.6 Supervision of Children 8.7 Evaluation of Children
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8.8 Memory Books 8.9 Lines and Transitions 8.10 Schedule of Activities 8.11 Learning Centers 8.12 Snack and Lunch Time 8.13 Nap Time 8.14 Potty Training 8.15 VCR/DVD Use 8.16 Outside Activities 8.17 Water Play 8.18 Animals 8.19 Medication 8.20 Reporting Child Abuse 8.21 Library Procedure 8.22 Substitute Teachers 8.23 Substitute Folder
8.24 Communication Spiral 8.25 Volunteers 8.26 Materials Guidelines 8.27 Purchasing Procedures 8.28 Gift Exchange 8.29 Classroom Parties 8.30 Emergency Preparedness 8.31 Requirements for Children Under 36
Months SECTION 9 – JOB DESCRIPTIONS 9.1 Lead Teacher Job Description 9.2 Assistant Teacher Job Description 9.3
9.4 9.5 Director Job Description 9.6 Assistant Director Job Description 9.7 9.8 Staff Handbook Acknowledgment SECTION 10 - FORMS AND
CHECKLISTS 10.1 Infant Reminder to Parents 10.2 Infant Information Sheet 10.3 Infant Feeding Instructions 10.4 Toddler/Child Reminder to Parents
10.5 Toddler Information Sheet 10.6 Child Information Sheet 10.7 Invited Speakers/Special Activities
Checklist 10.8 Field Trip Request Form 10.9 Field Trip Notice 10.10 Field Trip Checklist 10.11 Field Trip Transportation Checklist 10.12 Scope and Sequence 10.13 Unit Planning Sheet 10.14 Unit Activity Plans – Infant
10.15 Unit Activity Plans – Toddler
10.16 Unit Activity Plans – 2s and 3s
10.17 Unit Activity Plans – Pre-K 10.18 Daily Information Sheet - Infants 10.19 Daily Information Sheet - Toddlers 10.20 Daily Information Sheet -
Preschoolers 10.21 Absentee Report 10.22 Incident/Illness Report 10.23 Questionnaire for Behavior Issues 10.24 90-Day Review 10.25 Employee Evaluation 10.26 Time Off Request Form 10.27 Monthly Checklists 10.28 Daily Checklist-Classroom 10.29 Developmental Transition Plan
10.30 Starfish Letter
10.31 Sea Horses Letter
10.32 Sea Turtles Letter
10.33 Stingrays Letter
10.34 Dolphins Letter
10.35 Jellyfish Letter
10.36
10.37 Sharks Letter 10.38 Child Exit Form for Exiting School
10.39 Goal Mapping
10.40 Absence Form
10.41 Assessments
10.42 To be attached to Incident Report
10.43 Directions for Welcome Packet
10.44 Directions for Transition Packet
10.45 Exit Form for Transitioning Children
10.46 Daily Checklist-School
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SECTION 1
INTRODUCTION This Manual is designed to acquaint you with Faith & Family Early Learning Center and provide
you with information about working conditions, benefits, and policies affecting your
employment. The information contained in this Manual applies to all employees of Faith & Family. Following
the policies described in this Manual is considered a condition of continued employment.
However, nothing in this Manual alters an employee’s status. The contents of this Manual shall
not constitute nor be construed as a promise of employment or as a contract between Faith &
Family and any of its employees. The Manual is a summary of our policies, which are presented
here only as a matter of information. You are responsible for reading, understanding, and complying with the provisions of this
Manual. Our objective is to provide you with a work environment that is constructive to both
spiritual and professional growth. 1.1 CHANGES IN POLICY This Manual supersedes all previous employee manuals and memos that may have been issued
from time to time on subjects covered in this Manual. However, since our organization is subject to change, we reserve the right to interpret, change,
suspend, cancel, or dispute with or without notice all or any part of our policies, procedures, and
benefits at any time. We will notify all employees of these changes. Changes will be effective
on the dates determined by Faith & Family, and, after those dates, all superseded policies will be
null. 1.2 Faith & Family Early Learning Center Faith & Family provides care Monday-Friday from 7:15 am – 5:45 pm all year long. Faith &
Family is closed as the director deems necessary for bad weather; and pre-determined holidays
and staff in-service days. Care is for children 6 weeks old through pre-kindergarten age.. Each
member of the staff is trained and possesses the competency to understand the essentials for
teaching young children. . The key is to provide childcare, education, and development for each child enrolled, to his or
her greatest potential, considering his or her spiritual, mental, physical, emotional, and social
needs. This is to be accomplished by providing developmentally appropriate activities and
guidance provided in the W.E.E. Learn Curriculum Guide supplied by Faith & Family. Our enrollment is open to any child regardless of race or religious beliefs. The curriculum is
appropriately designed to the age group and the stage of development of each individual
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child. We believe that a child absorbs his concept of God from people, things, and experiences
that are a part of His environment. Thus, a love and appreciation for God, Christ, and the things
that God has made are stressed through appropriate activities. 1.3 EMPLOYMENT APPLICATIONS We rely upon the accuracy of information contained in the employment application and the
accuracy of other data presented throughout the hiring and employment processes. Any
misrepresentations, falsifications, or material omissions in any of this information or data may
result in exclusion of the individual from further consideration for employment or, if the person
has been hired, termination of employment. 1.4 EMPLOYMENT RELATIONSHIP You enter into employment voluntarily, and you are free to resign at any time for any reason or
no reason. Similarly, Faith & Family is free to conclude its relationship with any employee at
any time for any reason or no reason.
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SECTION 2
DEFINITIONS OF EMPLOYEES STATUS 2.1 “EMPLOYEES” DEFINED
An “employee” of Faith & Family is a person who regularly works for Faith & Family on a wage
or salary basis. “Employees” may include exempt, non-exempt, regular full-time, regular part-
time, and substitute persons, and others employed with Faith & Family who are subject to the
control and direction of Faith & Family in the performance of their duties. EXEMPT Employees whose positions meet specific criteria established by the Fair Labor Standards Act
(FLSA) and who are exempt from overtime pay requirements. NON-EXEMPT Employees whose positions do not meet FLSA criteria and who are paid one and one-half their
regular rate of pay for hours worked in excess of 40 hours per week. REGULAR FULL-TIME Employees who have completed the 90-day probationary period and who are regularly scheduled
to work 30 or more hours per week. Generally, they are eligible for the Company’s benefit
package, subject to the terms, conditions, and limitations of each benefit program. REGULAR PART-TIME Employees who have completed the 90-day probationary period and who are regularly scheduled
to work less than 30 hours per week. SUBSTITUTE (FULL-TIME or PART-TIME) Those whose performance is being evaluated to determine whether further employment in a
specific position or with Faith & Family is appropriate or individuals who are hired as
interim replacements to assist in the completion of a specific project or for vacation relief.
Employment beyond any initially stated period does not imply, in any way, a change in
employment status. Substitute employees retain that status until they are notified of a change.
They are not eligible for any of Faith & Family benefit programs. PROBATIONARY PERIOD FOR NEW EMPLOYEES A new employee whose performance is being evaluated to determine whether further
employment in a specific position or with Faith & Family is appropriate. When an employee
completes the probationary period, the employee will be notified of his/her new status with Faith
& Family.
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SECTION 3
EMPLOYMENT POLICIES 3.1 NON-DISCRIMINATION Faith & Family promotes the hiring of qualified individuals without regard to race,
denomination, color, creed, sex, age, or national origin provided they meet the
requirements established for the job. Faith & Family will make reasonable accommodations for qualified individuals with known
disabilities, unless doing so would result in an undue hardship. This policy governs all
aspects of employment, including selection, job assignment, compensation, discipline,
termination, and access to benefits and training. Employees with questions or concerns about discrimination in the workplace are
encouraged to bring these issues to the attention of the director or director designee. Employees
can raise concerns and make reports without fear of reprisal. Anyone found to be engaging in
unlawful discrimination will be subject to disciplinary action, including termination of
employment. 3.2 STAFF QUALIFICATIONS 746.1105; 746.1107 Staff must:
be 18 years of age and
o have a high school diploma or
o the equivalent of a high school diploma or
o a high school certificate of coursework completion as defined in Texas Education
Code
have current and complete records
know and be aware of the object and purpose of minimum standards
know policy and procedure of Faith & Family
be free of active TB
Must comply and supply proof of all required immunizations
pass a DFPS and FBI background check
have a notarized Licensing Affidavit
have orientation at Faith & Family
complete:
o twenty-four hours of pre-service training or
o have previous experience in a licensed child care center (to be determined by the
director)
have a reliable form of transportation in order to get to and from work. Faith & Family
will not be responsible for an individual’s personal transportation. Repeated failure to be
at work for your scheduled shift may result in disciplinary action.
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have a current, working telephone number. We will use this number to contact you in
case of emergency or a change in schedule. Repeated failure to provide a current,
working form of communication may result in a disciplinary action plan.
For more information, see Section 9.
3.3 CONFIDENTIALITY It is contrary to the interest of those we serve to give out information regarding children,
families, or co-workers. Employees will hold such information in strict confidence and not
discuss confidential information outside of the program. In the confines of the program, such
information should be discussed only when it benefits the child/parents. Refer inquiries about
children’s performance, behavior, or parents to the director or designee. If an employee feels a
child needs to be retained or advanced in the program, she must consult the director before
discussing it with the parents. These decisions need to be made carefully and with great
consideration for what is best for the child first and what is best for the program as a whole
second. 3.4 NEW EMPLOYEE ORIENTATION 746.1105 (4) Orientation is a formal welcoming process that is designed to make the new employee feel
comfortable, informed about Faith & Family, and prepared for his or her position. New
employee orientation is conducted by a qualified staff member and includes an overview of Faith
& Family; an explanation of Faith & Family core values, vision, and mission; and company
goals and objectives. In addition, the new employee will be given an overview of benefits, tax,
and legal issues, and complete any necessary paperwork. Employees are presented with all codes, keys, and procedures needed to navigate within the
workplace. The new employee’s supervisor then introduces the new hire to staff throughout
Faith & Family, reviews their job description and scope of position, explains Faith & Family
evaluation procedures, and helps the new employee get started on specific functions. 3.5 PROBATIONARY PERIOD FOR NEW EMPLOYEES All new employees and employees in a new position will have a 90-day period of time where
they are evaluated on their job performance, code of conduct, and general development as
an employee. This is a period of time where communication is key to developing a working
relationship with co-workers, children, and their families. Employees should feel free to seek
advice from others in matters not clear to them. It is better to get permission or advice than to
feel like you are without support. The probationary period for regular full-time and regular part-time employees lasts up to 90-days
from date of hire. During this time, employees have the opportunity to evaluate Faith & Family
as a place to work and management has its first opportunity to evaluate the employee. During
this introductory period, both the employee and Faith & Family have the right to terminate
employment without advance notice.
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Upon satisfactory completion of the probationary period, the director, or, in rare cases, director
designee will conduct a 90-day review. All employees, regardless of classification or length of
service, are expected to meet and maintain Faith & Family standards for job performance and
behavior (See Section 4, Standards of Conduct). 3.6 OFFICE HOURS 746.501 (1) Faith & Family office is open for business from 6:45 a.m. to 6:15 p.m. Monday - Friday, except
for Holidays or as deemed necessary for safety by the director and designated staff training days
(See Section 6.7, Holidays). 3.7 LUNCH PERIODS 746.3319 Some employees are scheduled to have a lunch break. If you have a scheduled lunch break, you
must sign out of the classroom and sign out on your time sheet. Other employees will not have a
scheduled break, and therefore do not need to sign out for pay (time sheet) or ratio (classroom
sign in/out sheet) and will eat in the classroom. Teaching staff of preschool children without a
scheduled break are expected to eat with the children, modeling table manners and good eating
habits, as well as maintaining ratios. Teaching staff of infants and toddlers may eat while
children are resting or before or after their shift. If employees have unexpected personal business to take care of, they must notify the director or
director designee to discuss time away from work and make provisions as necessary. Faith &
Family expects its employees to conduct personal business on personal time. 3.8 PERSONNEL FILES 746.901; 746.903-746.907; 746.201 (5) Personnel files are the property of Faith & Family and access to the information is restricted.
Management personnel of Faith & Family, who have a legitimate reason to review the file, are
allowed to do so. Employees who wish to review their own file should contact the director in writing. With
reasonable advance notice, the employee may review his/her personnel file in Faith & Family
office and in the presence of the director or designee. 3.9 PERSONAL DATA CHANGES It is the responsibility of each employee to notify, in writing and in a timely manner, the director,
assistant director, or director designee of any changes in personal data such as: Mailing address
Telephone numbers
Name and number of dependents
Individuals to be contacted in the event of an emergency
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An employee’s personal data should be accurate and current at all times.
3.10 INCLEMENT WEATHER/EMERGENCY CLOSINGS 746.501 (23) At times, emergencies such as severe weather, fires, or power failures can disrupt
company operations. The director will make the decision to close. If TXDOT recommends
drivers stay off the road, we will be closed. When the decision is made to close the school, employees will receive official notification from
the director or designee. Time off from scheduled work due to emergency closings will be unpaid. 3.11 EVALUATIONS The director will evaluate each employee annually. The evaluation will be written and the form
kept in the employee’s record. The employee will have the opportunity to read and sign the
evaluation. If the employee has any concerns or disagreements, she or he may put them in
writing. All information will be kept on file. The evaluation is designed to evaluate the
employees on their code of conduct and their job performance. New employees will be reviewed at the end of their probationary periods (see Section 3.3, Probationary Period for New Employees). After the initial review, the employee will be
reviewed according to regular annual review. 3.12 CORRECTIVE ACTION Faith & Family holds each of its employees to certain work rules and standards of conduct (see
Section 4). We follow, or exceed, the Minimum Standards set for Licensed Child Care Centers
by the Texas Department of Family and Protective Services. When an employee deviates from
these rules and standards, Faith & Family expects the director or director designee to take
corrective action. Corrective action at Faith & Family is progressive. That is, the director, assistant director, or
director designee takes action in response to a rule infraction or violation of standards,
typically following a pattern which increases in seriousness until the infraction or violation
is corrected or the employee is terminated from employment. The usual sequence of corrective actions includes a verbal warning, a written warning, probation,
and finally termination of employment. In deciding which initial corrective action would be
appropriate, the director, assistant director, or director designee will consider the seriousness of
the infraction, the circumstances surrounding the matter, and the employee’s previous record.
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While not an exhaustive list, below are reasons for corrective action: 1. Humiliating, inconsiderate treatment, obscene language, abusive language, or abusive action
to or in the presence of a child, co-worker, family, or visitor. 2. Failing to comply with policy, procedure, or refusal to perform assigned work or follow
instructions. 3. Divulgence of confidential information or unauthorized removal of records pertaining to the
program, a child, a family, or a co-worker. 4. Coercing/inciting others to limit work performance or engage in any practice in violation of
policy. Though committed to a progressive approach to corrective action, Faith & Family
considers certain rule infractions and violations of standards as grounds for immediate
termination of employment. Below, reasons for immediate termination are listed, but are not limited to:
1. Insubordination.
2. A conviction or indictment for, or is the subject of an official criminal complaint alleging
violation of any for the crimes listed in Appendix II (of the Minimum Standards &
Guidelines) or a felony violation of the Texas Controlled Substance Act.
3. Using or being under the influence of alcohol or drugs.
4. Sleeping, carrying a weapon, or using tobacco while on duty.
5. Punishing a child by withholding food, toilet use, or naps.
6. Abusing a child.
7. Unauthorized removal of property or willful destruction of property.
8. Refusal to attend required training, program, or unauthorized absence.
3.13 EMPLOYMENT TERMINATION Termination of employment is an inevitable part of personnel activity within any organization
and many of the reasons for termination are routine. Below are a few examples of some of
the most common circumstances under which employment is terminated:
Resignation – voluntary employment termination initiated by an employee.
Termination – involuntary employment termination initiated by Faith & Family.
Layoff – involuntary employment termination initiated by Faith & Family for non-
disciplinary reasons.
Leave of absence - voluntary temporary termination initiated by employee.
When an employee intends to terminate his/her employment with Faith & Family, he/she shall
give Faith & Family at least 2 weeks written notice.
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Since employment with Faith & Family is based on mutual consent, both the employee and Faith
& Family have the right to terminate employment at will, with or without cause, during the
Introductory/Probationary Period for New Employees (See Section 3.3,
Introductory/Probationary Period for New Employees). Any employee who terminates employment with Faith & Family shall return all files, records,
keys, and any other materials that are property of Faith & Family. No final settlement of an
employee’s pay will be made until all items are returned in appropriate condition. The cost of
replacing non-returned items will be deducted from the employee’s final paycheck.
Furthermore, any outstanding financial obligations owed to Faith & Family will also be deducted
from the employee’s final check. Employee’s benefits will be affected by employment termination in the following manner.
All accrued vested benefits that are due and payable at termination will be paid. Some benefits
may be continued at the employee’s expense (See Section 5, Benefits) if the employee elects to
do so. The employee will be notified of the benefits that may be continued and of the terms,
conditions, and limitations. 3.14 SAFETY Faith & Family provides information to employees about workplace safety and health issues
through regular internal communication such as:
Training sessions
Staff meetings
Bulletin board postings
Memorandums
Other written communications Each employee is expected to obey safety rules and exercise caution and common sense in all
work activities.
It is each employee’s responsibility to correct unsafe conditions such as liquid, food,
paper, and exposed cords that could cause accidents. Employees should report unsafe
conditions in writing if she is unable to correct them.
All beverages will be kept in an unbreakable container with a lid at all times.
Beverages will be kept out of the reach of all children.
It is the responsibility of each staff member to administer first aid if needed. The person
witnessing any accident will report the accident, in writing. The report will be signed by
the parent or guardian, and given to the director to be placed on permanent record. First
Aid Kits must be immediately accessible to staff but out of the reach of children. First
Aid Kits are checked once a month according to each class’s monthly checklist.
Staff is responsible for learning if their students have special needs or allergies.
Children will not be served hard candy, popcorn, food they have a reaction to, or that
could cause choking.
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In case of a serious accident or emergency, the director will call 911 unless he or she is
administering a life saving technique (the director will assign someone to call 911 in that
event). The director, or someone she designates, will contact the parents as soon as
possible. A staff member will accompany or follow the child to the hospital. An
accident report should be filled out, signed by the parent, and placed in the child’s
permanent record.
Toys with small parts, breakable parts, parts that could explode or shoot things, or strings
that could choke or hurt a child will not be used. Make sure all items within reach of
children are safe for them to handle. Toys for children under two must be large enough
to prevent swallowing, if in doubt use a choke tube. No balloons.
Purses and personal items will be kept out of children’s reach. For your own
protection, we suggest locking your personal items in the trunk of your vehicle. Faith &
Family will not be responsible for any personal items. Cell phones are not allowed be in
the classroom.
Toys, linens, diapering surfaces, cribs, and potty-chairs will be sanitized with fresh,
approved sanitizing solution when soiled or before use by each child.
Garbage must be managed as necessary, in a trashcan with a tight fitting lid or in a
cabinet with the door shut.
Children and staff must wash their hands with soap and running water after using the
toilet; before handling food; after changing a diaper (wear gloves also); before and after
using a discovery table or play dough; after art work; when returning indoors from
playground; or after caring for someone with disease or injury.
Staff must wear gloves when handling blood. Staff will handle accidents promptly.
Diapers should be checked every two hours.
Parents must sign in and out upon arrival and departure. Never release a child to
someone who is not on the pickup list.
Never leave a child alone. When caring for a child, be sure another adult can see you.
(Care for toilet needs without touching if possible, leave doors open, be accessible to
passersby.)
No candles or “open flames” in the classroom.
Chemicals, including cleaning supplies, must be clearly marked, kept separate from food,
and be out of the reach of children.
There must be childproof covers on all electrical outlets that could be accessible to
children.
Firearms are prohibited on the premises.
Staff will wear a nametag at all times.
Flashlights will be kept in each room and checked monthly to insure flashlight is in
working order.
No smoking, consumption of alcohol, or use of any illegal or controlled substances.
If any situation places a child at risk, such as forgetting a child in a van or not preventing
a child from wandering out of the center into a street, staff must notify the director,
assistant director, or director designee promptly.
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We conduct fire drills and check smoke alarms and carbon monoxide detectors monthly.
Fire extinguishers are installed and maintained.
An indoor and outdoor environment inspection is conducted and recorded daily.
In the case of an accident that results in injury, regardless of how insignificant the injury
may appear, employees should notify the director, assistant director, or director designee.
3.15 BUILDING SECURITY All employees who are issued keys to the building are responsible for their safekeeping. These
employees will sign a Building Key Disbursement form upon receiving the key. The last
employee, or a designated employee, who leaves the building at the end of the business day
assumes the responsibility to ensure that all doors are securely locked, thermostats are set on
appropriate evening and/or weekend setting, and all appliances and lights are turned off, with
exception of the lights normally left on for security purposes. Employees are not allowed on
Faith & Family property after hours without prior authorization from the director. 3.16 SUPPLIES, EXPENDITURES, OBLIGATING FAITH & FAMILY Only authorized persons may purchase supplies in the name of Faith & Family. No employee
whose regular duties do not include purchasing shall incur any expense on behalf of Faith &
Family or bind Faith & Family by any promise or representation without prior written approval
by the director or director designee. 3.17 EXPENSE REIMBURSEMENT Expenses incurred by an employee must have prior written approval by the director. Approved
reimbursements will be processed as an invoice and employee will receive a reimbursement as a
check on their following pay period. 3.18 PARKING Employees must park in spaces away from the building so space is available for parents and
visitors. Please be considerate of the needs of parents dropping off and picking up children. Be
advised to drive slowly and carefully in the parking lot. 3.19 VISITORS IN THE WORKPLACE To provide for the safety and security of the children in our care and the employees of Faith &
Family, only authorized visitors are allowed in the workplace. A visitor is any individual that is
not authorized to pick up children. All visitors must sign-in and sign-out at the main reception area. All visitors will receive a
‘Visitor’ badge to wear while on premises. Authorized visitors will be escorted to their
destination and must be accompanied by an employee at all times.
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3.20 IMMIGRATION LAW COMPLIANCE
Faith & Family employs only United States citizens and those non-U.S. citizens authorized to
work in the United States in compliance with the Immigration Reform and Control Act of 1986. Each new employee, as a condition of employment, must complete the Employment Eligibility
Verification Form I-9 and present documentation establishing identity and employment
eligibility. Former employees who are rehired must also complete the form if they have not
completed an I-9 with Faith & Family within the past three years or if their previous I-9 is no
longer retained or valid.
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SECTION 4
STANDARDS OF CONDUCT The work rules and standards of conduct for Faith & Family are important, and Faith & Family
regards them seriously. Faith & Family urges all employees to become familiar with these rules
and standards. In addition, employees are expected to follow the rules and standards faithfully in
doing their own jobs and conducting Faith & Family business. Please note that any employee
who deviates from these rules and standards will be subject to corrective action, up to and
including, termination of employment (see Section 3.12, Corrective Action). While not intended to list all the forms of behavior that are considered unacceptable in the
workplace, the following are examples of rule infractions or misconduct that may result in
disciplinary action, including termination of employment.
Theft or inappropriate removal or possession of property;
Falsification of timekeeping records (See Section 5.2, Timekeeping);
Working under the influence of alcohol or illegal drugs (See Section 4.6, Substance
Abuse);
Possession, distribution, sale, transfer, or use of alcohol or illegal drugs in the
workplace (See Section 4.6, Substance Abuse);
Fighting or threatening violence in the workplace;
Boisterous or disruptive activity in the workplace;
Negligence or improper conduct leading to damage of company-owned or customer-
owned property;
Insubordination or other disrespectful conduct;
Violation of safety or health rules;
Smoking in the workplace;
Sexual or other unlawful or unwelcome harassment (See Section 4.3, Harassment);
Excessive absenteeism or any absence without notice (See Section 4.1,
Attendance/Punctuality and 4.2, Absence without Notice);
Unauthorized use of telephones, or other company-owned equipment (See Section 4.4,
Telephone Use);
Using company equipment for purposes other than business (i.e. playing games on
computers or personal Internet usage);
Unauthorized disclosure of confidential information;
Violation of personnel policies; and
Unsatisfactory performance or conduct.
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4.1 ATTENDANCE/PUNCTUALITY
Faith & Family expects that every employee will be regular and punctual in attendance. This
means being in the office or classroom, ready to work, at your starting time each day.
Absenteeism and tardiness places a burden on other employees, children, and their parents. If you must be absent, let the director, assistant director, or director designee know (via phone
call) as soon as possible. Please schedule appointments and personal time where they do not
conflict with your commitment to Faith & Family. A consistent staff contributes to children who
are confident in their environment. A consistent staff does not impose a hardship on co-
workers. You must speak to the director, assistant director, or director designee by phone (not
text, email, message, etc) or in person if you will not be at work. If you leave a message or a
note, you must follow up with personal contact or a phone call with the director to be granted
permission for a leave. If you are ill, you must follow the same guidelines set for children: 12 hours fever free.
Minimum standards defines fever as 100°F under the arm or 101°F orally. 24 hours free of
vomit, diarrhea, or contagious illness. It is courteous to contact the teacher or aide you would be working with so they will be as
prepared as possible for a day without you. A substitute will be called to act as teaching assistant
if one is available. Should undue tardiness become apparent, disciplinary action may be required. 4.2 ABSENCE WITHOUT NOTICE When you are unable to work due to illness or an accident, please notify the director, assistant
directors, or director designee. This will allow Faith & Family to arrange for temporary
coverage of your duties and helps other employees to continue work in your absence. If you do
not report for work and Faith & Family is not notified of your status, it will be assumed after two
consecutive days of absence that you have resigned and you will be removed from the payroll.
All required trainings are considered “scheduled time” for all employees. You must make any
and all efforts to be at trainings. If you cannot make it for all or part of the time, you must fill
out a time off request form, just as if it was any other time you were absent. Failure to do will
result in disciplinary action.
If you become ill while at work or must leave the building for some other reason before the end
of the workday, be sure to inform the director or director designee of the situation. 4.3 HARASSMENT Faith & Family is committed to providing a work environment that is free of
discrimination and unlawful harassment. Actions, words, jokes, or comments based on an
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individual’s sex, race, ethnicity, age, religion, or any other legally protected characteristic
will not be tolerated. If you believe you have been the victim of harassment, or know of another employee who has,
report it immediately. Employees can raise concerns and make reports without fear of reprisal. Any employee who becomes aware of possible harassment should promptly advise the director,
or director designee, who will handle the matter in a timely and confidential manner. 4.4 TELEPHONE USE 746.1203 (D)
When you are supervising children, whether they are asleep, on the playground, or in the
classroom, you are not allowed to be on your cell phone talking, texting, or on the internet.
Below are a few things to remember: Telephones are for business purposes only.
Messages and calls will be given to an employee immediately in the case of an
emergency. All other notices will be placed in the employee’s information station.
It is the employee’s responsibility to check their information station when signing in or
out for the day.
Cell phones are not allowed in the classrooms. Leave cell phone in your car or in your
file at the information station (except for field trips to be used in case of emergency).
If an employee is found to be deviating from this policy, he/she will be subject to disciplinary
action. 4.5 PUBLIC IMAGE Employees should come to work dressed in a professional manner. A Faith & Family t-shirt
with jeans or long shorts. Inappropriate dress is an embarrassment to fellow workers and the
program. Teachers not respecting these guidelines will be asked to return home and change the
offensive clothing, with time docked. Consider being able to get on the child’s level, joining them on the floor, playing inside and out
of doors with children, assisting with messy artwork, and sanitizing with bleach solution when
dressing. Part of presenting a professional appearance is setting a good example for the children such as,
teaching them not to draw on themselves and to take care of their bodies. If you have body art
such as, tattoos or excessive body piercings, we ask that you please cover the tattoo(s) or remove
the extra rings, studs, etc. while at Faith & Family. Hair color should be a natural color and not draw undue attention. Examples of unnatural
colored hair are pink, blue, purple, and green.
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Consult the director or director designee if you have any questions about appropriate business
attire and grooming. 4.6 SUBSTANCE ABUSE Faith & Family is committed to providing a safe and productive workplace for its employees. In
keeping with this commitment, the following rules regarding alcohol and drugs of abuse have
been established for all staff members, regardless of rank or position, including both regular and
substitute employees. The rules apply during working hours to all employees of Faith & Family,
while they are on church premises, and elsewhere on Faith & Family business. The manufacture, distribution, possession, sale, or purchase of controlled substances of abuse on
church property is prohibited. Being under the influence of illegal drugs, alcohol, or substances of abuse on property is
prohibited. Working while under the influence of prescription drugs that impair performance is prohibited. So that there is no question about what these rules signify, please note the following definitions:
Center property: All center owned or leased property used by employees.
Drug: Any chemical substance that produces physical, mental, emotional, or behavioral
change in the user.
Drug paraphernalia: Equipment, a product, or material that is used or intended for use in
concealing an illegal drug or otherwise introducing into the human body an illegal drug
or controlled substance. Illegal drug:
o Any drug or derivative thereof that use, possession, sale, transfer, attempted sale
or transfer, manufacture, or storage is illegal or regulated under any federal, state,
or local law or regulation.
o Any drug, including, but not limited to, a prescription drug, used for any reason
other than that prescribed by a physician.
o Inhalants used illegally.
Under the influence: A state of not having the normal use of mental or physical faculties
resulting from the voluntary introduction into the body of an alcoholic beverage, drug, or
substance of abuse. Consistent with the rules listed above, any of the following actions constitutes a violation of
Faith & Family policy on drugs and may subject an employee to disciplinary action, up to, and
including immediate termination. Using, selling, purchasing, transferring, manufacturing, or storing an illegal drug or drug
paraphernalia, and attempting or assisting another to do so, while in the course of employment.
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Working or reporting to work, conducting Company business, or being on property while under
the influence of an illegal drug or alcohol, or in an impaired condition. 4.7 TOBACCO PRODUCTS The use of tobacco products is not permitted anywhere on Faith & Family premises. 4.8 INTERNET USE 746.1203 (D) Faith & Family employees are allowed use of the Internet and e-mail when necessary to serve
our customers and conduct Faith & Family business. When appropriate, employees may use the Internet to access information needed to conduct
business of Faith & Family. Employees may use e-mail when appropriate for correspondence. Use of the Internet must not disrupt operation of Faith & Family computer network. Use of the
Internet must not interfere with an employee’s productivity. Employees are responsible for using
the Internet in a manner that is ethical and lawful.
Internet must not be accessed in any classroom for any reason.
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SECTION 5
WAGE AND SALARY POLICIES
5.1 WAGE OR SALARY INCREASES Every employee will be given an annual performance review on or about the anniversary date of
employment. Wage increases are based on performance. 5.2 TIMEKEEPING Employees must daily sign in upon arrival and sign out upon departure on their time sheets
located in their information station. No person is to sign in or out for another person. The
director is responsible for reviewing the accuracy of this record. The time recorded will be
reflective of the time shown on the clock posted in the office. You are expected to put in an
honest day’s work.
We have a time clock where you can clock in with your fingerprint or by typing your employee
number and PIN number. The time clock is located on the wall in the hallway next to the
assistant directors' office window. Clock in to the time clock upon arrival and on your time
sheet; clock out to the time clock upon departure and on paper. When there is a discrepancy, we
will use what the time clock says. If you forget to use the time clock, we will use the paper to fill
in the missed clock in/out. 5.3 OVERTIME Faith & Family is open for business 55 hours per week. Overtime compensation is paid to non-
exempt employees in accordance with federal and state wage and hour restrictions. Overtime is
payable for all hours worked over 40 per week at a rate of one and one-half times the non-
exempt employee’s regular hourly rate. Time off for personal time, holidays, or any leave of
absence will not be considered hours worked when calculating overtime. In addition, vacation
time does not constitute hours worked. All overtime work performed by an hourly employee must receive the director’s prior
authorization. Overtime worked without prior authorization from the director may result in
disciplinary action. 5.4 PAYDAY Paychecks will be issued the last working day before the 15
th or last day of the month. Hours
will be calculated prior to payday.
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If the employee does not receive his/her paycheck on payday, the paycheck will be kept at the
reception desk for three days and then will be mailed, if not picked up, after the third day. Paychecks will not, under any circumstances, be given to any person other than the employee
without written authorization. 5.5 PAY Employees are required to be present (at work) at assigned time Pay rates may increase at 90 days and annually pending performance reviews. We will pay staff
for training, staff meetings, parent programs, and in-service days at the training rate of minimum
wage.
Upon completion of training, documentation must be turned into the director’s box. The
director will approve or disapprove the training. If approved, the director will give the
documentation to the assistant director in charge of payroll. The assistant director will add the
hours to the current paycheck. If disapproved, the director will meet with the staff member.
Payment guidelines for training are:
Staff will be paid at an hourly rate of minimum wage for required training clock hours up
to 24 hours (over 24 hours will not be paid unless the training is put on by Faith &
Family). Staff will be paid at an hourly rate of minimum wage for Pre-Service, CPR, 1st
Aid, and Orientation.
Staff will not be paid for time spent for transportation, overnight, meals, and any other
time you are not actually receiving required training.
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SECTION 6
BENEFITS AND SERVICES Faith & Family offers a benefits program for its regular, full-time (see Section 2) employees.
However, the existence of these programs does not necessarily signify that an employee will be
employed for the required time necessary to qualify for the benefits included in and administered
through these programs. 6.1 EMPLOYEE BENEFITS
6.2 LEAVE Regular, full time employees (see Section 2) may receive 3 days leave annually. These days
must be used within a 12-month period; they do not roll over into a new year. Paid leave will not
exceed 6 hours per day, and must be approved in writing in advance by the director. This leave
may be due to illness of self, family member, vacation, or other time needed. To receive this
time, you must fill out a request for time off and have it be approved prior to the day(s) off. 6.3 HOLIDAYS Faith & Family observes the following non-paid holidays per year, or the working day closest to
the state holiday, for all employees: New Year’s Day
MLK Memorial Day
Good Friday
Independence Day
Labor Day
Day Prior to Thanksgiving Day
Thanksgiving Day
Day After Thanksgiving Day
Christmas Eve
Christmas Day
The Day after Christmas
6.4 JURY DUTY/MILITARY LEAVE Employees will be granted time off to serve on a jury or military leave without pay. However,
all regular employees, both full-time and part-time, will be kept on the active payroll until their
civic duties have been completed. A copy of the jury duty summons and all other associated
paperwork are required for the personnel file.
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6.5 STAFF TRAINING AND PROFESSIONAL DEVELOPMENT 746.1301-1329 Faith & Family supports the growth and development of staff. In-service days include staff
development, as well as preparation time. Faith & Family complies with the minimum standards
set forth by the TDFPS. The following is required by laws 746.1301-1329 for staff to
begin/continue to work at Faith & Family. Before new staff, without experience in a regulated childcare facility or relevant training,
is given responsibility for a group of children, he or she must complete twenty-four hours
of pre-service training.
If staff provides care for children younger than 24 months, one hour of pre-
service training in shaken baby/SIDS/early brain development is required annually.
All staff should be cross-trained to work with any age when needed.
All staff must have one hour of training in preventing and recognizing child abuse.
All staff members that are counted in the child/staff ratio must attend a three-hour
orientation annually
24 hours of professional development training must be competed annually by the
anniversary of your hire date.
Pre Service training, orientation, CPR, and first aid training do not count toward the 24
clock hours of training in child development.
See Section 5.5 for information about getting paid for training
Prior written approval will be necessary for any training off campus.
Upon completion of training, documentation must be turned into the director’s box. The
director will approve or disapprove the training. If approved, the director will give the
documentation to the assistant director in charge of payroll. The assistant director will
add the hours to the current paycheck. If disapproved, the director will meet with the
staff member.
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SECTION 7
EMPLOYEE COMMUNICATIONS 7.1 STAFF MEETINGS We will have mandatory quarterly staff meetings. See the Faith & Family staff calendar and
plan accordingly because you will be expected to attend. Two meetings will be during the day
and childcare will be provided if you sign up for it, two meetings will be in the evening and
childcare may not be provided. Quarterly staff meetings will be held according to staff calendar. These informative meetings
allow employees to be informed on recent company activities, changes in the workplace, and
employee recognition. Opening and closing lead teachers are scheduled in such a way that their time overlaps. This
time is designed to allow for developing a relationship with one another based on trust, respect,
collaboration, and confidentiality. This time is designed to allow for working in partnership to
support the well-being of the children and their families. This time is to share knowledge,
experience, and resources in order to ensure the highest quality of care. Please recognize and
support the strengths, contributions, and experience of one another. Use this time wisely and
pray for one another, the children, and their families. Once a week the director or someone the director assigns will meet with the classroom teaching
staff to pray with them, answer questions about planning, needs, concerns, problems, sharing
space, requirements, and anything the director or staff should be aware of. This is to be a time of
getting to know one another and learning, mentoring, and supporting one another. 7.2 STAFF INFORMATION Information for staff is posted around the area that staff signs in. Staff is expected to read all
posted information and is responsible for knowing the information that is posted.
7.3 OPEN DOOR POLICY The director, assistant directors, and any director designees all have an open mind, heart, and
desire to develop relationships based on mutual trust, respect, collaboration, and confidentiality
with each staff member of Faith & Family. We recognize and support the strengths,
contributions, experiences, and diversity of our colleagues. We encourage each staff member to
adopt and act in accordance with the Biblical model for conflict resolution or confrontation with
unethical behavior. If you feel you have worked to resolve an issue with a child, parent,
coworker, or another ministry of the church, the director and/or designees have an open door
policy to help ensure the highest quality of early education and care are given at Faith & Family.
Feel free to communicate without fear of reprisal or loss of privacy with the office staff.
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7.4 ARBITRATION Disagreements between staff members should be handled promptly and with a Christian attitude.
Matters should be settled between staff, if possible. Prayerfully decide if a matter can be ignored
or if prompt action and clear communication is called for, before an issue gets out of control. The director, if called upon for arbitration, has final decision on a lack of agreement between
members of staff. In the event of a disagreement between a staff member and the director, owners should be
contacted. The Team will arbitrate and their decision is final and will be abided by.
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SECTION 8
CLASSROOM POLICES 8.1 CODE OF ETHICS This Code of Ethics reflects a core set of beliefs and values that are fundamental to the care and
education of young children and to the mission of Faith & Family. It provides a framework of
principles to guide early childhood educators as they interact and minister to children, families,
and communities within the context of church weekday education.
Values Biblical values teach children to care about themselves and others and lay foundations for
working and living in their families and communities. The core values of accountability,
compassion, courage, courtesy, fairness, honesty, kindness, loyalty, perseverance, respect, and
responsibility are taught in the Bible. God’s instruction is that we teach the knowledge and
values of our faith to our children. For this reason, we tell Bible stories, teach age-appropriate
Bible thoughts and verses, sing Bible songs, and teach Biblical truths values. “Tell your children about it and let your children tell their children and their children to the next
generation.” Joel 1:3
Key Principles 1. Every child is a unique creation of God with individual abilities, potential, and needs. 2. Children reach their full potential through secure relationships that are based on reciprocal
trust and respect. 3. Young children learn best through direct sensory experience utilizing developmentally
appropriate practices, materials, and resources, addressing physical, cognitive,
social/emotional, and moral/spiritual domains. 4. The family is a child’s primary caregiver and teacher. 5. Church Weekday Educators must pursue on an ongoing basis the knowledge, skills, and self-
awareness needed to be professionally competent. 6. Children, families, colleagues, communities, and the nation are best served when Biblical
values are presented to children through consistent role modeling and integration into daily
learning activities.
For The Child, I will… 1. Respect every child as a unique creation of God with individual abilities, potential, and
needs. 2. Create and maintain safe, healthy environments that enhance children’s learning,
development, engagement, and self-esteem and show respect for their contributions. 3. Honor every child’s right to play as both a process and context. 4. Value and respect each child within the diversity of his/her family, culture, language, and
ethnicity.
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5. Support the right for all children to play and learn in an inclusive early childhood
environment. 6. Create and implement learning activities that reflect the diversity of learning styles, abilities,
developmental states, and growth rates among the children in my care. 7. Care for and educate children in secure emotional and social environments that promote
Biblical values such as sharing, serving, respect, and cooperation. 8. Promote the learning of Biblical values through the integration into daily learning activities
and role modeling.
For The Families, I will... 1. Develop positive relationships based on mutual trust, respect, collaboration, and
confidentiality with all colleagues. 2. Work in partnership with families, recognizing that families have primary responsibility for
the care and education of their children. 3. Support families with knowledge, skills, and resources that will enhance their ability to
nurture and guide their children. 4. Encourage and provide opportunities for active family involvement in the program. 5. Respect the uniqueness of each family and strive to learn about their culture, language, and
beliefs. 6. Maintain confidentiality, respecting the right families have to privacy.
For My Colleagues, I will... 1. Develop relationships based on mutual trust, respect, collaboration, and confidentiality with
all colleagues. 2. Work in partnership with colleagues and other service providers in the community to support
the well-being of children and families. 3. Share knowledge, experience, and resources with colleagues to ensure the highest quality
early care and education program. 4. Recognize and support the strengths, contributions, experience, and diversity of my
colleagues. 5. Encourage colleagues to adopt and act in accordance with this Code of Ethics and take
prompt action utilizing the Biblical model of conflict resolution in the presence of unethical
behavior.
For The Community, I will… 1. Advocate for and support laws and policies that promote the health and well-being of
children and families. 2. Actively support, participate, and network with others in the community to promote unity
and a voice for quality in Christian early childhood and education. 3. Support and advocate for a community in which all children have access to high-
quality early care and education in a variety of settings respecting parental choice. 4. Work with local, state, and federal governing bodies in an informative and cooperative
way to ensure their understanding of early childhood care and education issues in
Christian settings. 5. Work to promote community understanding of how children learn, ensuring that appropriate
systems of assessment and standards are used to benefit children.
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8.2 PROCEDURES FOR CLASSROOM BEHAVIOR MANAGEMENT 746.2801
1. A developmentally appropriate classroom and equipment should provide an environment
where children will not be over stimulated. Equipment, materials, and activities should
be varied to enhance desired developmental growth and behavior.
2. If correction is required, correct in a positive voice (for example, “Our hands are for
building.”).
3. Redirect, giving a positive option (for example, “Our hands are for building. Why don’t
you try the book center for a while?”).
4. Ask the child to correct their action (for example, “John, tell me what we do with the
blocks at Faith & Family.”). If the child cannot or will not restate a correction to their
behavior, the teacher should restate the appropriate behavior.
5. Do not use “time out.” If time away or separation is used as a place to calm down instead
of a place of punishment, it will be more effective and there does not need to be a time
limit. This is a time for a child to think about their incorrect action and a time to think
about how to correct their behavior. Should this become a reoccurring behavior, the
parent will be contacted orally and/or by a note from the teacher.
6. If a child cannot get their actions under control or an actual behavior problem persists,
contact the director. (If at all possible, have the director observe the child.) Fill out the
Behavior Issues Form found in the forms section of this handbook to document your
concerns.
7. The director, assistant director, or director designee may talk to the child to see if they
can get their actions under control or supervise while you speak to the child.
8. The child may be removed from the classroom to the director’s office. Do not “give
away your authority” by sending the child to the office without trying to solve the
problem with normal teaching staff first. Steps 2-6 may be skipped if a child’s behavior
is perceived as harmful to themselves or others.
9. After a time of contemplation, the child will be placed back into the classroom.
10. If an incorrect behavior persists, the teacher, with the director’s knowledge, should
contact the parent. A brief summary, using the Behavior Issue Form, of what was
discussed is to be placed in the child’s record in the Faith & Family office.
Preferably, the teacher and parent (who is the first and most important teacher in a child’s
life) will come to an agreement on how to best correct the behavior as a team.
11. If, after contacting the parent, the behavior persists, a conference with the parent, teacher,
Director, and, if the child is old enough to benefit, the child will be arranged.
12. After every possible arrangement has been tried, the director may remove the child from
the classroom for the reminder of the day or from the program.
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8.3 CLASSROOM MAINTENANCE 746.1203
No tape on floors (rugs, carpet, or tile).
Use painter’s tape to display paper on walls.
All items displayed must be safe and support the mission of Faith & Family.
Be sure to return all used items back to their proper place. Do not store extra materials in
“your” room thinking you will use them in the future.
Dust at least weekly.
Clean glass mirrors and windows at least weekly.
Vacuum, sweep, and mop daily.
Follow the sanitizing recommendations for your age group.
Trash must be kept in a can with a liner and a lid or in a cabinet.
Keep counter tops and cabinets organized.
No Faith & Family food or personal food stored in the classrooms.
8.5 ARRIVAL AND DISMISSAL 746.501(2); 746.631
Parents must sign in upon arrival and sign out upon the dismissal of their child each day,
including staff that has children enrolled in the program.
As a sign in/out log is filled, it is placed in the director’s inbox, and is filed in the office.
Sign in/out sheets are on clipboards by the classrooms or with the class, during the Faith
& Family day to be available for parents and staff.
Parents should be encouraged to arrive and pick up on time (see parent
handbook).
Never release a child to someone who is not on the pickup list or you would not expect to
pick up the child. For security purposes, if there is ever a doubt, do not hesitate to check
identification and escort unknown people to the office.
Children will not be released to minors. 8.6 SUPERVISION OF CHILDREN 746.1205
Staff must know who is in their care, where they are, what they are doing, and what they
are capable of doing.
Staff must intervene when necessary to ensure children’s safety.
Periodically do face-to-name checks, especially after changing locations (like moving
from your classroom to the playground).
If a child is not signed in, it is staff’s responsibility to sign them in.
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Staff must know the ages of the children in their care and know each child’s individual
differences and abilities. Staff must know which child is the oldest and youngest in their care and their ages.
Staff must be aware of both indoor and outdoor space, including our physical location,
and any hazards or potential risk.
No child or group of children should ever be left alone in a room or unsupervised by
staff.
For the safety of everyone, make sure you can be seen or heard by another adult when
with a child or group of children.
When a child is using the restroom, you must be close enough to assist if
necessary (preferably not touching them unless another adult could witness you).
Always inform your co-worker of where you are and what you are doing when stepping
away for a moment.
8.7 EVALUATION OF CHILDREN Opening and closing lead teachers will evaluate each child upon exit from the classroom.
Children new to the program will be evaluated upon entry to the classroom. Each evaluation will
take some time and can be done by observing each child during center activities, playground
time, and snack or lunch. The evaluation forms can be found in the forms section of this
handbook. All evaluations should be approved by the director prior to the promotion of the child
or sharing the information with the parents. All evaluations should be kept in the child's personal
file and a copy given to the parent. 8.8 MEMORY BOOKS Each opening and closing classroom lead teacher, in coordination with each other, should supply
each student with a memory book every May near Mother’s Day and as children leave the
school. If a child leaves unexpectedly or with little notice, staff should attempt to give parents
the pieces that would have been used to make the memory book. These books are to reflect the
time at Faith & Family, the activities the child has participated in, the friends they have made,
pieces of art, journal entries, and photographs. As with everything, we should focus on and point
each child toward Christ, God, and the Bible. If a student enters your classroom from another
classroom, ask the previous staff to do a memory book or for the items they have gathered for the
memory book which you could use in May. Before memory books are sent home with a family,
office staff should review them.
8.9 LINES AND TRANSITIONS
Young children should not be expected to wait for long periods of time (approximately one
minute per year in age) without being given something constructive to do. Plan transitions
(moving from place to place or from one activity to another) to include finger plays or songs. When moving from place to place, please do not expect the children to stand or wait in line. You
need to be aware of the number of children you have and do face-to-name checks, but it is not
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developmentally appropriate to demand a single file line. Consider moving from the classroom
to the playground as a fun activity, try flying, and tweeting like a bird or tooting and chugging
like a train. 8.10 SCHEDULE OF ACTIVITIES 746.2201; 746.2203-2205; 746.2209 Lead teachers are to create and follow a schedule and lesson plan using their W.E.E. Learn
curriculum guides.
Opening and closing lead teachers are to create and follow a schedule to be posted in
each classroom and updated as needed.
Lesson plans are to be written by both the opening and closing lead teaching staff. It is
up to each classroom’s staff to determine if this will be done together, or if each lead
teacher will divide the work equally. Newly hired lead teachers should be mentored by
senior staff.
All lesson plans will be approved by the director at least one week prior to
implementation. The word “post” will be written on the plan by the director, assistant
director, or director designee to indicate it has been approved.
The lead teacher will make copies of the plan that has been approved.
A copy of the approved plan will be placed in the sub folder.
A second copy will be posted in the classroom and followed.
After implementation, one lesson plan will be turned into the office to be filed for review
by licensing for three to six months. The other plan may be kept by the teacher to be
utilized for future planning purposes. 8.11 LEARNING CENTERS Centers are planned and executed by the lead teacher. The teaching assistant is to assist. The
curriculum guide issued by Faith & Family for the proper developmental age should be used and
followed in planning. Great care should be taken to make sure children are being exposed to
many different appropriate activities. Children should be allowed to choose where they will go
and what they will do; provided they are aware of other children and they allow others an
opportunity to experience all of the learning centers. Manners and independence should be
taught at this time. Observe and interact with the children to help them reach their fullest
potential. The lead teacher will prepare for activities. Children should be encouraged to assist in
clean up. Be sure to return all used items back to their proper place. Do not hoard materials in
“your” room. Supplies requested are to be used in order to avoid waste. 8.12 SNACK AND LUNCH TIME 746.2507 (9)
Faith & Family will provide a snack and drink for each child able to eat table food in the
program. Everybody’s hands will be washed with soap and running water before eating or
handling food. The class will speak a prayer before eating. Staff should wear gloves or use a
napkin when serving food. If you use a cup to dispense food, it must not be stored in the
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container. Children will not be forced to eat. Teaching staff will sit with their class during
lunch. Never leave your class unattended while they are eating (choking can occur and an adult
MUST be nearby). Table manners, good eating habits, independence, and cleanliness will be
taught at this time. Teaching staff is to be certain no child has a known reaction to food being
served. Leftover food must be stored properly in a sealed container with the expirations date
marked clearly Juice, milk, cheese, yogurt, etc. must be kept cool. Tables and chairs will be
cleaned with sanitizing solution, pieces of food swept from the floor, and the floor mopped as
needed. 8.13 NAP TIME 746.2901; 746.2507 (10) Quiet time is provided each day. Children are not required to sleep but are encouraged to rest
quietly for at least 30 minutes a day. Those awake after 30 minutes may enjoy a book or quiet
music. Children over 24 months should not be allowed to sleep for more than three hours.
Children should be encouraged to use the restroom before resting. Teachers of children two or
older should prepare them to rest by reading a story or quiet activity. Teachers of infants and
toddlers should prepare them to rest with quiet music, lights out, etc. Children needing
assistance to get still and quiet on their mats will receive help from staff (rubbing or patting
backs or rocking as age appropriate). Staff must remain in ratio at all times. Staff must stay
awake during rest time. When all of the children are resting quietly, notes may be written,
supplies may be organized, cleaned or stocked, rooms may be decorated (provided it does not
disturb resting children), and plans can be created. Classes can be combined for nap if parents
are notified in writing and minimum standards, including ratios, are met. 8.14 POTTY TRAINING 746.2805 (2) No child will be forced to use the toilet, although reminding or suggesting they relieve
themselves is fine. If a child has a toilet accident, they may not be shamed or punished. Soiled
children must be changed promptly. We do not require a child to potty train before transitioning
to an older classroom; however, it will be taken into consideration that the Pre-K classroom
normally has only one teacher and does not have an adjoining bathroom.
Our potty training philosophy is relaxed, focuses on positive reinforcement, and is based on the
child’s readiness and development. To begin, have the child sit on the potty as you are changing
his or her diaper, especially right after nap or another time you know he or she usually potties.
Without touching, have a boy sit, spread his legs and then close them until his knees are
touching. If a child doesn’t potty while sitting and then goes as he or she stands, it is usually not
a sign of stubbornness but rather a sign that the child hasn’t mastered the skill of relaxing bladder
muscles. If a parent asks what you prefer or recommend buying for training, recommend cotton
training underwear. Disposable “pull-ups” feel like diapers and are not always as effective.
Using diapers until the child can switch to training underwear is usually more effective training
and more cost effective for parents. Cotton training underwear allows children to be more aware
of when they are urinating, encouraging them to use the potty instead of having an accident.
Plastic diaper covers can help accidents be less messy. Remember that a new baby, changes in
routine, family crises, new people, new classroom, or too much pressure can cause a child to
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regress. Continue to encourage and reinforce without criticizing. Also, remember that every
child’s body is different. Some will catch on quickly; some will take longer. Potty training is
not a measure of intelligence. It is a measure of physical, psychological, and emotional
readiness. If you have concerns about a child not potty training, discuss it with the other teachers
in your classroom and office staff before expressing concern to the parent. Unless everyone
agrees that there is a legitimate concern, reassure parents that the child will potty train in his or
her time.
8.15 VCR/DVD USE 746.2207 The VCR/DVD should be used sparingly. Videos viewed by children should be checked out
from the church library or approved of by the director prior to viewing and should be rated G.
Videos viewed should support the unit being taught or contain useful information for
children. Only trained staff will operate the television, VCR, or DVD player. 8.16 OUTDOOR ACTIVITIES 746.2507(5); 746.3301 (b)
Infants too young to play on the playground must go outdoors (weather permitting) at least once
a day for at least 30 minutes, if possible. If it is very hot or very cold, you may divide the 30
minutes into 10 or 15-minute times.
Toddlers and Children are to have outdoor time twice a day (weather permitting) for 30 minutes;
if possible, at a time, if it is very hot or cold this can be divided into shorter periods. Outdoor
play is a time to encourage free play, cooperation, and help develop gross motor skills. Teacher-
student interaction is important.
Teachers should be positioned around the playground so that all areas can be supervised.
At least two staff members on the playground are preferred.
Children must stay inside the fence, the gate must remain closed, and staff will
accompany any child that leaves without parent.
A staff member will escort a child or small group of children who need to go to the
restroom.
A supply of drinking water will be taken to the playground.
Teachers and aides are to assist children in cleaning up the playground every day before
closing the center.
Carry your first aid kit to the playground.
Children may not play near swings. One child at a time on a swing, sitting on their
bottom, swinging straight (not side to side).
One child at a time on the slide, sliding on their bottoms, feet first.
No swinging from tree limbs or climbing trees. Help the children to put sticks and large
rocks over the fence.
Pick up trash and put it in the trash.
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We must provide daily opportunities for outdoor play, when the weather permits. Director,
assistant director, or director designee will decide based on circumstances of the day and age of
the children if a class will go outside and for how long if there is a question due to weather or
danger. 8.17 WATER PLAY 746.5001 When playing in a wading pool it must contain less than 2 feet of water. No child will play in a
wading pool without a signed permission slip. See Minimum Standards for proper child/staff
ratios.
8.18 ANIMALS 746.3901 The presence of animals must not create unsanitary conditions. There must be documentation at
the program that animals requiring vaccinations have been vaccinated according to state and
local requirements. Parents must be notified in writing, 24 hours in advance, when animals are
present. The facility and play yard must be kept free of stray animals (keep playground gates
closed). 8.19 MEDICATION 746.3801
A parent may administer medication to their own child enrolled in Faith & Family. Classroom
staff may administer over the counter, topical ointments supplied by the parents. Staff may
administer medication (defined as over-the-counter medication that is not topical, or any
prescription medication) after proper training in the minimum standards and guidelines and in
Faith & Family policy and procedure. If a child needs specialized medical assistance, we must
have written directions from a health care professional.
Medication Authorization Form must be filled out and on file in the Faith & Family
office.
Medication must be in the original container; labeled with the child’s name, date,
directions, and name of physician if prescribed; and be the proper dosage.
Medication should be properly stored and out of children’s reach.
Medication must not be administered if expired. 8.20 REPORTING CHILD ABUSE 746.1303 (3) Staff is required to report abuse or neglect to the Department of Family and Protection Services
(DFPS) hotline at (1-800-252-5400) or log on to https://www.txabusehotline.org. You will be
required to give your name when logging on to the website, to report abuse or neglect
anonymously, use the hotline. Report within 48 hours of the time you suspect child abuse. You
may not delegate or rely on another person to make the report. When such a report is being
made, notify the director if possible.
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8.22 SUBSTITUTE TEACHERS 746.1401 A substitute must meet the same requirements as a Teaching Assistant. They must be able to
take direction from a permanent staff member. They should fill out all paperwork and a file will
be kept on each substitute. No allowance is made for substitute’s children in the form of a
reduced rate for their personal children already enrolled in Faith & Family. Their child will be
accommodated in the program while the substitute is working if there is an opening in
enrollment. 8.23 SUBSTITUTE FOLDER Purpose:
To provide a substitute teacher in your classroom one place to get information to help the
children be the most comfortable and receive the most consistent care they can in your absence.
Contents:
Child information sheets, Class Contact, Class Roster, Alert/Allergies/Permissions, and
Birthdays sheets with a picture of the child
Lesson plans and what you intend to happen. Where to find the equipment and supplies
needed to follow the lesson plans.
How the class runs on schedule. In other words precisely how you do those things you
do. What are the habits of the children, where do they wash their hands, do they help
with snack, how you facilitate clean up, how you handle transitions, etc.
Where to find information sheets, daily notes to send home, accident reports, etc.
Location:
The sub folder should reside in the classroom cubbies located by the information station in the
resource room when we are not in operation. It should be picked up by the opening staff and
carried to the classroom during operating hours; it should be returned to the classroom cubby at
the end of the day. During the day, it should reside in a place where all staff knows where it is.
Review:
Review and update the information monthly or upon enrollment of new student or a change in
routine.
8.24 COMMUNICATION SPIRAL
Purpose:
To provide a written form of documentation for individual children or incidents for future
reference or to provide data for authorities or authorized staff. To make communication between
opening and closing staff accurate and current.
Contents:
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The daily information that staff observes with children that other staff needs to be aware of.
Notes and communications from parents, the office, etc. that other staff needs to be aware of.
Documentation of communication when there is a change in staffing.
Location:
As this may contain private or sensitive information, this spiral should be located in the
information folder (in classroom cubbies in information folder in resource room when not in
operation, in the classroom in the information folder when in operation).
Review:
Daily upon staff arrival and departure.
8.25 VOLUNTEERS 746.1401 A volunteer must meet the same requirements of a Teaching Assistant. They must be able to
take direction from a permanent staff member. No allowance is made for a volunteer’s children
in the form of a reduced rate for their personal children already enrolled in Faith & Family.
Their child will be accommodated in the program while the volunteer is working if there is an
opening in enrollment.
8.26 MATERIALS GUIDELINES
No materials (books, videos, wall décor, etc.) will be used in the classroom that detract
from the Mission of Faith & Family.
Broken or worn out material should be repaired, have a maintenance request, or replaced.
Classroom space is shared by many different organizations of the church.
The Faith & Family will supply any materials displayed or used.
The director, prior to their use, will approve of any materials displayed or used by staff
from their home or purchased by an employee.
No permanent changes are to be made without prior approval.
Because of other ministries, it is the teacher’s responsibility to communicate with the
director to decide on room arrangement, toy usage, wall display space, etc.
Respecting the opinions of others, putting things back where you found them, being good
stewards of what is given to you, and having a positive attitude are expectations to which
all staff are expected to adhere.
It is paid staff members responsibility to be sure things that do not belong in a classroom
are removed and things that should be readily available in the classroom are in
supply and marked with a room number. This should be done on a monthly basis using
the monthly supply list. 8.27 PURCHASING PROCEDURES
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Prior to a staff member making a purchase, the director must approve the item(s) to be
purchased. All purchases will be charged and the proper purchase order procedure
followed. Only Team-approved employees may charge purchases to a Faith & Family account.
The original receipt must be stapled to the purchase order and the proper account number must
be included on the purchase order. There will be no reimbursement made for any personal funds
spent for Faith & Family unless the director gives pre-approval. In the event a charge purchase
is not possible, and petty cash funds are not available, a check will be cut for the exact amount
needed, and purchase order procedures followed. 8.28 GIFT EXCHANGE If a staff member gives a gift to a co-worker, child, or parent, care should be taken as not to
make anyone feel “left out” Do not give a child in the program a gift unless all classmates are
given a similar gift. When you receive a gift from a child, parent, or staff member, remember to
express your thanks in writing. Care should be taken when a class project is made to give to a
parent, grandparent, etc. No child should be made to feel uncomfortable if he or she does not
have someone to give a present to (i.e. making Mother’s Day presents, as a class project would
not be appropriate for a child who does not know his or her mother).
8.29 CLASSROOM PARTIES You may choose to have special days or parties from time to time. All activities should support
the curriculum and lesson plans and will need prior approval using form 10.7. A note should be
sent home to parents to inform them at minimum of 24 hours. Please make sure if parents are
supplying paper goods or decorations they are aware of our focus on the Biblical and Spiritual
emphasis and they avoid fantasy characters. Parents supplying food should be made aware of
any food allergies or special food needs. Faith & Family celebrates Thanksgiving, Christmas,
Valentines, Easter, and children’s birthdays. Faith & Family staff will not teach or decorate
using Santa, the Easter Bunny, or the Tooth fairy. 8.30 EMERGENCY PREPAREDNESS 746.3607; 746.4507; 746.5201, 5203-5205
Emergencies happen without warnings and in the event, emergency preparedness is necessary for
the safely of Faith & Family children and staff.
In case of an emergency, the staff should remain calm, aware, and informed. The director or
director designee will make judgment calls. In case communication is disrupted in building A,
staff must be prepared to exercise their own judgment for the safety of the children as well as
themselves. Staff is expected to keep their composure and always maintain a calm classroom.
This emergency plan describes the procedures that will be used by Faith & Family to ensure the
safety of all children in our care during an emergency.
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Fire: The alarm system will be used to inform staff of a fire or drill.
1. Familiarize yourself with the evacuation plan posted in all rooms. 2. If there is a fire, pull the fire alarm.
3. Get the children to safety. a. Count children when leaving the room. Check behind furniture and in restroom
for children. b. Take your sign in sheet, and do face-name check. c. Evacuate calmly and quickly to safe areas (found on map by door). Turn off
lights and close doors behind you. d. Carry your first aid kit with you; the kit should be fully stocked and up to date. e. Count children upon arrival to safe area. Check children against sign in sheet.
This is called a face-name check; you call the child’s name off the sign in sheet
and look to see if the child is physically present. f. Return to building when told to do so by director, assistant director, director
designee, or fire chief. g. Check children upon arrival in building against sign in sheet.
4. In an actual fire, inform the director, assistant director, or director designee. a. Fire extinguishers should be used if possible; however, getting children and
staff out safely is the most important task.
Tornado, Hurricane, or Other Severe Weather and Respective Drills: Voice instruction will
alert staff of bad weather drills. 1. Familiarize yourself with the quickest way to the safe area. Carry your first aid kit, sign
in sheet, flashlight, and older children should have mats to cover, younger children
should be in the evacuation crib and have extra coverings to protect from falling debris. 2. Turn off lights and close doors behind you. 3. Have a plan for something to do during emergency or drill (finger plays, stories, etc.). 4. Count children before departing room. Check children against sign in sheet. 5. Go to designated area (found on map by door), count children, and check against sign in
sheet. 6. Return to classroom when told by director, assistant director, or director designee. 7. Throughout the emergency, especially when evacuating off-site, do face-name checks 8. Upon arrival at your classroom, do a face-name check.
Medical Emergency:
1. Call for the director, assistant director, or director designee.
2. Call for help from a coworker
3. Call 911
4. Administer First Aid or CPR
5. Complete incident report
First Aid: 1. Alert another staff member when administering first aid.
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2. Minor accidents-clean wound, apply ice. Write incident on incident report, form 10.22,
get parent signature, and turn in to the director’s box. 3. Alert director, assistant director, or director designee if you feel the parents need to know
immediately about the incident. This is especially true for head injuries or any injury that
may require medical attention.
4. Major accidents-attend to immediate need, and notify the director (the director will call
911 or designate someone to call; the director will notify parents or designate someone to
call).
Communicable Disease:
1. Bumps, rashes, swollen glands, eyes with mucus, diarrhea, vomiting, or fever of 100 under arm need to be brought to the attention of the director or director designee.
2. The director will call parents or instruct you to do so. 3. An incident report must be filled out, signed by the director and parent. Incident report
will be kept in the child’s personal record. 4. If the communicable disease becomes an outbreak,
a. Isolate the children and/or staff presenting symptoms b. Inform all staff and parents of disease, symptoms, and any other relevant
information. c. Follow CDC guidelines for the disease.
Flood:
1. The director, assistant director, or designee will advise all staff of the weather conditions
that are approaching.
2. The director, assistant director, or designee will monitor weather website and/or weather
radio for updates.
3. The director, assistant director, or designee will move records, valuable equipment, and
chemicals to the second floor of Building B.
4. The director, assistant director, or designee will make preparations to relocate children
and staff in the event that an evacuation is needed.
5. In case of evacuation, we will go to the second floor of Building B. Take first aid kit,
sign in sheet, and activities for the children to do. Do face/name checks as you evacuate
and periodically at the evacuation location.
6. If evacuation is necessary and time permits, staff members or employees will unplug all
electrical appliances and move all loose outdoor equipment indoors.
Bomb Threat:
1. If you have received a telephone bomb threat, carefully record the exact time and words.
2. Keep the caller talking to receive more information and other characteristics (age, gender,
speech patterns, mood, background voices, and noises).
3. Alert director, assistant director, director designee, or another staff member to inform
director.
4. Call 911
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5. EVACUATE TO OFF SITE AREA (Lighthouse first, South Knoll Elementary second)
Suspicious Package:
1. LEAVE IT ALONE
2. Leave the area and remove children from the area
3. Alert director, assistant director, or director designee.
4. Call 911
Hazardous Substances:
1. EVACUATE (if there is a spill or leak)
2. Airborne hazard outside
a. Shut all windows
b. Move children and staff to the most protected area and turn off air
conditioning/heat.
c. Seal the doors and windows with plastic and duct tape.
d. DO NOT OPEN DOORS OR WINDOWS
Volatile Person (for example, armed intruder or violent person):
1. Seek safety for the children and staff
2. Alert the director, assistant director, or director designee.
3. Call 911
4. Any witness need to write a statement of the event that occurred
Legal Requirements We conduct a fire drill on a monthly basis with the staff and children. A severe weather drill will
be practiced once every three months. A record of the dates, times and length of time for the
evacuation or relocation are kept on a clipboard in the administrative office. Emergency
evacuation procedures are kept in each classroom and evacuation maps are posted by doors. A
fire inspection is performed annually, with documentation kept.
Emergency Contacts/ Emergency Notification of Parents Should the phone system of the school ( ) be unavailable, you may contact Kathy
Ransleben, Director at 979-229-2317.
In case of emergency, the director, assistant director, or director designee will decide to contact
the parents. Our first choice of contact is to e-mail parents as a group and contact the local
media. In case we cannot use e-mail, we will call the parents using the numbers in the child’s
file or emergency contact binder.
Emergency Off Site Evacuation Hillcrest Baptist Church is our designated evacuation place. Children will stay at either sight
until the parent can be notified and pick up arranged. Notification will be made using the
emergency notification procedure as written above.
Employee Training
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Staff is required to have CPR and First Aid training. There is Authorized staff to administer
medication at all times. Employees are trained upon hiring in all emergency procedures.
Training is repeated annually. Training familiarizes the staff with fire alarm and evacuation
signals, assigned duties, evacuation routes, areas of refuge, and correct procedures for
evacuation.
Emergency Classroom Backpack: Lead Staff is responsible for insuring these items are with the
children at all times.
o Take the backpack everywhere the children go
o Check and restock monthly
Stocked First Aid Kit
Working flashlight
Wipes
Kleenex
o Also, keep your clipboard with accurate sign in/out sheet
Additional Items Needed in Emergency Situations: Director, Assistant Director, Director
Designee or resource room staff is responsible for insuring these items are with the children.
Office Emergency Rolling Kit:
o Check and restock monthly
o Diapers of every size
o Mini bottled water
o Emergency binder with child and staff information
o Wipes
o Allergy list
o Flash light and battery operated weather radio/ batteries
o Garbage bags/ Large Ziploc bags
o First Aid Kit
o Cell phone(s)
o Something for children to do
o Duct tape
o Plastic sheeting
o Infant formula
o Snack
o Children’s medication
Important Information and Numbers
Place # Calling from Cell
Phone Police/Fire/EMS 979-764-3600
Poison Control 1-800-222-1222
Licensing 979-776-3637
Director: Kathy Ransleben 979-229-2317
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Nearest Hospital:
The Phycisians Center
979-
Faith & Family physical address: 4232 Boonville Rd., Bryan, TX 77802
8.31 REQUIREMENTS FOR CHILDREN UNDER 36 MONTHS
Children must be talked to, held, and played with by staff.
Children in cribs, while awake, may remain in cribs for up to one hour only if they are
content and responsive. Each child must be allowed to explore outside the crib each day.
A child not ready for table food must be fed a formula or diet supplied by the parent.
Bottles must be marked with the child’s first name and last initial.
Children younger than 6 months must be held while being bottle-fed. Bottles must
never be propped. Children no longer being held while being fed must be fed in a
manner that ensures their safety and comfort.
Staff must review and communicate with parents regarding feeding instructions every 30
days.
Staff will launder all linens and sanitize all hard surfaces toys and equipment daily.
SECTION 9
JOB DESCRIPTIONS 9.1 LEAD TEACHER JOB DESCRIPTION
Lead Teacher Job Description
Purpose: To provide a warm, nurturing, safe, clean, orderly, and loving environment where self-concepts are
enhanced, independence is encouraged, and individuality is respected. Key responsibilities:
1. To offer a planned and consistent program that meets the emotional, physical, intellectual, social, and
spiritual needs of children in accordance with the policies and philosophies of Faith & Family, the
W.E.E. Learn Curriculum, and the employee handbook and strive to meet or exceed the Minimum
Standards for Licensed Child Care Centers of Texas. 746.2203
2. To supervise children at all times. “Supervise” means: accountability for each child’s care, responsibility
for ongoing activity, appropriate visual and/or auditory awareness, physical proximity, and knowledge of
activity requirement and each child’s need. Minimum standards 746.1205 3. To interact with the children and encourage involvement in learning activities. 746.1305 (6); 746.1203 (7);
746.1203 (6) 4. To prepare a warm, safe, orderly, clean, and appealing environment in which children can grow, explore,
and learn. 746.4601; 746.1201 (1-4) 5. Plan, submit to the director, and adhere to daily lesson plans and schedule. 746.1203 (8) 6. To establish and maintain good communications with parents as needed. 746.1201 (3); 746.307 7. To observe, record and report significant individual and group behavior. 746.1205 8. To use appropriate, consistent and positive discipline. 746.2801 9. To maintain all records and files needed to organize the special needs and information about the children
she is responsible for. 746.801 10. To attend staff meetings and all required meetings and programs.
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11. To submit needs of supplies, equipment, and maintenance to the director in writing. 746.3701 (5)
12. To keep equipment clean, sanitized, and in good condition.
13. To report all accidents or discipline problems in writing to be kept in child’s file to the director as they
arise. 746.701
14. To assist in conducting training sessions at the director’s request as the experience level increases.
15. To cooperate fully with the use of rooms by other church organizations.
16. To improve skills required by attending training and/or doing enriching activities. 746.803
Requirements:
1. Experience with preschool children. 2. A degree in Early Childhood/Elementary Education is desirable but not required. Must have a high school
diploma or GED. 3. Must be 18 or older, with enough maturity and life experience to show evidence of security and judgment
to handle crises and lead others. 4. Ability to relate to others joyfully, clearly, and sensitively, and show evidence of emotional maturity and
stability. 5. Ability to recognize and record significant behavior. 6. Physical stamina: such as, able to life 20 pounds, able to step over baby gates. 7. Staff must have a TB Skin test performed annually with a current record on file, if required by the health
department. Proof of current immunizations as required by the state. 8. Current Training in CPR and First Aid.
9. 24 Hours of pre-service training or meet minimum standard requirements.
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9.2 ASSISTANT TEACHER JOB DESCRIPTION
Assistant Teacher Job Description
Purpose: To provide a warm, nurturing, safe, clean, orderly, and loving environment where self-
concepts are enhanced, independence is encouraged, and individuality is respected. Key responsibilities:
1. To help meet the emotional, physical, intellectual, social, and spiritual needs of both the
individual and group in accordance with the policies and philosophies of Faith & Family
as outlined in the employee handbook and to strive to meet or exceed the Minimum
Standards for Licensed Child Care Centers of Texas. 746.2203 2. To supervise children at all times. “Supervise” means: accountability for each child’s
care, responsibility for ongoing activity, appropriate visual and/or auditory awareness,
physical proximity, and knowledge of activity requirement and each child’s need.
Minimum standards 746.1205
3. To interact with the children and encourage involvement in learning activities
planned by the lead teacher. 746.1305 (6); 746.1203 (7); 746.1203 (6)
4. To maintain a warm, safe, orderly, clean, and appealing environment. 746.4601 5. To establish and maintain good communications with others. 746.1201 (3); 746.307 6. To use appropriate, consistent, and positive discipline.746.2801 7. To attend required staff meetings and programs. 8. To report all accidents and discipline problems to the director as they arise. 746.701 9. To assist in keeping equipment clean, sterile, in good condition, and put away. 10. To acquire professional training and enriching activities.746.803
Requirements:
1. Experience with pre-school children. 2. High school degree or GED 3. Must be 18 or older. 4. Ability to relate to others joyfully and sensitively. 5. Evidence of emotional maturity and stability. 6. Evidence of sufficient security and judgment, the ability to take action when needed. 7. Able to lift 20 pounds, step over gates, get up and down from floor. 8. Staff must have a TB Skin test performed annually with a current record on file, if
required by health department. Proof of current immunizations as required by the State. 9. Current Training in CPR and First Aid. 10. 24 Hours of pre-service training or meet minimum standard requirements.
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9.3 RESOURCE ROOM ASSISTANT JOB DESCRIPTION
Resource Room Assistant Job Description
Purpose: To provide a warm, nurturing, safe, clean, orderly, and loving environment where self-
concepts are enhanced, independence is encouraged, and individuality is respected. Key responsibilities:
1. To help meet the emotional, physical, intellectual, social, and spiritual needs of both the
individual and group in accordance with the policies and philosophies of Faith & Family
as outlined in the employee handbook and to strive to meet or exceed the Minimum
Standards for Licensed Child Care Centers of Texas. 746.2203 2. If called on by teaching staff or the director to relieve teaching staff for a short period to
interact with the children and encourage involvement in learning activities planned by the
lead teacher. 746.1305 (6); 746.1203 (7); 746.1203 (6) 3. To maintain a warm, safe, orderly, clean, and appealing environment, focusing on the
physical plant, resources, and supplies. 4. To establish and maintain good communications with others. 5. To use appropriate, consistent and positive discipline if necessary. 6. To attend required staff meetings and programs. 7. To report all accidents and discipline problems to the director as they arise. 8. To purchase supplies as needed and to keep supplies and equipment clean, sterile, in good
condition, and put away. 9. To acquire professional training and enriching activities.
Requirements:
1. Experience with preschool children. 2. High school degree or GED 3. Must be 16 or older if enrolled in High School. 4. Ability to relate to others joyfully and sensitively. 5. Evidence of emotional maturity and stability. 6. Evidence of sufficient security and judgment, the ability to take action when needed. 7. Physical stamina: such as, able to life 20 pounds, able to step over baby gates.
8. Staff must have a TB Skin test performed annually with a current record on file (if
applicable). Proof of current immunizations as required by the State. 9. Current Training in CPR and First Aid. 10. 24 Hours of pre-service training or meet minimum standard requirements.
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Welcome to our Staff! May God richly bless you as you teach and reach these young children
and their families for the Kingdom of God. Review this handbook carefully because it contains important information pertinent to how the
program is run. The handbook also defines your responsibilities as an employee. May I suggest
that you keep your handbook in your classroom at all times for ready reference? The parent handbook should be kept in the front pocket of your staff handbook binder. Please
refer to it when helping parents understand our policies. When your employment with Faith & Family is terminated, it is your responsibility to return the
handbook to the director.
Sincerely,
Kathy Ransleben
I acknowledge that I have received, read, understand, and will follow the policies and the
materials in the Employee Handbook. I acknowledge I have received, read, and understand, and will follow the policies and the
materials in the Parent Handbook. I acknowledge that I am to return this handbook at the end of each school year or at the end of
my employment at Faith & Family.
Signed
Dated
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SECTION 10
FORMS AND CHECKLISTS
10.1 Infant Reminder to Parents 10.2 Infant Information Sheet 10.3 Infant Feeding Instructions 10.4 Toddler/Child Reminder to Parents
10.5 Toddler Information Sheet 10.6 Child Information Sheet 10.7 Invited Speakers/Special Activities
Checklist 10.8 Field Trip Request Form 10.9 Field Trip Notice 10.10 Field Trip Checklist 10.11 Field Trip Transportation Checklist 10.12 Scope and Sequence 10.13 Unit Planning Sheet 10.14 Unit Activity Plans – Infant
10.15 Unit Activity Plans – Toddler
10.16 Unit Activity Plans – 2s and 3s
10.17 Unit Activity Plans – Pre-K 10.18 Daily Information Sheet - Infants 10.19 Daily Information Sheet - Toddlers 10.20 Daily Information Sheet -
Preschoolers 10.21 Absentee Report 10.22 Incident/Illness Report
10.23 Questionnaire for Behavior Issues 10.24 90-Day Review 10.25 Employee Evaluation 10.26 Time Off Request Form 10.27 Monthly Checklists 10.28 Daily Checklist-Classroom 10.29 Developmental Transition Plan
10.30 Moonbeams Letter
10.31 Sunbeams Letter
10.32 Stars Letter
10.33 Rainbows Letter
10.34 Fun Fishies Letter
10.35 BeeAttitudes Letter
10.36 Butterflies Letter
10.37 Treasure Seekers Letter 10.38 Child Exit Form for Exiting School
10.39 Goal Mapping
10.40 Absence Form
10.41 Assessments
10.42 To be attached to Incident Report
10.43 Directions for Welcome Packet
10.44 Directions for Transition Packet
10.45 Exit Form for Transitioning Children
10.46 Daily Checklist-School
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10.1 Infant Reminder to Parents
Dear Mom or Dad,
I need the following things for Faith & Family and they all need to be labeled
with my first name and last initial:
Label ALL PARTS (except nipple) of baby bottles with the child’s first name and last initial. Label bottles of breast milk with the date, as well as the name. Baby food-labeled Formula-labeled If I cannot eat the supplied snack due to allergy or inability to eat solid food, I need a snack from
home. Pacifiers if I use them-labeled.
My favorite soft crib toy or security item for nap. Labeled. Diapers-each labeled. Extra clothes-labeled. A picture of me and everyone who loves me!
Sweater or jacket labeled, if the weather is cold. Sunscreen or bug spray, if desired. We go outside every day, even if only for a little while.
Bag or backpack. Labeled!
All items must be brought prepared!!! We do not have a food preparation license, so all food must be prepared by you. This includes items needing to be cut, peeled, opened with a can opener, or heated. We can only heat water in the microwave and give bottles a hot water bath. We cannot do anything else! Sorry!
Please do not bring to Faith & Family:
Choking hazards such as small coins, small objects, balloons, etc. Toys of violence or toys that do not glorify God and His creation. Sandals, hard-soled boots, or dress shoes. Anything unlabeled!!! Choking hazards. If you bring hot dogs or grapes, we require that grapes are cut into fourths and
hot dogs must be cut in half lengthwise and then into pieces. Any food that must be heated, cooked, peeled, cut, or otherwise prepared in any way. Everything
else must be ready to serve. (Bottles are the exception. We can mix formula and we can warm bottles in warm water.)
Any glass containers other than baby food jars. PLEASE make sure all parts of all things entering our rooms are labeled! All parts of bottles, all
food items/containers, spoons, each diaper, if you bring it, label it! We really do not want to mix
up children’s things and the only way to keep them straight is if they are all labeled!
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If you have further questions about this, please refer to the Faith & Family Parent Handbook or a member of the Faith & Family Staff.
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10.2 Faith & Family Infant Information Sheet -To be completed by parents and kept in the sub folder-
-Can be used to create a welcome packet for children entering your classroom-
Child’s Name: _______________________________________________________ DOB: ____________________
Parent’s Name(s): ______________________________________________________________________________
Sibling’s Name(s) and Age(s):_____________________________________________________________________
Other important people in child’s life (grandparents, friends, caregivers):
_____________________________________________________________________________________________
Pets and their names: _______________________________________________________
Past experience away from home: _________________________________________________________________
Fears: ________________________________________________________________
Naptime security items/naptime routines: ___________________________________________
Child prefers to be: ____Rocked ____Put in bed ____Other___________________________
Child burps best on: ____Shoulder ____On lap sitting up ____Across lap, face down
Child uses a: ____Pacifier ____Bottle ____Cup with lid ____Cup
Sleeping position: ____Back ____On side ____On stomach We need a doctor’s
note if your child
sleeps on stomach,
side, or with a wedge.
Words used for potty needs: ______________________________________________________________________
What are your child’s favorite foods? ______________________________________________________________
Allergies: Food Skin Other
_____________________________________________________________________________________________
Are there any side effects to allergies, medications, or conditions we should be alerted to?
_____________________________________________________________________________________________
How do you stop a behavior that you don’t approve of or that might be dangerous?
_____________________________________________________________________________________________
What is a good way to distract your child when he/she is having a temper tantrum?
_____________________________________________________________________________________________
What activities does your child do with you? ________________________________________________________
With other children? ____________________________________________________________________________
Alone? ______________________________________________________________________________________
List of people who can pick up.____________________________________________________________________
List of people who cannot pick up. ________________________________________________________________
Other helpful information: _______________________________________________________________________
Parent’s Signature ____________________________________________________Date ______________________
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10.3 Infant Feeding Instructions -To be completed by parent, every 30 days, and kept in the sub folder-
-Can be used to create a welcome packet for children entering your classroom- Name: _________________________________________ Date of Birth: _________________ Minimum Standard 746.801 (2) requires that a child not yet ready for table food must be fed a
formula or diet approved in writing, signed and dated by the child’s physician or parent, and
updated as changes are made. Currently, my child is on the following diet:
____Breast milk Warmed? Yes No
____Feed on demand
____Ounces When? ________________
____ Formula Name: _____________________
Warmed? Yes No
____ Feed on demand
____Ounces When? ________________
____ Baby Food
____ Feed on demand
____Ounces When? ________________
____Your Child’s Diet
Cereal Meats Vegetables Fruits Juice
Other Instructions: _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Signature/Date Signature/Date Signature/Date
Signature/Date Signature/Date Signature/Date
Signature/Date Signature/Date Signature/Date
Signature/Date Signature/Date Signature/Date
Comments:
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10.4 Toddler/Child Reminder to Parents
Dear Mom or Dad,
I need the following things for Faith & Family and they all need to be labeled
with my first name and last initial:
Sippy cups or thermos labeled with my first name, last initial, and the date. If I cannot eat the supplied snack due to allergy or inability to eat solid food, I need a snack from home.
Pacifiers if I use them.
My favorite soft crib toy or security item for nap. These items are hard to share so please, please make sure they are labeled with my first name and last initial and brought into the classroom in my bag so I will only have it at nap.
A picture of me and everyone who loves me!
Sweater or jacket labeled, if the weather is cold. Sunscreen or bug spray, if desired. We go outside every day, even if only for a little while.
Bag or backpack. Labeled!
If I eat table food, please bring me lunch with an ice pack in a labeled lunch box. Lunch must be well balanced and healthy. Some suggested choices of food are:
o cheese, yogurt, meat, chicken, turkey, ham, egg, vegetables, fruit (fresh or canned), applesauce, bread, dry cereal, rice, noodles, crackers, tortillas, bagels, English muffins, and milk. (We serve 100% juice at snack times, so milk is better at lunch.)
Please do not bring to Faith & Family:
Gum or hard candy, sugar coated cereal, potato chips, snack chips, bacon, sausage, candy, doughnuts, fruit flavored drinks, coffee, tea, soft drinks, brownies, cookies with icing.
Choking hazards such as small coins, small objects, balloons, etc. Toys of violence or toys that do not glorify God and His creation. Sandals, hard-soled boots, or dress shoes. Anything unlabeled!!! Choking hazards. If you bring hot dogs or grapes, we require that grapes are cut into fourths and
hot dogs must be cut in half lengthwise and then into pieces. Any food that must be heated, cooked, peeled, cut, or otherwise prepared in any way. Everything
else must be ready to serve. (Bottles are the exception. We can mix formula and we can warm bottles in warm water.)
Any glass containers other than baby food jars.
If you have further questions about this, please refer to the Faith & Family Parent Handbook or a member of the Faith & Family Staff.
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10.5 Faith & Family Toddler Information Sheet -To be completed by parents and kept in the sub folder-
-Can be used to create a welcome packet for children entering your classroom-
Child’s Name: _______________________________________________________ DOB: ____________________
Parent’s Name(s): ______________________________________________________________________________
Sibling’s Name(s) and Age(s):_____________________________________________________________________
Other important people in child’s life (grandparents, friends, caregivers):
_____________________________________________________________________________________________
Pets and their names: _______________________________________________________
Past experience away from home: _________________________________________________________________
Fears: ________________________________________________________________
Naptime security items/naptime routines: ___________________________________________
Child uses a: ____Pacifier ____Bottle ____Cup with lid
Child wears: (please circle one)
Diapers
Pull-Ups (successful with potty at times/able to inform adult of needs)
Underwear (few, if any accidents/able to take care of most private needs)
Words used for potty needs: __________________________________________________________________
What are your child’s favorite foods? ___________________________________________________________
Allergies: Food Skin Other
__________________________________________________________________________________________
Are there any side effects to allergies, medications, or conditions we should be alerted to?
__________________________________________________________________________________________
How do you stop a behavior that you don’t approve of or that might be dangerous?
__________________________________________________________________________________________
What is a good way to distract your child when he/she is having a temper tantrum?
__________________________________________________________________________________________
What activities does your child do with you? _____________________________________________________
With other children? ________________________________________________________________________
Alone? ___________________________________________________________________________________
List of people who can pick up.________________________________________________________________
List of people who cannot pick up. ____________________________________________________________
Other helpful information: ___________________________________________________________________
Parent’s Signature __________________________________________________Date ____________________
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10.6 Faith & Family Child Information Sheet -To be completed by parents and kept in the sub folder-
-Can be used to create a welcome packet for children entering your classroom-
Child’s Name: _______________________________________________________ DOB: ____________________
Parent’s Name(s): ______________________________________________________________________________
Sibling’s Name(s) and Age(s):_____________________________________________________________________
Other important people in child’s life (grandparents, friends, caregivers):
_____________________________________________________________________________________________
Pets and their names: _______________________________________________________
Past experience away from home: _________________________________________________________________
Fears: ________________________________________________________________
Naptime security items/naptime routines: ___________________________________________
Child wears: (please circle one)
Diapers
Pull-Ups (successful with potty at times/able to inform adult of needs)
Underwear (few, if any accidents/able to take care of most private needs)
Words used for potty needs: __________________________________________________________________
What are your child’s favorite foods? ___________________________________________________________
Allergies: Food Skin Other
__________________________________________________________________________________________
Are there any side effects to allergies, medications, or conditions we should be alerted to?
__________________________________________________________________________________________
How do you stop a behavior that you don’t approve of or that might be dangerous?
__________________________________________________________________________________________
What is a good way to distract your child when he/she is having a temper tantrum?
__________________________________________________________________________________________
What activities does your child do with you? _____________________________________________________
With other children? ________________________________________________________________________
Alone? ___________________________________________________________________________________
List of people who can pick up.________________________________________________________________
List of people who cannot pick up. ____________________________________________________________
Other helpful information: ___________________________________________________________________
Parent’s Signature __________________________________________________Date ____________________
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10.7 Invited Speakers/ Special Activities Checklist
Preparations (answer and/or check where appropriate)
Unit:
Place:
Contact name: phone #:
Date: choice one ___________________________ choice two ___________________________
Time: choice one __________________________ choice two __________________________
Date Request Made to Director: (1 week or more of notice) ______________________________
Date of Note to parents (48-hour notice must be given): _________________________________
Post Note on classroom door 48 hours prior to event: ___________________________________
Date of Request for parent help: ___________________________________________________
Have you communicated with other lead teachers? Yes No
Camera and film in room ______________________________
Thank you note written ______________________________
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10.8
Field Trip Request Form
Any time a child leaves the church property with staff instead of a parent or designated person, it
is a fieldtrip. A walking trip to one of the nearby parks or businesses still requires parent
permission and advanced notices posted. We cannot take field trips in the church van.
Place of field trip _______________________________________________________________
Purpose of field trip _____________________________________________________________
Date and Time of field trip ________________________________________________________
Teacher/Class requesting field trip _________________________________________________
Special needs for this trip _________________________________________________________
Number of children going ________________________________________________________
Number of adults needed _________________________________________________________
Plus two staff members ___________________________ and ___________________________
Teacher evaluation of trip ________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(Use back of this sheet if needed)
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10.9
**NOTICE**
FIELD TRIP
DATE
CLASS
TIME
LEAVING
TIME
RETURNING
PLACE
ADDRESS
PHONE
CONTACT
PERSON
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10.10
Field Trip Checklist Preparation Unit: ________________________________________________________________________________________
Place: ________________________________________________________________________________________ Contact name: __________________________________________________Phone #: _______________________
Date: choice one ___________________________________ choice two___________________________________
Time: choice one __________________________________ choice two ___________________________________
Date Request Made to Director: ___________________________________________________________________ Field Trip Notice to parents posted 48 hours in advance First Aid Supplies Emergency Medical Forms for each child Emergency Contact Information for each child Completed Transportation Checklist (one copy in office & one w/ staff) Staff with current first aid and CPR Know child/staff ratios for ages of children being transported All staff and children wear Faith & Family T-shirts Directions to facility Supplies (wipes, food, umbrella, cash, tissues, watch, camera, etc.) Cell phone # given to office (borrow one if you have to) Thank you note written
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10.11 FIELD TRIP TRANSPORTATION CHECKLIST
CLASS ________________________________________ DATE ________________________
DESTINATION ________________________________________________________________
ALL ATTENDANCE CHECKS SHOULD BE FACE-TO-NAME Child’s Name Leaving
Facility
Arrival During During Leaving
Facility
Return
Facility
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Adult’s Name
1.
2.
3.
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10.12 SCOPE AND SEQUENCE
Month
Unit Title
Bible Emphasis
Infants & Toddlers
Twos
Threes
Pre-k
Aug Welcome
All about Me
Psalm 139:14
I am wonderfully made.
I am growing
I am learning about me
Making friends
I am growing
I am learning to help
I love my family
I come to preschool I am special
I make friends at preschool
Ready set go
All about me
My favorite things
Sept Colors
Shapes
Senses
Proverbs 20:12
God gave us ears to hear and eyes to see.
I can see and hear I can smell and touch
Colors and shapes I see
I can see and hear I can taste and touch and smell My world has many colors and
shapes
I learn through my senses
I can be healthy
Sensational senses
Shapes, signs, and symbols
Oct Fall 2 Timothy 3:16
The Bible is useful for teaching us how to live.
I can eat good food
My family enjoys Fall I can eat good food
My family enjoys Fall My family is special
I can discover autumn
Insects & spiders
God's Falls gifts
Nov Give Thanks Psalm 136:1
Say thank you to God
My family gives thanks
My family works in many ways
Going many places
My family gives thanks
My family works in many ways
I have favorite toys
I can go many places
We thank God
Work and play together
Dec Christmas Mathew 2:1
Jesus was born. Christmas is a happy time
God gives us day and night
My family enjoys Christmas
I travel with my family
We enjoy day and nights
Christmas is special I like church
Nighttime can be fun
Sun moon and stars From here to there
Celebrate Christmas
Jan Friends Proverbs 17:17
A friend loves at all times.
I am growing
I am learning about me
Making friends
I am growing
I am learning to help
We have friends at church
I come to preschool I am special
I make friends at preschool
Ready set go
All about me
My favorite things
Feb Communication
Winter
Proverbs 1:8
Listen to your father and mother.
Clothes I wear Winter around me
Things I touch
I learn through playing
It's winter outside my window
I love my family
I can express my feelings
I can discover winter
Communication
All about others
God's Winter gifts
March Animals Genesis 1:25
God made the animals. Caring for pets
God gives us animals
We learn about farm animals
We enjoy pets
We discover zoo animals
Pets need care
Animals live in homes, too
The farmers help me
Life on the farm
Wonderful wild animals
Playful pets
April Spring Song of Songs 2:12
The flowers grow. God gives us Springtime
God gives us plants
We can experience springtime
We thank God for plants
I can discover Spring
We can grow a garden
Jumping into spring
I take care of my world
May Community
Helpers
Galatians 5:13
Help one another in love. Toys for play My community has helpers
I can care for my world
My community has helpers
Work and play together Safety helpers
June VBS Theme VBS verse VBS VBS VBS VBS
July Summer
Genesis 1:31
God looked at everything He had made, and He
was very pleased.
Summer fun
We thank God for water We have fun with friends
We thank God for water
I can see changes in weather I can discover summer
Water is fun
I can go many places
The amazing outdoors
Water world
Machines and more
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10.13 Unit Planning Sheet Teacher _______________________________________Classroom ______________________________________ Date needed ____________________________________Unit Title ______________________________________ This form is design to be used in-conjunction with the Unit Activity Plan sheet. Use this planning sheet to plan your
activities, establish what items you need and determined what needs to be purchased.
Day of the week Activities Planned Resource Room Classroom Need to Buy
Monday
Tuesday
Wednesday
Thursday
Friday
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10.14 Unit Activity Plan – Infant
Name: __________________________________________________
Date(s): From_________________________________ To _________________________________
Teachers: AM: ________________________________________________________________________________
PM: ________________________________________________________________________________
Unit Number __________ Unit Title _______________________________________________________________
Bible Emphasis: _______________________________________________________________________________
Unit Purpose: _________________________________________________________________________________
_____________________________________________________________________________________________
Books (page in Curriculum Guide)
Learning Objective:
Pictures (page in Curriculum Guide)
Learning Objective:
Motor Development(page in Curriculum Guide)
Learning Objective:
Toys (page in Curriculum Guide)
Learning Objective:
Music (page in Curriculum Guide)
Learning Objective:
Outside
Learning Objective:
Nature (page in Curriculum Guide)
Learning Objective:
Individual Development
Accomplishments: Parent Request(s):
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10.15 Unit Activity Plan – Toddler
Name: __________________________________________________
Date(s): From_________________________________ To _________________________________
Teachers: AM: ________________________________________________________________________________
PM: ________________________________________________________________________________
Unit Number __________ Unit Title _______________________________________________________________
Bible Emphasis: _______________________________________________________________________________
Unit Purpose: _________________________________________________________________________________
_____________________________________________________________________________________________
Art (page in Curriculum Guide)
Learning Objective:
Music (page in Curriculum Guide)
Learning Objective:
Blocks(page in Curriculum Guide)
Learning Objective:
Nature/Discovery Table (page in Curriculum Guide)
Learning Objective:
Books (page in Curriculum Guide)
Learning Objective:
Puzzles/Manipulatives (page in Curriculum Guide)
Learning Objective:
Homeliving (page in Curriculum Guide)
Learning Objective:
Individual Development
Accomplishments: Parent Request(s):
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10.16 Unit Activity Plan – 2s and 3s
Date(s): From_________________________________ To _________________________________
Teachers: AM: ________________________________________________________________________________
PM: ________________________________________________________________________________
Unit Number __________ Unit Title _______________________________________________________________
Bible Emphasis: _______________________________________________________________________________
Unit Purpose: _________________________________________________________________________________
_____________________________________________________________________________________________
Art (page in Curriculum Guide)
Learning Objective:
Blocks (page in Curriculum Guide)
Learning Objective:
Books(page in Curriculum Guide)
Learning Objective:
Homeliving (page in Curriculum Guide)
Learning Objective:
Music (page in Curriculum Guide)
Learning Objective:
Nature/Discovery Table (page in Curriculum Guide)
Learning Objective:
Puzzles/Manipulatives (page in Curriculum Guide)
Learning Objective:
Outdoor (page in Curriculum Guide)
Learning Objective:
Group Time (page in Curriculum Guide)
Learning Objective:
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10.17 Unit Activity Plan – Pre-K
Date(s): From_________________________________ To _________________________________
Teachers: AM: ________________________________________________________________________________
PM: ________________________________________________________________________________
Unit Number __________ Unit Title _______________________________________________________________
Bible Emphasis: _______________________________________________________________________________
Unit Purpose: _________________________________________________________________________________
_____________________________________________________________________________________________
Art (page in Curriculum Guide)
Learning Objective:
Games and Manipulatives (page in Curriculum Guide)
Learning Objective:
Books and Listening(page in Curriculum Guide)
Learning Objective:
Movement and Music (page in Curriculum Guide)
Learning Objective:
Construction (page in Curriculum Guide)
Learning Objective:
Nature and Science (page in Curriculum Guide)
Learning Objective:
Dramatic Play (page in Curriculum Guide)
Learning Objective:
Writer’s Corner (page in Curriculum Guide)
Learning Objective:
Group Time (page in Curriculum Guide)
Learning Objective:
Outdoor (page _____ in Curriculum Guide)
Learning Objective:
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10.18 Daily Information Sheet – Infants
Name: ______________________________________________ Date: ___________________
Bible thought: __________________________________________________________________
I woke up at: ______ I had my diaper changed at: _____ I ate last at ______ amount _______
At Faith & Family, I ate:
Time Bottle/Food Amount How I Ate
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
Refused/Poor/Fair/Good/Excellent
My diaper was changed: I slept:
Time Dry/Wet/
Bowel Mvmt
Comment
D / W / BM
D / W / BM
D / W / BM
D / W / BM
D/ W/ BM
D / W / BM
D / W / BM
I had medicine (___________________) at ____________
Today I was: Happy Sad Quiet Playful Fretful Busy Tearful Friendly _______
Today I enjoyed…
My teacher says…
I need: Diapers Wipes
Formula Food Extra Clothes My Personal Items
Re-labeled
From To
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10.19 Daily Information Sheet – Toddlers
Name: ______________________________________________ Date: ___________________
Bible thought: __________________________________________________________________
Today I was: Happy Sad Quiet Playful Fretful Busy Tearful Friendly _______
Today I ate… (fill in) Time None Very Little Some Most All
AM snack: Refused Poor Fair Good Excellent
Lunch Refused Poor Fair Good Excellent
PM snack: Refused Poor Fair Good Excellent
I had my diaper changed and/or went potty: (D-Dry, W-Wet, BM-Bowel Movement)
Time Diaper Potty Comment
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
D/W/BM D/W/BM
I slept from ______ to ______. I rested quietly from ______ to ______.
My teacher says…
Today I enjoyed…
I need: Diapers Wipes
Formula Food Extra Clothes My Personal Items
Re-labeled
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10.20 Daily Information Sheet – Preschool Name: ______________________________________________ Date: ___________________
Bible thought: __________________________________________________________________
Today I was: Happy Sad Quiet Playful Fretful Busy Tearful Friendly _______
Today I ate… (fill in) Time None Very Little Some Most All
AM snack:
Refused Poor Fair Good Excellent
Lunch
Refused Poor Fair Good Excellent
PM snack:
Refused Poor Fair Good Excellent
This morning: This afternoon:
I had ____ potty accidents. I had ____ potty accidents.
I slept from ______ to ______. I rested quietly from ______ to ______.
My teacher says…
Today I enjoyed…
Special Event Information:
I need: Diapers Wipes
Formula Food Extra Clothes My Personal Items
Re-labeled
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10.21
Absentee Report
To be filled out by teaching staff and turned in to the Faith & Family office.
Child’s Name: ______________________________________________is absent today and/or
has been absent for __________days.
I have contacted them by phone/email.
Reason for absence: _____________________________________________________
Will you please contact them by phone/email and inform me the reason of their absence.
Absentee Report
To be filled out by teaching staff and turned in to the Faith & Family office.
Child’s Name: ______________________________________________is absent today and/or
has been absent for __________days.
I have contacted them by phone/email.
Reason for absence: _____________________________________________________
Will you please contact them by phone/email and inform me the reason of their absence.
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10.22 INCIDENT/ILLNESS REPORT
A. Details of Incident That Caused Injury or Placed Child at Risk: Describe injury or risk in which child was placed:
Where and how did the incident/injury occur?
Staff who witnessed the incident/injury:
Other staff who were present at the time of the incident/injury.
B. Details of On-set of Illness While in Care Type of Illness
Does the illness require exclusion from care? Yes No
If communicable: other parents notified? Yes No Method used:
Health Dept. notified? Yes No Date
Temperature of Child
Medication given
I verify that the above information is a true and accurate account of the incident/injury that occurred concerning this child. ____________________________________________________ _______________________________________________ Signature of Director/Person in Charge Date Signed I verify that the director/person in charge appropriately relayed this information concerning the incident/injury concerning my child. I have received a copy of this report upon request. ____________________________________________________ _______________________________________________ Signature Parent Date Signed
Caregiver in Charge of Child
Operation Name Parkway Baptist Faith & Family
Operation ID # 819626
Time Parent Notified am pm
Child’s Name
Date of Birth
Licensing notified? (if required) Yes No Date/Time Person’s name
Child’s Address
Date of Incident/Illness
Time of Incident/Illness am pm
Place of Incident
Parent’s Name Parent’s Telephone
Date Parent Notified
Did the child see his/her doctor? Yes No
If so, fill out information below:
Was First Aid Provided? Yes No What was done?
Was medical attention required? Yes No
Was EMS called? Yes No Time called am pm Time responded am pm
Child’s Doctor
Doctor’s Address
Doctor’s Phone #
Doctor called yes (time ) no
Doctor’s Diagnosis or Instructions
Date/Time Consulted am pm
INCIDENT/ILLNESS REPORT Fill in appropriate areas. Use additional sheets if necessary. Highlighted areas are not required UNLESS (1) Injuries that require medical attention by a health-care professional; or (2) Any situation that
places a child at risk, such as forgetting a child or not preventing a child from wandering away unsupervised. Parent(s) should be called for any
head injury. Make a copy for parent, have both copies signed by the director (or Director Designee), have parent sign both copies, one is for
child’s file in office, one is for parent. Alert another staff member when administering first aid. Minor accidents-clean wound, apply ice, write
incident down, get parent signature, and file report in child’s record in the W.E.E. office. Call parent, guardian if head injury occurs, or any injury
that may require medical attention or if you feel the parent or guardian would just like to know. Major accidents- attend to immediate need, notify
the director (the director will call 911 or designate someone to call; the director will notify parents or designate someone to call).
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10.23 Questionnaire for Behavior Issues
Date: _______________ Child: ________________________________ DOB: _____________
Staff: ___________________________________Parent(s):______________________________
1. The following behaviors are of concern for this child:
2. The teaching/office staff has implemented the following: _________________________
The classroom is developmentally appropriate. Y / N
The staff interacts and is active with the children. Y / N
Praise and reinforcement of acceptable behavior is lavished. Y / N
Redirection of unacceptable behavior is frequent and in a positive voice. Y / N
Removal of the child from the situation. Y / N
Other: ________________________________________________________________________
3. (Director or designee)____________ will assist with additional corrective actions. Y / N
4. The parent will assist with correction/getting help with this behavior in the following
ways: ________________________________________________________________________
5. A projected goal of improvement is _____________________by ___________________.
(action) (date)
On this date, we will meet again to evaluate.
6. Disenrollment is/is not being considered because ___________________________________.
7. Additional comments: _________________________________________________________
______________________________________________________________________________
____________________________ __________________________________
Parent Signature/Date Director Signature/Date
____________________________ __________________________________
Staff Signature/Date Staff Signature/Date
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10.24 90- Day Review
Name: Position: Date of Hire: Date of Review: Supervisor: Date of Next Review:
*** Use rating system above ***
Professional Conduct
Rating
Rating Displays evidence of love of our Lord, Jesus Christ.
Is flexible as needed.
Freely prays and/or volunteers when needed.
Develops and/or implements lesson plans.
Demonstrates a positive and loving attitude towards children, parents, and coworkers.
Demonstrates a true calling for this ministry.
Communicates well and demonstrates good interpersonal skills with children, parents, and
coworkers.
Takes initiative to achieve training goal and complete assignments.
Takes full responsibility for children in care, is not distracted by unrelated tasks.
Attends all required meetings.
Reports to work as scheduled, on time and ready to work.
Adhere to dress code guidelines.
Demonstrates desire to learn minimum standards, policies and procedures.
Has successfully completed fingerprinting,
CPR/First Aid and SIDS Training
Keeps director informed of important and/or
safety information.
Total
Employee Signature: Director Signature:
Date: Date:
Rating System
Satisfactory (S) Satisfactory performance of job and responsibilities, has taken the initiative to learn and grow spiritually, has
adapted to the Faith & Family culture, and adheres to policy and procedures. Is flexible, available, and
teachable.
Needs Improvement (N) Performs the necessary tasks and responsibilities of the job, requires some direction, and has not yet grasped the
mission of Faith & Family. Is not always flexible and requires some direction on recurrent issues or problems.
Unsatisfactory (U) Does not perform task according to job description, thinks of self and not others or the mission of Faith &
Family, and has problems grasping minimum standards, policies, and procedures. Is not flexible and available.
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Employee Pre-Review *** Complete and be prepared to discuss with the director ***
Strongly Agree
Agree Neutral Disagree Strongly Disagree
Ministry
I consistently feel God’s presence in this ministry and see God’s love at work.
I feel that this is a place to grow spiritually and professionally.
Leadership
The director/director designee is approachable and available for me when I have an issue and/or problem.
I have been made to feel welcomed and loved at Faith & Family.
Support
My peers are knowledgeable, approachable, and friendly.
Training
I was properly trained to perform my job.
There are many resources available for me to expand my knowledge.
I feel confident in what I am doing.
Communications
I am well informed of what is going on at Faith & Family.
Discussion Page
Has the past 90 days been good/bad/satisfactory for you?
And why?
What would you change about your job?
Faith & Family?
And Why? What do you like and dislike about working here?
What elements of your job do you find most difficult?
What elements of your job interest you the most?
Would you recommend this job to your friends?
Where do you picture yourself next semester?
In 1yr, 2 yrs? Comments:
P a g e | 79
10.25 Employee Evaluation Name: Position:
Date of Hire: Date of Review:
Supervisor: Date of Last Review: Score:
*** Use rating system above ***
S – Self Evaluation D – Directors’ Evaluation
Professional Conduct/All Staff
S D
S D Exercises good judgment
Regular attendance
Arrives at work on time/ready to work
Dresses appropriately
Departs work in a timely manner
Develops and/or implements lesson plans
Maintains confidentiality concerning coworkers, children and parents
Conversations relate to the children and work
at the center and not personal information
Involvement/participation in team effort
Is willing to help others and demonstrating
model behavior
Effectively resolves difficult situations
Makes sound decisions in absence of detailed instructions or direct supervision
Complies with instruction
Communication/interpersonal skills with
children/Treat each child with Christ’s love
and acceptance
Keeps director informed of important information
Communication/interpersonal skills with co- workers
Communication/interpersonal skills with parents
Responsiveness to change in work
requirements
Takes initiative to achieve goals and complete assignments
Uses Bible thoughts throughout the day
Attends staff meetings
Attends trainings
Follows classroom policies
Adheres to job description
Follows employment policies
Follows standard of conduct
Demonstrates enthusiasm for learning
Demonstrates a true calling for this ministry
Total
Rating System 3= Exceeds Expectations:
Displays daily evidence of love for our Lord, Jesus Christ. Has knowledge of the Bible, can reference scripture, and prays
freely. Encourages others and maintains a positive attitude in accordance to God’s love. Thinks of others before self, is goal
focused and flexible when needed. Knows, understands, and adheres to minimum standards, policies, and procedures. Needs
little or no direction, takes the initiative when issues or problems arise. Thinks proactively and takes action as needed.
Communicates well with coworkers, children, and parents. 2= Satisfactory:
Displays evidence of love for our Lord, Jesus Christ. Has some Bible knowledge and will pray when asked. Knows and
understands minimum standards in regards to her job responsibilities. Communicates well with coworkers, children, and
parents. Requires some direction and will follow procedures and/or directions. 1= Needs Improvement:
Will occasionally display evidence of love for our Lord, Jesus Christ. Has little Bible knowledge and is hesitant to pray. Is not
consistent when communicating with coworkers, children, and parents. Is not always flexible when needed. Is inconsistent
when adhering to minimum standards, policies, and procedures. 0= Unsatisfactory:
Does not display evidence of love for our Lord, Jesus Christ. Displays no Bible knowledge and will not pray when asked.
Does not communicate well with coworkers, children, and parents. Thinks of self and not others or the mission of Faith &
Family. Requires constant supervision and has trouble adhering to minimum standards, policies, and procedures.
P a g e | 80
*** Complete the section that applies to your current position ***
Teacher Interaction – Infant (0-18 mo)
S D
S D Provides nurturing behaviors (holding, rocking,
etc)
Reads to infant while holding them
Holds infant while feeding
Talks to infant while feeding or diapering
Plays with infants on the floor encouraging infants
to sit, scoot, crawl, roll, and stand
Uses Bible thought throughout the day with
the children
Provides learning tools and talks with infant
Total
Teacher Interaction – Toddler (19-35 mo)
S D
S D Assist children in becoming more independent
Talks to the children while feeding them
Tells age appropriate Bible Stories
Introduces the children to painting, drawing
and dramatic play activities
Follows the behavior management skills taught in
the staff handbook
Uses learning areas in appropriate ways
Reads to individual and small groups of children
Total
Teacher Interaction- Preschool (36 mo-5yrs)
S D
S D Follows the behavior management skills taught in
the staff handbook
Reads to the children in groups
Uses learning centers in the classroom in
appropriate ways
Engages the children in conversation, both in individual and small group settings
Tells age appropriate Bible Stories
Promotes and models good health habits
Engages children in games, promoting language
and gross motor skills
Total
Resource Room Personnel S D
S D Maintains a safe, sanitary, and clean environment
focusing on the resource room
Communicates with the director to make sure
the resource room is user friendly to all
organizations of the church
Purchases and puts away supplies as needed Maintains and sanitizes equipment Periodically re-evaluates equipment and supply
usage
Frequently establishes equipment and
supplies are stored properly and orderly
Makes sure that supplies and equipment are easily
found and clearly marked.
Assistant Director S D
S D Supervises and evaluates staff on carrying out
developmental appropriate practices
Works with parents to ensure the growth of
Faith & Family
Helps staff know and understand all minimum
standards and policy and periodically reviews
polices and recommends updates to the director
Help plan and participate in outreach and
communicating with the church to maintain a
ministry
Secures staff for full coverage of all classrooms
Helps administer program within budget Maintains all records and files appropriately
P a g e | 81
*** Complete and be prepared to discuss with the director ***
Discussion Page Has the past year been good/bad/satisfactory for you? And why?
What do you consider to be your most important achievements of the past year?
What do you like and dislike about working here?
What elements of your job do you find most difficult?
What elements of your job interest you the most? What do you consider to be your most important aims and tasks in the next year?
Where do you picture yourself next semester?
In 1/2/5 years? 1 2 5 Comments:
Employee Signature Date
Director Signature Date
Directors’ Evaluation - Member Characteristics
Strengths Developmental Needs 1. 1. 2. 2. 3. 3. Action plan for developmental needs:
Self Evaluation - Member Characteristics
Strengths Developmental Needs 1. 1. 2. 2. 3. 3. Action plan for developmental needs:
Self Evaluation
Directors’ Evaluation Professional Conduct Professional Conduct
Teacher Interaction Teacher Interaction
Total Score ÷ 35= Total Score ÷ 35= Letter Rating Letter Rating
Current Rate of Pay
Increase
New Rate of Pay
P a g e | 82
10.26 TIME OFF REQUEST FORM
When requesting time off, please give us as much notice as possible; two weeks is requested.
Name: ____________________________________________ Date: __________
Date(s) of request: __________________________________________________
Time(s) you need the replacement: _____________________________________
Reason for request: __________________________________________________
Please circle one:
I need a replacement.
Or, because of the time of day, my coworker has been informed and they will not
be out of ratio at that time.
Notes: _____________________________________________________________
__________________________________________________________________
-Office Use Only-
Approved/Not Approved By: _____________________________Date: _________
Replacement found: _________________________ Times: __________________
Comments: _________________________________________________________
__________________________________________________________________
Detached and file in Employee’s file
_____________________, your request for _______________ has been
approved/not approved by:
Name Date
P a g e | 83
10.27 *** Infants ***
I, ___________________________ (print name), have completed the checklist for room number
___________ and put it in the Resource Room box by the 10th of this month _______________________.
(Resource Personnel will gather/shop supplies needed, place them in your classroom box, and turn the
completed form into the director’s box.)
**Please check your first aid kit to see if it is complete. 746.4003
# Needed Item # Needed Item
Multi-sized adhesive bandages (1 box)
Flashlight (1, has batteries and works)
Waterproof disposable gloves (10) Antiseptic solution or wipes (1)
Tweezers (1) (Expiration date is ____)
Cotton balls (in a sandwich baggie) Thermometer (1, works)
Adhesive tape (1 roll) Guide to First Aid (1)
Gauze pads (1 large, 1 small) Scissors (1)
Resource Personnel, sign and date when all supplies are in classroom _____________________________
************************************************************************
This room should have the following room supplies labeled with the room number:
Resource Personnel, sign and date when all supplies are in classroom _____________________________
************************************************************************
____ Return any items to the resource room that should be stored there.
____ Home living supplies, blocks, Bible and other things that “live in your room” are
marked with the room number and are clean with no dangerous, broken, and/or sharp edges.
____ Mark the floor side of the mats
____ Report to W.E.E. office ants or other insects seen either inside or out.
____ Repair with tape
and report to W.E.E. office tears in changing pads, mats, mattress
____ Post in plain view current and accurate; month’s menu, lesson plans, schedule
____ Cover all outlets
____ Label children’s personal items
____ Update sub folder, check that feeding schedules are up to date
This month, this class was chosen for the random check to ensure the bottom third of the checklist was
done, signed and dated, Resource Room Personnel: ___________________________________________
# Needed 2 each of… # Needed 1 each of… # Needed Item
Masking Tape Hole Punch CDs that glorify God
Scotch Tape Box of Staples Pens (5)
Elmer’s Glue 8 oz Staple Remover Construction Paper
Glue Sticks Stapler Pencils (5)
Sharpies Small Parts Cylinder Water-Based Markers (1 of each color) Dry Erase Markers CD Player
Adult Scissors Box-Paper Clips Bubbles
P a g e | 84
*** Toddlers ***
I, ___________________________ (print name), have completed the checklist for room number
___________ and put it in the Resource Room box by the 10th
of this month _______________________.
(Resource Personnel will gather/shop supplies needed, place them in your classroom box, and turn the completed
form into the director’s box.)
**Please check your first aid kit to see if it is complete. 746.4003
# Needed Item # Needed Item
Multi-sized adhesive bandages (1 box)
Flashlight (1, has batteries and works)
Waterproof disposable gloves (10) Antiseptic solution or wipes (1)
Tweezers (1) (Expiration date is ____)
Cotton balls (in a sandwich baggie) Thermometer (1, works)
Adhesive tape (1 roll) Guide to First Aid (1)
Gauze pads (1 large, 1 small) Scissors (1) Resource Personnel, sign and date when all supplies are in classroom _____________________________
************************************************************************
This room should have the following room supplies labeled with the room number:
Resource Personnel, sign and date when all supplies are in classroom _____________________________
************************************************************************
____ Return any items to the resource room that should be stored there.
____ Home living supplies, blocks, Bible and other things that “live in your room” are
marked with the room number and are clean with no dangerous, broken, and/or sharp edges.
____ Mark the floor side of the mats
____ Report to W.E.E. office ants or other insects seen either inside or out.
____ Repair with tape
and report to W.E.E. office tears in changing pads, mats, mattress
____ Post in plain view current and accurate; month’s menu, lesson plans, schedule
____ Cover all outlets
____ Label children’s personal items
____ Update sub folder, check that feeding schedules are up to date
This month, this class was chosen for the random check to ensure the bottom third of the checklist was done, signed
and dated, Resource Room Personnel: ______________________________________________________________
# Needed 2 each of… # Needed 1 each of… # Needed Item
Masking Tape Box of Paper Clips Chalk
Scotch Tape Hole Punch Pens
Elmer’s Glue 8 oz Box of Staples Construction Paper
Glue Sticks Staple Remover Pencils
Sharpies Stapler Children’s Smocks
Adult Scissors CD Player CDs that glorify God
Shaving Cream Box of Food Color Water Color Paint (4)
Bubbles Small Parts Cylinder Crayons
Dry Erase Markers
Water-Based Markers (1 of each color)
Paint & Brushes (1 of/for each color)
P a g e | 85
*** 2s, 3s, and Pre-K *** I, ___________________________ (print name), have completed the checklist for room number
___________ and put it in the Resource Room box by the 10th
of this month _______________________.
(Resource Personnel will gather/shop supplies needed, place them in your classroom box, and turn the completed
form into the director’s box.)
**Please check your first aid kit to see if it is complete. 746.4003
# Needed Item # Needed Item
Multi-sized adhesive bandages (1 box)
Flashlight (1, has batteries and works)
Waterproof disposable gloves (10) Antiseptic solution or wipes (1)
Tweezers (1) (Expiration date is ____)
Cotton balls (in a sandwich baggie) Thermometer (1, works)
Adhesive tape (1 roll) Guide to First Aid (1)
Gauze pads (1 large, 1 small) Scissors (1) Resource Personnel, sign and date when all supplies are in classroom _____________________________
************************************************************************
This room should have the following room supplies labeled with the room number:
Resource Personnel, sign and date when all supplies are in classroom _____________________________
************************************************************************
____ Return any items to the resource room that should be stored there.
____ Home living supplies, blocks, Bible and other things that “live in your room” are
marked with the room number and are clean with no dangerous, broken, and/or sharp edges.
____ Mark the floor side of the mats
____ Report to W.E.E. office ants or other insects seen either inside or out.
____ Repair with tape
and report to W.E.E. office tears in changing pads, mats, mattress
____ Post in plain view current and accurate; month’s menu, lesson plans, schedule
____ Cover all outlets
____ Label children’s personal items
____ Update sub folder
This month, this class was chosen for the random check to ensure the bottom third of the checklist was done, signed
and dated, Resource Room Personnel: ______________________________________________________________
# Needed 2 each of… # Needed 1 each of… # Needed Item
Masking Tape Box of Paper Clips Chalk
Scotch Tape Hole Punch Pens
Sharpies Box of Staples Construction Paper
Adult Scissors Staple Remover Pencils
Shaving Cream Stapler Children’s Smocks
Bubbles CD Player CDs that glorify God
Dry Erase Markers Box of Food Color Water Color Paint (4)
8 each of… Small Parts Cylinder Crayons
Glue Sticks (8) Paint & Brushes (1 of/for each color)
New, clean playdough Child’s Scissors (8)
Elmer’s Glue 4oz (8) Water-Based Markers (1 of each color, works)
Playdough toys (cookie cutters, rolling pins, etc.)
P a g e | 86
*** Resource Room ***
I, ___________________________ (print name), have completed the checklist for room number
___________ and put it in the Resource Room box by the 20th
of this month _______________________.
_________ I verify that the classroom staff has completed their classroom checklists and I have
supplied them with what they were missing.
_________ I verify that I chose one classroom to review their supply list. I checked their classroom
and they have completed the entire checklist. I gave help where necessary.
Check all fire extinguishers for charge level and initial the tag; use a checkmark here to keep track.
North end of hall building A East end hall building B
fellowship hall Between room 103-104 building B
“silver” type K in kitchen West end of hall building B
**Please check the W.E.E. office first aid kit (kept with emergency supplies) to see if it is complete.
746.4003 Add to shopping list as needed.
# Needed Item # Needed Item
Multi-sized adhesive bandages (1 box)
Flashlight (1, has batteries and works)
Waterproof disposable gloves (10 pair)
Antiseptic solution or wipes (1)
Tweezers (1) (Expiration date is ____)
Cotton balls (in a sandwich baggie) Thermometer (1, works)
Adhesive tape (2 roll) Guide to First Aid (1)
Gauze pads (5 large, 5 small) Scissors (1)
Check that all plugs are covered in…
_____ Fellowship hall _____hallways _____rest rooms, etc.
Check resource room for supplies-check every section’s supply list and initial to verify each section has
enough of each item that belongs in the section and nothing that does not belong. Add to shopping list
where needed.
Crafts (including Art Cart) Letters Numerals Music
Puzzles/Manipulatives Dramatic Play Blocks
Science, Discovery, Nature Self-Help Gross Motor
Teacher Supplies (including first aid drawer, etc) Infant Toys
Check parent information bulletin board across from W.E.E. Office
__________ All folders/boxes are filled with appropriate information
__________ Create new places for any new information
__________ Remove old information, update, change as apporpriate
P a g e | 87 P a g e | 87
10.28
Daily Check List (Post Weekly, put your initial when complete, N/A if does not apply and turn in to office)
AM TASK M T W R F
Pray for each child and family
Get sign in/out clipboard, sign yourself in for ratio, fill in date
Review classroom notebook of events from previous day
Fill sanitizing bottles with sanitizing solution, mark with room number and label
contents
Sanitize beds, portable cribs, cots or mats, put sheets on beds (mattress can’t bow),
label with name of child using, repair if needed
Make sure you have paper towels, disposable utensils, cups, food service gloves, etc.
stored in a sanitary manner to use in case an item is forgotten
Get pitcher with water from kitchen
Get clean bowl of clean water to use in microwave to warm bottles
Empty trash, put liner in, make sure trash has cover or is in cabinet
Put plug covers in outlets, be sure emergency route is posted by door, make sure you
have stocked first aid kit in your room
Sanitize and straighten counter tops, table tops, etc.
Sweep floors, vacuum rugs, spot mop if needed
Fill hand soap containers, get tissues, toilet paper, and paper towels
Get wax paper, wipes, gloves, dirty diaper bags
Prepare daily information sheets for each child
Post or check current lesson plan and get toys and supplies that are needed
Stock diapers, food, drinks, etc. properly for the day’s use
Get strollers, wagons, buggies that you will need during the day
Complete building and ground checklist when it is your turn
As children arrive, label or have parent label personal belongings (jackets, lunch
boxes and containers, nap items, diapers, backpacks, cups, bottles, pacifiers, etc.)
MIDMORNING TASK
Make sure all children and staff are signed in
Check am snack menu, retrieve proper snack, get juice
Fill out absentee report and turn into office or check on the child by phone
P a g e | 88
MIDDAY TASK M T W R F
Check pm snack menu, retrieve proper snack, get juice
Return toys, equipment, laundry, and supplies that are no longer needed
Empty trash, put trash liner in, sweep floors, spot mop, straighten and sanitize counter tops and table tops
Communicate as classroom staff –give information from classroom notebook that parents or staff need to be aware of
Sign in or out on sheet to prove ratio maintained. Perform face/name check
Pray with classroom staff for each child, family, and needs
Review lesson plans and gather toys, equipment, and supplies needed
Make sure all information from parents or events that happened in the morning is conveyed to afternoon staff via information book or verbally
PM TASK
Return toys, supplies, and laundry to resource room daily or weekly as needed to meet or exceed minimum standards
Complete daily reports, gather other notes to send home
Send home personal items, nap supplies, food, as needed to meet or exceed minimum standards
Straighten and sanitize counter tops and tables, chairs, shelves, equipment etc.
Sweep, mop, and vacuum floors, dust surfaces
Restock consumable supplies
Return snack basket, put leftover snacks in zip bags, seal bags, put juice and other items needing refrigeration in the refrigerator
Empty trash, clean if needed (DO NOT wash on Wednesdays), replace bag (DO NOT put a liner in a wet trash can)
Put away wagons, strollers, buggy, “where we are” signs, and child information boxes on Wednesdays, the last day of the work week, or if special events are planned in the preschool
department after Faith & Family hours, also, last of work week, pick up playground
Flush toilets, turn faucets off, adjust thermostats, turn off lights in restroom
Turn off lights in classroom, closet, and classroom bathrooms
Place sign in/out sheets in Faith & Family office
On the last day of the week, put lesson plans in Faith & Family office
Leave the area cleaner than you found it, and ready for the next ministry
Return water pitchers to the kitchen. Wash, rinse, sanitize, and air dry or place in dishwasher
Keep resource room going (i.e. cloths in washer, dryer, fold, put away, put toys in
dishwasher, take out to air dry, put away)
P a g e | 89
10.29 Developmental Transition Plan
Child: _______________________________________________________________________________
From Classroom: ______________________________ Average age of this room is: ________________
Teacher(s): ___________________________________________________________________________
To Classroom: _________________________________ Average age of this room is: _______________
Teacher(s): ___________________________________________________________________________
Start Date: ___________________________ Tentative Completion Date__________________________
Mission: To observe the child in a different classroom setting, in order to discern if there is a more
developmentally appropriate classroom setting for the child; to successfully transition a child to a
different classroom setting, by gradually introducing the child to the new children, teachers, and routine. Things to expect in the new classroom:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Attach the schedule and form letter of the new classroom to this paper.
_______________________________ _________________________ Directors’ Signature Date
P a g e | 90
Step Plan to Transition:
Step 1:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 2:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 3:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 4:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Additional Comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
P a g e | 92
10.30
Dear New Moonbeam Parents,
We are the Moonbeam teachers. We are excited about having your child join our class! It is our
goal to minister to each child mentally, spiritually, emotionally, socially, and physically. In
order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it on the phone, in person, or you can e-mail. It is easiest for us to
communicate about most information by note.
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
2. Arrived at a consistent time (but not at nap)
3. Nutritious food
4. His/her own extra clothes in case of an accident
5. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. We have a general class schedule, but we follow your baby’s own schedule for feedings and
nap times.
2. “Infant Feeding Instructions” must be updated every month!
3. Our lesson plans last for two weeks and are tailored to each child’s development. As your
child grows and develops, the lesson plan will include learning to do things such as:
a. Sit on his/her own
b. Crawl
c. Drink from a sippy cup
d. Eat solid foods
e. Use a pincher grasp and begin feeding him/herself
f. Pull up and begin cruising
g. Walk
4. You will receive a “Daily Information Sheet” everyday to let you know about your baby’s
day. Diaper changes, feedings, naps, and any other important information will be here!
5. We do not have a food preparation license. The only “food preparation” we can do is mix
formula and give bottles a warm water bath.
6. We change diapers every two hours or sooner if your baby needs it.
7. We clean crib sheets, blankets, and toys every day.
P a g e | 93
8. Your baby will have his or her own crib, hook for diaper bag, and cubby for food labeled
with his or her name.
9. We go outside everyday! It is required by law and is good for your baby! When the
temperatures are extreme, we will only be outside for a short time but please make sure your
baby has weather appropriate clothes.
10. When your child is able to eat table food, you are encouraged to choose foods on the snack
calendar your child can eat.
11. Please make sure you sign your child in and out every day!
We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
P a g e | 94
10.31
Dear New Sunbeam Parents,
We are the Sunbeam teachers. We are excited about having your child join our class! It is our
goal to minister to each child mentally, spiritually, emotionally, socially, and physically. In
order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it on the phone, in person, or you can e-mail. It is easiest for us to
communicate about most information by note.
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
2. Arrived at a consistent time (but not at nap)
3. Nutritious food
4. His/her own extra clothes in case of an accident
5. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. We have a general class schedule, but we follow your baby’s own schedule for feedings and
nap times.
2. “Infant Feeding Instructions” must be updated every month!
3. Our lesson plans last for two weeks and are tailored to each child’s development. As your
child grows and develops, the lesson plan will include learning to do things such as:
a. Sit on his/her own
b. Crawl
c. Drink from a sippy cup
d. Eat solid foods
e. Use a pincher grasp and begin feeding him/herself
f. Pull up and begin cruising
g. Walk
4. You will receive a “Daily Information Sheet” everyday to let you know about your baby’s
day. Diaper changes, feedings, naps, and any other important information will be here!
5. We do not have a food preparation license. The only “food preparation” we can do is mix
formula and give bottles a warm water bath.
6. We change diapers every two hours or sooner if your baby needs it.
7. We clean crib sheets, blankets, and toys every day.
8. Your baby will have his or her own crib, hook for diaper bag, and cubby for food labeled
with his or her name.
P a g e | 95
9. We go outside everyday! It is required by law and is good for your baby! When the
temperatures are extreme, we will only be outside for a short time but please make sure your
baby has weather appropriate clothes.
10. When your child is able to eat table food, you are encouraged to choose foods on the snack
calendar your child can eat.
11. Please make sure you sign your child in and out every day!
We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
P a g e | 96
10.32
Dear New BeeAttitude Parents,
We are the Star teachers. We are excited about having your child join our class! It is our goal to
minister to each child mentally, spiritually, emotionally, socially, and physically. In order to
work with you as a team in these very important preschool years, we will be communicating with
you often about our classroom plans, your child’s progress, school events, and activities as they
arise. If you ever have any questions or concerns about your child, we can set up a time to talk
about it on the phone, in person, or you can e-mail. It is easiest for us to communicate about
most information by note. Please always check your child’s folder in our classroom box to get
the most up-to-date information!
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Heard you talk about how fun school is
2. Walked in on his/her own, if possible
3. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
4. Arrived at a consistent time
5. A nutritious lunch
6. His/her own napping items in order to feel comfortable
7. His/her own extra clothes in case of an accident
8. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. Your baby is on the move! We make sure your baby has a safe environment in which to
practice her new skills by following childproofing guidelines for a great area to explore, but
accidents will happen as children this age move clumsily. Please know that we make every
effort to keep your child safe.
2. Words and word like sounds are now spilling out of your baby and he’s able to use them
meaningfully. He may be able to follow simple one-step directions. We will help him learn
by separating multistep commands into easy-to-follow single steps, reinforcing them with
sign language. It may be helpful for you to try some simple sign language with your child at
home because even if he is not making words that you understand, your child wants to
communicate with you. Using sign language will help both of you communicate and be less
frustrated.
3. Although it is not required for your child to wear shoes in the classroom, we ask that you
send a pair every day. We do enjoy a short time on the playground in the morning and
afternoon and shoes are needed for outside play. Once your child moves to the next
classroom, shoes will be required at all times and we want to begin training your child to
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wear shoes early. Since shoes don’t always stay on the feet you put them on, please label
shoes with your child’s first name, and last initial.
4. Please provide sunscreen, bug spray, a hat, a jacket, or any other weather appropriate item
you think will be necessary for your child to use while outside. Label, label, label!!!
5. We take two naps in our classroom, one in the morning, and another in the afternoon. If your
child has a comfort item that helps them get to sleep, please label it, and send it with them.
6. We will begin transitioning some children from pack ’n’ plays and cribs to cots in this
classroom.
7. Many children in our classroom are teething. Tooth pain coupled with growing peer
interactions can often lead to biting. It is possible that your child will bite, or get bitten in
this classroom. To help prevent biting, please send pain medication to the Faith & Family
office for your child’s tooth pain. If biting is still a problem, we will combine our Discipline
Management Plan with your input to come up with a solution.
8. Your child will be offered a morning and afternoon Faith & Family provided snack for the
first time. Please review the monthly snack calendar and let us know what items you do and
do not want your child to have at snack. Many parents find it helpful to send a copy of the
snack calendar back to the classroom with notes written on the calendar. You can find an
extra copy online or in the hallway across from the Faith & Family office.
9. Although many children still take bottles throughout the day, we ask that you please send a
sippy cup for your child to use during lunch and snack time. We will work with you to
transition your child to use only a sippy cup.
10. We understand that every child has unique likes and dislikes at this age. We are always
willing to be flexible in making sure you and your child is comfortable in our class.
This is a very exciting time in your child’s life; they are growing and learning so quickly. We
look forward to assisting you in guiding your child’s social, emotional, mental, physical, and
spiritual development and getting to know you and your child! We will work together as a team
to do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
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10.33
Dear New Butterfly Parents,
We are the Rainbow teachers. We are excited about having your child join our class! It is our
goal to minister to each child mentally, spiritually, emotionally, socially, and physically. In
order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it on the phone, in person, or you can e-mail. It is easiest for us to
communicate about most information by note. Please always check your child’s folder in our
classroom box to get the most up-to-date information!
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Had a good night’s rest, and had a good breakfast
2. Heard you talk about how fun school is
3. Walked in on his/her own
4. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
5. Arrived at a consistent time (but not at nap)
6. A nutritious lunch
7. His/her own napping items in order to feel comfortable
8. His/her own extra clothes in case of an accident
9. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. Your child will only take one nap a day. We put them down right after lunch and sleep for
about two hours.
2. At nap, we will transition your child from sleeping in pack ’n’ plays to cots.
3. Your child MUST wear shoes, even at naptime, because of fire code.
4. Your child will go outside for longer periods of time in both the morning and afternoon and
play on the playground.
5. Your child will only use sippy cups in our classroom.
6. Your child will sit in chairs at the tables to eat.
7. Your child will eat Faith & Family provided snack at most snack times, unless your child has
a special circumstance and you send snack from home, and you have alerted staff to this.
8. For the most part, your child will eat independently.
9. We will teach your child to wash his hands independently.
10. Children in this class are in a developmental stage where biting often occurs. They are
teething and get frustrated easily. The combination often ends in biting! Your child will
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most likely bite, get bitten, or both in this class. These are things you can do and things we
do here to help prevent and stop biting:
a. If teething is the problem, make sure your child has medication for the pain.
b. If teething or frustration is the problem, attach a teether to your child so he has
something OK to bite.
c. When biting occurs, use a firm voice and say, “Biting hurts! Bite your teether
instead!”
d. We try to give more attention to the “bitee” than the “biter” and use antiseptic
wipes or solution, ice, and TLC to make the “bitee” feel better.
e. If biting is a reoccurring problem for a particular child, we spend extra effort
keeping that child engaged in activities and separate them from the group, if
necessary. If you would like to see our Discipline Management Plan or
Questionnaire for Behavior Issues, look on the website and search the staff
handbook.
We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
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10.34
Dear New Star Parents,
We are the Fun Fishies teachers. We are excited about having your child join our class! It is our
goal to minister to each child mentally, spiritually, emotionally, socially, and physically. In
order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it on the phone, in person, or you can e-mail. It is easiest for us to
communicate about most information by note. Please always check your child’s folder in our
classroom box to get the most up-to-date information!
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Had a good night’s rest, and had a good breakfast
2. Heard you talk about how fun school is
3. Walked in on his/her own
4. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
5. Arrived at a consistent time (but not at our class’s scheduled nap time)
6. A nutritious lunch
7. His/her own napping items in order to feel comfortable
8. His/her own extra clothes in case of an accident
9. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. Your child MUST wear shoes, even at naptime, because of fire code.
2. Children in our classroom are in a stage of development called “autonomy.” In this stage,
children love to do things for themselves and love to help. Sometimes, in their quest for
independence, children get messy, tell us “no,” and take forever to do simple things. And
that’s OK! We encourage independence! We will ask a child to use kind words like “it’s my
turn” instead of telling us “no,” but we happily clean up messes and let children go at their
own paces to allow them to develop independence. Here are some ways we help your child
be independent:
a. We will strongly encourage your child to feed herself.
b. We will teach your child to wash his own hands. By the time he leaves our
classroom, we will help him pump soap or reach a towel, but he will wash his
own hands.
c. Your child will use sippy cups in our classroom and we will transition her into
using Dixie cups for snack times.
d. Your child will nap right after lunch for about two hours on a mat you provide
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e. Your child will clean up toys (with our help) before transitioning activities.
f. When your child is ready, he will begin potty training!
3. We believe that pushing a child to potty train sooner than she is ready is very detrimental to
the process. However, as soon as she is interested, whenever we change her diaper, we have
her try to potty as well.
a. Some children are in this stage of potty training for a long time and some quickly
move into underwear.
b. This takes a lot of communication and cooperation between you and us but is an
exciting time for everyone!
c. Don’t be concerned if your child seems to regress in this area. It is normal for
interest to wane. We will try to help your child do as much as he is willing to do.
4. The daily information sheet we use for most children in this classroom reflects our shift
towards potty training. The diaper-changing chart has a place for us to let you know about
your child’s diapering and her toilet attempts all on one line.
5. Most children are out of the biting stage by the time they enter this classroom, but when
biting occurs, we handle it by:
a. Using a firm voice to say, “Biting hurts! Bite your teether instead!”
b. Giving more attention to the “bitee” than the “biter” and using antiseptic, ice, and
TLC to make the “bitee” feel better.
6. If biting is a reoccurring problem for a particular child, we spend extra effort keeping that
child engaged in activities and separate them from the group, if necessary. If you would like
to see our Discipline Management Plan or Questionnaire for Behavior Issues, look on the
website and search the staff handbook.
7. These are things you can do and things we do here to help prevent biting:
a. If teething is the problem, make sure your child has medication for the pain.
b. If teething or frustration is the problem, attach a teether to your child so she has
something OK to bite.
8. Your child will play on the “big kid” playground for outside time. We are often out at the
same time as the children in older classrooms. Your child will enjoy playing with the older
children and it is a new aspect of social development for your child if she doesn’t have older
siblings.
9. As your child gets more teeth and the muscles in his face and tongue are learning how to
make words, using a pacifier becomes detrimental to his development. We encourage you to
transition your child to only using the pacifier at sleeping times (and we will here, too). Very
soon, he will not even need a pacifier.
10. It is very normal for the positive peer pressure from the other children to help your child do
things here at school that she doesn’t do at home yet. With a little encouragement and a lot
of patience, she will “get it” at home, too!
We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
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_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
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10.35
Dear New Rainbow Parents,
We are the Bee Attitude teachers. We are excited about having your child join our class! It is
our goal to minister to each child mentally, spiritually, emotionally, socially, and physically. In
order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it on the phone, in person, or you can e-mail. It is easiest for us to
communicate about most information by note. Please always check your child’s folder in our
classroom box to get the most up-to-date information!
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Had a good night’s rest, and had a good breakfast
2. Heard you talk about how fun school is
3. Walked in on his/her own
4. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
5. Arrived at a consistent time (but not at our class’s scheduled nap time)
6. A nutritious lunch
7. His/her own napping items in order to feel comfortable
8. His/her own extra clothes in case of an accident
9. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. Your child MUST wear shoes, even at naptime, because of fire code.
2. Children in our classroom are in a stage of development called “autonomy.” In this stage,
children love to do things for themselves and love to help. Sometimes, in their quest for
independence, children get messy, tell us “no,” and take forever to do simple things. And
that’s OK! We encourage independence! We will ask a child to use kind words like “it’s my
turn” instead of telling us “no,” but we happily clean up messes and let children go at their
own paces to allow them to develop independence. Here are some ways we help your child
be independent:
a. We will strongly encourage your child to feed herself.
b. We will teach your child to wash his own hands. By the time he leaves our
classroom, we will help him pump soap or reach a towel, but he will wash his
own hands.
c. Your child will use sippy cups in our classroom and we will transition her into
using Dixie cups for snack times.
d. Your child will nap right after lunch for about two hours on a mat you provide
e. Your child will clean up toys (with our help) before transitioning activities.
P a g e | 104
f. When your child is ready, he will begin potty training!
3. We believe that pushing a child to potty train sooner than she is ready is very detrimental to
the process. However, as soon as she is interested, whenever we change her diaper, we have
her try to potty as well.
a. Some children are in this stage of potty training for a long time and some quickly
move into underwear.
b. This takes a lot of communication and cooperation between you and us but is an
exciting time for everyone!
c. Don’t be concerned if your child seems to regress in this area. It is normal for
interest to wane. We will try to help your child do as much as he is willing to do.
4. The daily information sheet we use for most children in this classroom reflects our shift
towards potty training. The diaper-changing chart has a place for us to let you know about
your child’s diapering and her toilet attempts all on one line.
5. It is very normal for the positive peer pressure from the other children to help your child do
things here at school that she doesn’t do at home yet. With a little encouragement and a lot
of patience, she will “get it” at home, too!
We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
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10.36
Dear New Fun Fish Parents,
We are the Butterflies teachers. We are excited about having your child join our class! It is our
goal to minister to each child mentally, spiritually, emotionally, socially, and physically. In
order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it after dismissal. It is easier for us to communicate about most
information by note (arrival, dismissal and class time are busy and our attention needs to be
directed to the children). Please always check your child’s folder in our classroom box to get the
most up-to-date information!
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Had a good night’s rest, and had a good breakfast
2. Heard you talk about how fun school is
3. Walked in on his/her own
4. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
5. Arrived at a consistent time
6. A nutritious lunch
7. His/her own napping items in order to feel comfortable
8. His/her own extra clothes in case of an accident
9. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
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10.37
Dear New Treasure Seekers Parents,
We are the Treasure Seeker teachers. We are excited about having your child join our class! It
is our goal to minister to each child mentally, spiritually, emotionally, socially, and physically.
In order to work with you as a team in these very important preschool years, we will be
communicating with you often about our classroom plans, your child’s progress, school events,
and activities as they arise. If you ever have any questions or concerns about your child, we can
set up a time to talk about it on the phone, in person, or you can e-mail. It is easiest for us to
communicate about most information by note. Please always check your child’s folder in our
classroom box to get the most up-to-date information!
In our experience, we have found children perform better, adjust more quickly, and feel more
confident about being at Faith & Family if he or she has:
1. Had a good night’s rest, and had a good breakfast
2. Heard you talk about how fun school is
3. Walked in on his/her own
4. Heard a quick, upbeat goodbye, and you’ve made a quick exit. (DO NOT “sneak” out.
ALWAYS say “goodbye” and your child will learn to trust you and trust you will return.
You can always stand out of eyesight to hear if your child is settling into the routine, or you
are always welcome to call Faith & Family and see how he/she is adjusting.)
5. Arrived at a consistent time (but not at our class’s scheduled nap time)
6. A nutritious lunch
7. His/her own napping items in order to feel comfortable
8. His/her own extra clothes in case of an accident
9. The assurance you will be here in a timely manner at the end of the school day and able to
give them your undivided attention then (i.e. not on your phone)
Here are some helpful hints specific to our classroom!
1. Please make sure your child has comfortable, closed toed shoes to wear on the playground.
The pea gravel gets in sandals and hurts!
2. Having his or her own extra clothes in case of an accident is very important to the self-
esteem of three, four, and five-year-olds. Please make sure your child’s extra clothes are
weather appropriate by changing them with the seasons and include socks, underwear, and
consider shoes, also!
3. Toys from home are very hard to share, label everything that comes to school!!!
a. Help your child understand that toys that come to school are likely to get broken or
lost and need to stay in your child’s backpack to discourage them from bringing toys.
b. Naptime items need to be soft and only leave your child’s backpack at nap.
4. We have fun playing hard outside and experimenting with art and science inside. Please
make sure your child is dressed in clothes that can get dirty and, although we will try to avoid
it, possibly stained.
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We are looking forward to getting to know you and your child and working together as a team to
do the best job we can to help your child grow and learn to be the best he or she can be!
Serving in Christ’s name,
_____________________________ _____________________________
(Opening lead teacher) (Closing lead teacher)
_____________________________ _____________________________
(Opening teaching assistant) (Closing teaching assistant)
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10.38 Child Exit Form for Exiting School
Name of Child: _______________________________________________________
Classroom Exiting: _____________________________________________________
Exit Date: ____________________________________________________________
Checklist: If a child does not currently have an item at Faith & Family, place a line
through it. Place a checkmark in the square to the left if you have returned the item to
the child/parent.
Medicine (classroom) Memory Book or pieces for Memory Book
Medicine (office) Evaluation Formula
Bedding Wipes Sleeping Mat
Extra Clothing Sun Screen Bug Spray
Diapers Diaper Cream Other:
Cups Utensils Other:
Pacifiers Food Other:
Additional Information:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________ _____________________ Staff Member Completing Exit Form Date
_____________________________________ _____________________ Director Date
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_____________________________________ _____________________ Parent Date
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10.39 Goal Mapping
My goal is: ______________________________________________________________________________ ______________________________________________________________________________ The steps to complete this goal are: ___________________________________________________
by: __________________(date)
___________________________________________________
by: __________________(date)
___________________________________________________
by: __________________(date)
My accountability partner is: ______________________________________________________ He or she will check my progress on these dates: ________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
If my goal is not accomplished by: ___________________________ (date), I will: ___________ ______________________________________________________________________________ Signed: ______________________________________
(Goal Setter) Date: ______________________
______________________________________
(Accountability Partner) Date:______________________
______________________________________
(Witness) Date:______________________
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10.40 ABSENCE FORM
Name of Employee: __________________________________________________
Date(s) of absence: __________________________________________________
Time(s) of absence: _________________________________________________
Circle one:
In Person Called W.E.E. Called _________’s Cell Texted ___________’s Cell
E-mailed Other: _____________
Reason stated: ______________________________________________________
__________________________________________________________________
Date and Time Notified: ______________________________________________
To whom Notice was given: ___________________________________________
Replacement found: __________________________________________________
Time: ___________ to ___________
2nd Replacement found: ______________________________________________
Time: ___________ to ___________
Notes: _____________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________ called/texted at ______________
_______________________________________ called/texted at ______________
_______________________________________ called/texted at ______________
_______________________________________ called/texted at ______________
_______________________________________ called/texted at ______________
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_______________________________________ called/texted at ______________
10.41 Assessments
Assessments are observations about how a child’s development is progressing. An
observation is something you can see or hear the child do or say, not an
interpretation of his or her actions. An assessment is as objective possible.
Remember that assessments must be seen by office staff before you send them
home to a parent. Use the form that best applies. Sometimes, it makes sense to do
more than one form and have someone else help you decide which is the best to
show to the parent. Assessments are to be done when a child enters your room and
is new to the school and when a child exits your room.
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Progress Form for Birth to Twenty-Four Months
Child: ________________________________________ Date of Birth: ________
Observer(s): __________________________________ Room: ______________
Key: 1-Always 2-Working on Skill 3-Never
Birth to Three Months (Dates: _____________) Beginning Ending
1. Lifts head when held at shoulder.
2. Smiles spontaneously.
3. Responds to bell or rattle.
4. Follows moving person with eyes.
5. Follows object 180°.
6. Vocalizes sounds such as ah and eh or coos.
Three to Five Months (Dates: _____________) Beginning Ending
7. Returns smile.
8. Laughs aloud.
9. Rolls over.
10. Hold head erect and steady in sitting position with slight
support.
11. Reacts at mirror image.
12. Approaches offered object (ball or rattle) with both hands.
13. Shows beginning crawling movements.
Five to Nine Months (Dates: ______________) Beginning Ending
14. Transfers object, hand-to-hand.
15. Sits without support.
16. Squeals with joy or pleasure.
17. Reaches and grasps toy.
18. Holds two toys or objects, one in each hand.
Six to Twelve Months (Dates: _____________) Beginning Ending
19. Crawls or progresses on stomach or hitches in sitting
position. (Progresses without walking.)
20. Gets to sitting position alone.
21. Exhibits thumb-finger grasp or feeds self cracker.
22. Imitates speech sounds.
23. Says “mama” and “dada” specifically.
24. Vocalizes four different syllables.
25. Stands, holding on.
26. Begins to accept limits set by an adult.
Nine to Fifteen Months (Date: ______________) Beginning Ending
27. Cooperates in playing pat-a-cake.
28. Walks, holding on to furniture.
29. Stands alone for one minute.
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30. Looks at pictures in baby picture book.
Eleven to Fifteen Months (Dates: _________________) Beginning Ending
31. Walks alone, toddling.
32. Uses pincher grasp, as picking up single piece of cereal.
33. Indicates or gestures wants without crying. (Uses some
simple baby signs.)
34. Initiates words. (list a sampling)
35. Drinks from cup with lid.
36. Rests at nap time.
37. Points to pictures in book when asked.
Twelve to Eighteen Months (Dates:__________________)
38. Turns pages of a book.
39. Has three words other than “mama” and “dada.”
40. Stacks blocks, two high.
41. Scribbles spontaneously with pencil or crayon.
42. Begins to participate in songs and finger plays. (Imitates
and approximates motions.)
43. Uses simple instruments.
Fifteen to Twenty-Two Months (Dates: ________________)
44. Removes simple garment (shoes, socks, pants, etc.)
45. Walks backward.
46. Points to simple parts of body and articles of clothing when
asked. (Eye, nose, shirt, pants…)
47. Stacks blocks, three high.
48. Walks up steps with help.
49. Carries, hugs dolls or stuffed animals.
50. Recognizes pet and farm animals and the noises they make.
51. Recognizes the sky, trees, sun, etc.
52. Helps pick up toys.
53. Puts things in the trash when asked.
54. Washes hands with assistance from teacher.
General Comments:
Does the child require additional adult assistance or attention? Please explain.
Please comment on the child’s unusual talents, interests, and individual needs.
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Progress Form for Two-Year-Olds
Child: ________________________________________ Date of Birth: ________
Observer(s): __________________________________ Room: ______________
Key: 1-Always 2-Working on Skill 3-Never
Cognitive Entering Leaving
1. Uses words to express wants.
2. Talks—Names 10-15 objects and a few familiar people or
pets.
3. Uses parts of speech other than verbs.
4. Uses pronouns (specifically “me” and “my.”) Shows
possessive spirit.
5. Names 3 familiar pictures in picture book.
6. Points to parts of a doll or body (more complex, fingers,
elbow, chin, etc.)
7. Makes two-or three- word sentences.
8. Complies with simple commands such as retrieving, going.
9. Listen with interest to short rhymes.
10. Matches, compares familiar objects as to color, form, or
size.
11. Groups similar objects such as blocks.
12. Counts to two.
13. Aware of “one more,” knows “how many,” up to 2.
14. Sits for a short story (2 minutes in group).
15. Completes tasks independently.
16. Follows 2-step instructions/directions.
17. Listens appropriately to requests.
18. Interested in letters/numbers.
19. Knows first name, can give it when asked.
20. Participates in songs and finger plays.
21. Sits and looks at book or asks adult to read book.
22. Recognizes own name, full name, when spoken.
23. Communicates effectively with age-appropriate vocabulary
and grammar.
24. Identifies at least 1 simple shape (circle, square or
triangle).
25. Identifies own mother, father, siblings in a picture.
26. Identifies the “momma,” “daddy,” and “baby” in a picture.
27. Knows names of all articles of clothing (shirt, shoes, etc.)
28. Knows names of things around the house (rooms,
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furniture).
29. Recognizes pets, farm animals, and wild or zoo animals
and can imitate their sounds.
30. Participates in singing and knows words to several simple
children’s songs.
Social and Emotional Entering Leaving
31. Shows affection—carries or hugs dolls or stuffed animals
32. Shows regard for people or possessions
33. Occupies self, initiates own play activities or on simple
suggestion initiates own play.
34. Explores, investigates surroundings; adventures in new
ways.
35. Interacts comfortably with familiar adults.
36. Accepts adults limits.
37. Waits a short time while taking turns.
38. Says “help” when assistance is needed.
39. Displays pride about accomplishments.
40. Curious about things around them.
41. Rests at nap time.
Motor Skills Entering Leaving
42. Walks backward.
43. Climbs furniture and obstacles.
44. Walks up steps with help of banister or wall, rather than on
all fours.
45. Kicks ball forward.
46. Throws ball aimlessly overhand.
47. Runs.
48. Stacks blocks, three high.
49. Unwraps, removes covers from objects or peels bananas.
50. Disassembles—takes apart with minimal difficulty
51. Unfastens zippers, snaps, shirt-type buttons.
52. Uses glue sticks.
53. Uses scissors to cut play dough or straws.
54. Assembles puzzles (one shape fits one hole type).
Hygiene and Self-Help Entering Leaving
55. Drinks from cup without lid, unassisted, occasional spills.
56. Removes simple garment.
57. Uses spoon, spills.
58. Begins to show interest in toilet training.
59. Shows pride in toilet achievement and concern about
failures.
60. Washes and dries hands with minimal assistance.
General Comments:
Does the child require additional adult assistance or attention? Please explain.
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Please comments on child’s unusual talents, interests and individual needs.
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Progress Form for Three-Year-Olds
Child: _________________________________________ Date of Birth: _______
Date:_____ Observer(s): _______________________ Room: ________
Key: 1-Always 2-Working on Skill 3-Never
Cognitive Entering Leaving
1. Compares sizes. Matches, identifies big and little.
2. Counts to 3. (May count beyond 3).
3. Understands the concept of 3 (hand me 3 blocks.)
4. Dramatizes, acts out solo or with others.
5. Uses plurals.
6. Converses. (answers questions, gives information, etc.)
7. Sings short snatches of songs.
8. Knows name. Will give first and last name.
9. Can give the action taking place in picture (baby is
sleeping.)
10. Can identify the usage of objects in pictures (show me
which one you wear.)
11. Sits for a 3 minute story in a group.
12. Completes tasks independently.
13. Follows 3 step directions.
14. Responds appropriately to requests.
15. Interested in letters and numbers.
16. Begins to recognize “my letter” (first letter of first name.)
17. Knows the front and back of book.
18. Knows when book is right-side up.
19. Knows how to turn pages correctly (but still turns too
many on occasion).
20. Will tell a short story (of 2-3 sentences) about a picture or
can retell a known story by looking at the pictures.
21. Understands books are special and we take care of them.
22. Communicates effectively and with age-appropriate
vocabulary and grammar.
23. Identifies 2 simple shapes (such as circle, square, triangle,
star…) Which ones?
24. Can name many different family members (momma,
daddy, siblings, aunt, uncle, grandparents).
25. Knows town where he/she lives.
26. Knows state where he/she lives.
27. Recognizes most animals and can imitate the sounds they
make.
28. Can name objects found outside (nature, playground
equipment, etc.) when asked.
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Social and Emotional Entering Leaving
29. Plays alone among other children or adults with little
disturbance or disturbing.
30. Plays in a group with other children.
31. Helps clean up and with simple tasks.
32. Knows and relates to own gender. (Can respond correctly
to “are you a boy or a girl?”)
Motor Skills Entering Leaving
33. Assembles interlocking puzzles or simple toys.
34. Builds with blocks to create things.
35. Stacks blocks 8 high, in imitation.
36. Jumps in place in imitation or on command (both feet)
37. Walks down stairs. One step per tread when steps are
sized appropriately.
38. Balances on one foot for one second.
39. Throws ball with purpose. Overhand.
40. Traces straight lines with crayon or marker.
41. Traces curved lines with crayon or marker.
42. Uses crayons, pencils, markers, paintbrushes appropriately.
43. Uses scissors for age-appropriate tasks (can cut paper when
not expected to follow any lines).
44. Uses regular glue appropriately.
45. Participates in gross motor activities.
Hygiene and Self-Help Entering Leaving
46. Is toilet trained (1-rare accidents, 2-some, 3-still diapered)
47. Uses toilet without help. Can undress, wipe, and re-dress.
48. Can put on clothes when set out. Needs help with some
fasteners.
49. Puts on shoes, needs help tying. Usually puts shoes on
correct feet.
50. Can feed him/herself with appropriate utensils.
51. Able to wash and dry hands independently.
52. Begins to understand good food and sleep helps us grow,
exercise makes us strong, other basic health principles.
53. Begins to understand safety practices (look before crossing
the road, walk indoors, the stove is hot, etc.)
General Comments:
Does the child require additional adult assistance or attention? Please explain.
Please comment on child’s unusual talents, interests, and individual needs.
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Progress Form for Pre-Kindergarteners
Child: _________________________________________ Date of Birth: _______
Date:_____ Observer(s): _______________________ Room: ________
Key: 1-Always 2-Working on Skill 3-Never
Physical Health Entering Leaving
1. Can fasten fasteners except tying.
2. Can use spoon and fork effectively.
3. Uses toilet without help. Can undress, wipe, and re-dress.
Knows to flush and wash.
4. Washes own face and hands.
5. Tries new foods when served.
6. Understands basic health practices (cover sneeze, hygiene,
diet, sleep, exercise…)
7. Understands basic safety principles (stove is hot, look both
ways, don’t talk to strangers, walk inside, etc.)
Approaches to Learning Entering Leaving
8. Shows eagerness and curiosity as a learner.
9. Shows flexibility and inventiveness in tasks.
10. Shows planning and reflection.
Social and Emotional Development Entering Leaving
11. Is able to separate from parents without crying.
12. Shares toys and materials.
13. Takes turns; asks for turns; waits for a turn without too
much impatience.
14. Seeks other children for play.
15. Helps or offers help with tasks.
16. Expresses anger with words rather than actions.
17. Controls aggressive behavior.
18. Works and play cooperatively with other children.
19. Changes activities or routines without difficulties.
20. Attempts to solve problems with minimal adult assistance.
21. Seeks help when needed by using words.
22. Listens while others speak. Can sit through a story
selected for age.
23. Is polite/courteous to other children and adults.
24. Responds appropriately to requests.
25. Uses equipment and materials properly.
26. Accepts responsibility for own actions.
27. Understands familial relationships, mom/son,
dad/daughter, brother/sister, etc.
28. Knows address (street, city, state)
29. Keeps simple time and rhythm by clapping hands.
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Language and Communication Entering Leaving
30. Can speak clearly (an unfamiliar adult can understand most
words)
31. Speaks in complete sentences.
32. Uses sentence combinations.
33. Can identify self by first and last name.
34. Can follow four–step simple directions (go potty, flush,
wash, and come back or throw away your trash, put away
your lunch box, get your mat, and lay down for nap.)
35. Can use verbal and nonverbal conversation rules.
Emergent Literacy Entering Leaving
36. Can spell his/her name.
37. Can print his/her name.
38. Can identify most letters in his/her name.
39. Can state his/her own birthday.
40. Can state his/her address (street and number correctly)
41. Can recall words to a song or poem in rhyme/reproduce
songs from memory.
42. Can retell main parts from a story.
43. Can identify the difference between a capital and
lowercase letter.
44. Knows some letter sounds.
45. Shows ability to print some letters.
46. Recognizes letters. Which ones?
Mathematical and Scientific Thinking Entering Leaving
47. Knows his/her age (more than rote memory, test with “how
old were you last year, how old will you be next year”)
48. Knows phone number to call when lost (mom’s cell, dad’s
cell, home number, etc.)
49. Knows emergency phone number (9-1-1).
50. Can count by rote to 20.
51. Can count objects (one-to-one correspondence) to 10.
52. Can recognize numerals (0-9)
53. Can name and recognize most geometric shapes (square,
rectangle, triangle, circle, oval, rhombus, star, etc.)
54. Can recognize difference in relative concepts (big/little,
heavy/light, near/far…)
55. Understands spatial relationships (under/over, up/down,
in/out, inside/outside…)
56. Arranges objects n a series according to a pattern (abab,
abba, etc.)
57. Points to and names all major, visible parts of the body.
Social Studies and the Arts Entering Leaving
58. Understands some jobs and how to perform them.
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59. Follows the rules.
60. Begins to understand family roles.
61. Can name and recognize colors.
62. Draws a person and other recognizable objects.
63. Names coins. ( worth not necessary)
64. Can identify “Texas” on map of United States or Texas
shape.
Motor Development Entering Leaving
65. When clothes are laid out, can dress self.
66. Can climb equipment provided for that purpose.
67. Catches a 12-inch ball when thrown to him/her.
68. Hops on one foot for 6 steps.
69. Threads beads or spools onto string.
70. Buckles, buttons, snaps, zips on clothing with minor help.
71. Jumps over objects and lands on both feet.
72. Runs with speed and directions.
73. Uses multiple writing instruments.
74. Uses scissors for appropriate cutting tasks.
75. Uses glue, liquid and sticks, for appropriate tasks.
76. Participates in gross motor activities.
General Comments:
Does the child required additional adult assistance or attention? Please explain.
Please comment on child’s unusual talents, interests, and individuals needs.
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10.42 To be Attached to Incident Report
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children, and under different circumstances. The first step in controlling biting is to look at
why it may be happening.
One Reason Children Bite: Exploration
Infants and toddlers learn through their senses. Young children do not always understand the
difference between gnawing on a toy and biting someone.
What we do at school: We tell them that biting hurts our friends. We give them something
appropriate to bite, for example, a teether fastened to their shirt. If they continue to bite, they
may need time by themselves.
What you can do at home: Allow them to explore clean, safe things with their mouths. If they
bite a person, tell them biting hurts. Say: “You may bite this if you need to bite,” and hand them
something appropriate to bite.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children, and under different circumstances. The first step in controlling biting is to look at
why it may be happening.
One Reason Children Bite: Exploration
Infants and toddlers learn through their senses. Young children do not always understand the
difference between gnawing on a toy and biting someone.
What we do at school: We tell them that biting hurts our friends. We give them something
appropriate to bite, for example, a teether fastened to their shirt. If they continue to bite, they
may need time by themselves.
What you can do at home: Allow them to explore clean, safe things with their mouths. If they
bite a person, tell them biting hurts. Say: “You may bite this if you need to bite,” and hand them
something appropriate to bite.
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Teething
Swelling gums can be tender and can cause a great deal of discomfort. Sometimes children find relief by
chewing on something. Because they do not fully understand that people and things are different,
sometimes they choose to chew on a person instead of an object.
What we do at school: Tell the child that biting hurts and give them something appropriate to
bite on. Give them pain relieving medication or topically applied ointment if the parent provides
it.
What you can do at home: If it is safe, give them crunchy things to eat. Supply the school with
topical, over-the-counter, pain relieving gel or, with the proper paperwork, age-appropriate pain
relieving medication.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Teething
Swelling gums can be tender and can cause a great deal of discomfort. Sometimes children find relief by
chewing on something. Because they do not fully understand that people and things are different,
sometimes they choose to chew on a person instead of an object.
What we do at school: Tell the child that biting hurts and give them something appropriate to
bite on. Give them pain relieving medication or topically applied ointment if the parent provides
it.
What you can do at home: If it is safe, give them crunchy things to eat. Supply the school with
topical, over-the-counter, pain relieving gel or, with the proper paperwork, age-appropriate pain
relieving medication.
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Cause and Effect
About 12 months old, children become interested in finding out what happens when they do something.
When they bang a spoon on the table, they discover that it makes a loud sound. When they drop a toy
from their crib, they discover that it falls. They may also discover that when they bite someone, they get
a loud scream of protest.
What we do at school: Give them positive attention; when they do something we want them to
do, we lavish praise. When they bite, we speak to the child in a low tone of disapproval and
give a logical consequence. Some logical consequences we use: if a child bites a friend, they
must move away from that friend, if they hug friend, they get praise.
What you can do at home: Lavish praise when they do what you ask or make a good choice on
their own. Ignore undesirable behavior if you can. Say something like “if you bite me, you will
have to sit out,” “if you bite your sister, you will have to hold ice on her, to help her feel better,
because you hurt your sister.”
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Cause and Effect
About 12 months old, children become interested in finding out what happens when they do something.
When they bang a spoon on the table, they discover that it makes a loud sound. When they drop a toy
from their crib, they discover that it falls. They may also discover that when they bite someone, they get
a loud scream of protest.
What we do at school: Give them positive attention; when they do something we want them to
do, we lavish praise. When they bite, we speak to the child in a low tone of disapproval and
give a logical consequence. Some logical consequences we use: if a child bites a friend, they
must move away from that friend, if they hug friend, they get praise.
What you can do at home: Lavish praise when they do what you ask or make a good choice on
their own. Ignore undesirable behavior if you can. Say something like “if you bite me, you will
have to sit out,” “if you bite your sister, you will have to hold ice on her, to help her feel better,
because you hurt your sister.”
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Attention
When situations arise where they are not receiving enough positive attention and daily interaction, they
often find a way to make others sit up and take notice. Being ignored is not fun. Biting is a quick way to
become the center of attention—even if it is negative attention.
What we do at school: Lavish praise when they are making good choices. Make sure there are
enough new, challenging things to do in the classroom, and that the children are busy and not
bored. If a child has made a bad choice, we give more attention to the child who has been
bitten than the one that has done the biting. If a child needs time away from others, we do not
give them extra attention during that time.
What you can do at home: Lavish praise when they are making good choices. Make sure you
are giving them safe, challenging opportunities to play, and help you with chores. Even the
most mundane activity (throwing away trash, being gentle with a pet, etc.) can be praised.
Ignore, if possible, undesirable behavior. When correcting behavior, be short and to the
point and do not give an excess of attention to the behavior.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Attention
When situations arise where they are not receiving enough positive attention and daily interaction, they
often find a way to make others sit up and take notice. Being ignored is not fun. Biting is a quick way to
become the center of attention—even if it is negative attention.
What we do at school: Lavish praise when they are making good choices. Make sure there are
enough new, challenging things to do in the classroom, and that the children are busy and not
bored. If a child has made a bad choice, we give more attention to the child who has been
bitten than the one that has done the biting. If a child needs time away from others, we do not
give them extra attention during that time.
What you can do at home: Lavish praise when they are making good choices. Make sure you
are giving them safe, challenging opportunities to play, and help you with chores. Even the
most mundane activity (throwing away trash, being gentle with a pet, etc.) can be praised.
Ignore, if possible, undesirable behavior. When correcting behavior, be short and to the
point and do not give an excess of attention to the behavior.
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Imitation
Sometimes they bite because they see other children biting, getting attention, and they want the
attention.
What we do at school: We try to make sure we are paying attention and giving praise for
behavior we desire and paying as little attention to undesirable behavior as possible.
What you can do at home: Give praise for desired behavior; ignore undesirable behavior,
if possible. If the undesirable behavior is impossible to ignore, pay as little attention as possible
and make sure you use a stern expression and voice to express your displeasure.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Imitation
Sometimes they bite because they see other children biting, getting attention, and they want the
attention.
What we do at school: We try to make sure we are paying attention and giving praise for
behavior we desire and paying as little attention to undesirable behavior as possible.
What you can do at home: Give praise for desired behavior; ignore undesirable behavior,
if possible. If the undesirable behavior is impossible to ignore, pay as little attention as possible
and make sure you use a stern expression and voice to express your displeasure.
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Independence
The words “mine” and “me do it” are often heard as children strive toward independence. Learning to
be independent, making their own choices and needing control over a situation are part of growing up.
Biting is a powerful way to control others. If you want a toy, want a playmate to leave you alone, or to
move out of your way, biting is a quick way to get what you want.
What we do at school: We help the child who is trying to control the situation to use their
words and/or sign. Phrases like “May I play with that?”, “Can I trade you this for that?”, “When
you are finished, may I play with that, please?” help the child express their wants and needs
without resorting to biting. Even phrases as simple as “My turn, please,” “move, please,” and
even the often dreaded “mine” help a child use their words to express rather than their teeth.
What you can do at home: When they want something you have, help them to use their words
to ask for the item. When they become practiced at asking, stretch the skill by helping them
wait until you are finished with an item, or to trade you for something. Encourage words and/or
sign instead of crying, hitting, taking, or pushing to get something from you or siblings.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Independence
The words “mine” and “me do it” are often heard as children strive toward independence. Learning to
be independent, making their own choices and needing control over a situation are part of growing up.
Biting is a powerful way to control others. If you want a toy, want a playmate to leave you alone, or to
move out of your way, biting is a quick way to get what you want.
What we do at school: We help the child who is trying to control the situation to use their
words and/or sign. Phrases like “May I play with that?”, “Can I trade you this for that?”, “When
you are finished, may I play with that, please?” help the child express their wants and needs
without resorting to biting. Even phrases as simple as “My turn, please,” “move, please,” and
even the often dreaded “mine” help a child use their words to express rather than their teeth.
What you can do at home: When they want something you have, help them to use their words
to ask for the item. When they become practiced at asking, stretch the skill by helping them
wait until you are finished with an item, or to trade you for something. Encourage words and/or
sign instead of crying, hitting, taking, or pushing to get something from you or siblings.
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Frustration
Young children experience a lot of frustration. Toddlers do not have good control over their bodies yet.
They are learning how to walk, talk, play with others, eat, potty, etc. Sometimes biting can be a way to
relieve tension.
What we do at school: We give them as much time and space as they can have. We give them
something appropriate to bite. If possible, give them alone time and allow them to self-soothe.
We attempt to have low class sizes and multiple teachers in the room at all times so a teacher
can intervene faster to a frustrated child.
What you can do at home: Teach them to wait by letting them practice for small amounts of
time. In calm words, explain to them that you see they are frustrated and want to help them.
Help them to use their words and/or sign to express what they want or need and promise to
help them, but if it is safe and possible, help them to wait a short time before getting what they
have asked for.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Frustration
Young children experience a lot of frustration. Toddlers do not have good control over their bodies yet.
They are learning how to walk, talk, play with others, eat, potty, etc. Sometimes biting can be a way to
relieve tension.
What we do at school: We give them as much time and space as they can have. We give them
something appropriate to bite. If possible, give them alone time and allow them to self-soothe.
We attempt to have low class sizes and multiple teachers in the room at all times so a teacher
can intervene faster to a frustrated child.
What you can do at home: Teach them to wait by letting them practice for small amounts of
time. In calm words, explain to them that you see they are frustrated and want to help them.
Help them to use their words and/or sign to express what they want or need and promise to
help them, but if it is safe and possible, help them to wait a short time before getting what they
have asked for.
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Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Stress
Lack of daily routine, interesting things to do, or adult interaction are stressful situations for children.
Children also experience stressful events like death, divorce, a new baby in the family, or a move to a
new home. For some children, it is stressful to move to a new classroom or have new children join a
classroom. Biting is one way to express feelings and relieve tension.
What we do at school: Try to keep to a daily routine and provide a variety of items to play with.
Try to maintain a consistent staff. Allow children to have a “lovie,” if they need one and only for
as long as they need it. Partner with the parent to offer as much support as possible and pray
for the family. We also promote as a child is ready and over a few days of adjustment, rather
than all at once.
What you can do at home: Let us know if you are experiencing something in your home life so
we can help you, pray for you, and be more sensitive to what your child is experiencing. Let us
know if there is a way we can help relieve stress for you. Send a special “lovie” type item if it
will help your child feel more secure.
Biting Hurts! Biting is quite common among young children. It happens for different reasons with
different children and under different circumstances. The first step in controlling biting is to look at why
it may be happening.
One Reason Children Bite: Stress
Lack of daily routine, interesting things to do, or adult interaction are stressful situations for children.
Children also experience stressful events like death, divorce, a new baby in the family, or a move to a
new home. For some children, it is stressful to move to a new classroom or have new children join a
classroom. Biting is one way to express feelings and relieve tension.
What we do at school: Try to keep to a daily routine and provide a variety of items to play with.
Try to maintain a consistent staff. Allow children to have a “lovie,” if they need one and only for
as long as they need it. Partner with the parent to offer as much support as possible and pray
for the family. We also promote as a child is ready and over a few days of adjustment, rather
than all at once.
What you can do at home: Let us know if you are experiencing something in your home life so
we can help you, pray for you, and be more sensitive to what your child is experiencing. Let us
know if there is a way we can help relieve stress for you. Send a special “lovie” type item if it
will help your child feel more secure.
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One Reason Children Hit or push: Frustration
Young children experience a lot of frustration. Toddlers do not have good control over their bodies yet.
They are learning how to walk, talk, play with others, eat, potty, etc. Sometimes hitting or pushing can
be a way to relieve tension.
What we do at school: We give them as much time and space as they can have. We give them
something appropriate to bite. If possible, give them alone time and allow them to self-soothe.
We attempt to have low class sizes and multiple teachers in the room at all times so a teacher
can intervene faster to a frustrated child.
What you can do at home: Teach them to wait by letting them practice for small amounts of
time. In calm words, explain to them that you see they are frustrated and want to help them.
Help them to use their words and/or sign to express what they want or need and promise to
help them, but if it is safe and possible, help them to wait a short time before getting what they
have asked for.
One Reason Children Hit or push: Frustration
Young children experience a lot of frustration. Toddlers do not have good control over their bodies yet.
They are learning how to walk, talk, play with others, eat, potty, etc. Sometimes hitting or pushing can
be a way to relieve tension.
What we do at school: We give them as much time and space as they can have. We give them
something appropriate to bite. If possible, give them alone time and allow them to self-soothe.
We attempt to have low class sizes and multiple teachers in the room at all times so a teacher
can intervene faster to a frustrated child.
What you can do at home: Teach them to wait by letting them practice for small amounts of
time. In calm words, explain to them that you see they are frustrated and want to help them.
Help them to use their words and/or sign to express what they want or need and promise to
help them, but if it is safe and possible, help them to wait a short time before getting what they
have asked for.
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One Reason Children Hit or Push: Independence
The words “mine” and “me do it” are often heard as children strive toward independence. Learning to
be independent, making their own choices and needing control over a situation are part of growing up.
Hitting and pushing can be a powerful way to control others. If you want a toy, want a playmate to
leave you alone, or to move out of your way, hitting or pushing is a quick way to get what you want.
What we do at school: We help the child who is trying to control the situation to use their
words and/or sign. Phrases like “May I play with that?”, “Can I trade you this for that?”, “When
you are finished, may I play with that, please?” help the child express their wants and needs
without resorting to hitting or pushing. Even phrases as simple as “My turn, please,” “move,
please,” and even the often dreaded “mine” help a child use their words to express rather than
their hands.
What you can do at home: When they want something you have, help them to use their words
to ask for the item. When they become practiced at asking, stretch the skill by helping them
wait until you are finished with an item, or to trade you for something. Encourage words and/or
sign instead of crying, hitting, taking, or pushing to get something from you or siblings.
One Reason Children hit or push: Imitation
Sometimes they hit or push because they see other children hitting or pushing, getting attention, and
they want the attention.
What we do at school: We try to make sure we are paying attention and giving praise for
behavior we desire and paying as little attention to undesirable behavior as possible.
What you can do at home: Give praise for desired behavior; ignore undesirable behavior,
if possible. If the undesirable behavior is impossible to ignore, pay as little attention as possible
and make sure you use a stern expression and voice to express your displeasure.
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One Reason Children hit or push: Attention
When situations arise where they are not receiving enough positive attention and daily interaction, they
often find a way to make others sit up and take notice. Being ignored is not fun. Hitting or pushing is a
quick way to become the center of attention—even if it is negative attention.
What we do at school: Lavish praise when they are making good choices. Make sure there are
enough new, challenging things to do in the classroom, and that the children are busy and not
bored. If a child has made a bad choice, we give more attention to the child who has been
hit or pushed than the one that has done the hitting or pushing. If a child needs time away from
others, we do not give them extra attention during that time.
What you can do at home: Lavish praise when they are making good choices. Make sure you
are giving them safe, challenging opportunities to play, and help you with chores. Even the
most mundane activity (throwing away trash, being gentle with a pet, etc.) can be praised.
Ignore, if possible, undesirable behavior. When correcting behavior, be short and to the
point and do not give an excess of attention to the behavior.
One Reason Children Hit and Push: Cause and Effect
About 12 months old, children become interested in finding out what happens when they do something.
When they bang a spoon on the table, they discover that it makes a loud sound. When they drop a toy
from their crib, they discover that it falls. They may also discover that when they hit or push someone,
they get a loud scream of protest.
What we do at school: Give them positive attention; when they do something we want them to
do, we lavish praise. When they hit or push, we speak to the child in a low tone of disapproval
and give a logical consequence. Some logical consequences we use: if a child hits or pushes a
friend, they must move away from that friend, if they hug friend, they get praise.
What you can do at home: Lavish praise when they do what you ask or make a good choice on
their own. Ignore undesirable behavior if you can. Say something like “if you hit me, you will
have to sit out,” “if you push your sister, you will have to hold ice on her, to help her feel better,
because you hurt your sister.”
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We teach new behaviors. We use a stern facial expression and in a firm voice as we look them in the
eye: No! _____________ hurts. It is not ok to ______________, it hurts your friends. Look you hurt
____________. You need to help your friend. If the injured child will allow it, the child who injured can
help wash the injury, apply antibiotic ointment, and hold ice on the hurt child. If they feel remorse, we
need to help with them the word and sign for I’m sorry. If the injuring child is out of control, or if the
hurt child does not want to be near the injuring child, we will give the injuring child a “time away.”
When things are back under control we will tell the child what we expect. “Our teeth are for talking, use
your mouth to tell our friends what we need.” “Our hands are for helping, we use gentle hands.”
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10.43 Directions for Welcome Packet
Please make a “welcome packet” for children who will be entering your classroom. Be sure
parents from another classroom or from outside of Faith & Family will understand it and be well
informed about your classroom.
You may consider these things as you are putting the packet together…
The “Dear Parent” letter appropriate for your classroom (pick one from page 92-106 from
the Staff Handbook)
A copy of your current classroom schedule (adjusted with specials, and outside times
depending on the time of year)
The Reminder to Parents found in the Staff Handbook for your age group
An Information sheet appropriate to your age group
Feeding instructions if you are an infant teacher
A letter explaining
o Who you are (all of the teachers)
o How you handle arrival and dismissal
o Where parents can expect to find daily reports or other correspondence from you
o How you handle learning areas or centers
o How you handle discipline in your classroom
Please get any information you sending home approved prior to sending it home. The Staff
Handbook, Teaching in Church Weekday, and your Curriculum Guide are all very good places
for you to get information to pass on to the parents.
After you have the packet approved, keep several in your room so you can give them to parents
when they come to visit the school and to parents as children move into your room. Make sure
all of the staff in the room know where to find these packets and are “on board” with how the
classroom is functioning.
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10.44 Directions for Transition Packet
The director will decide who and when to promote, based on observation, an assessment
(found in Teaching in Church Weekday and in the front of the drawer with the time
sheets) and communication between the am and pm staff, and parents.
1. Teachers from the child’s current classroom, with help from the teachers in the child’s
next classroom, fill out the Developmental Transition Plan (2 pages or 1 page front and
back) and have director sign it.
2. Teachers from the new classroom need to give the current classroom staff a welcome
packet including a copy the letter from the Staff Handbook for their class.
3. Staff from the current classroom need to create a transition packet with:
Completed assessment form
Developmental Transition Plan (filled out and signed)
Welcome packet from new classroom
Child Exit Form
4. Have the director review and sign the packet.
5. Have the new class staff review and sign the packet.
6. Have the parents review and sign the packet.
7. Make 3 copies of the packet
Give packet to parents
Give packet to new classroom
Keep a packet in the current classroom, and give to office when transition is
complete (this will be kept in the child’s file in the office)
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10.45 Exit Form for Transitioning Children
Name of Child: _______________________________________________________
Classroom Exiting: _____________________________________________________
Classroom Entering: ____________________________________________________
Transition Date: _______________________________________________________
Checklist: If a child does not currently have an item at Faith & Family, place a line
through it. Place a checkmark in the square to the left if you have returned the item to
the child/parent.
Medicine (classroom) Memory Book or pieces for book
Medicine (office) Evaluation Formula
Bedding Wipes Sleeping Mat
Extra Clothing Sun Screen Bug Spray
Diapers Diaper Cream Other:
Cups Utensils Other:
Pacifiers Food Other:
Additional Information:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________ _____________________ Staff Member Completing Transition Form Date
_____________________________________ _____________________ Director Date
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_____________________________________ _____________________ Parent Date
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10.46 Daily Checklist-School
When you have completed the checklist in your room and your shift is nearly over, please check these checklists also. Opening shift, I know things will get dirty again before the end of the day, but you doing this helps us when the end of the day comes and helps our school to be nice all day long when parents come to visit. Everyone needs to choose a task before she leaves. Even if you don’t have to do the task, you merely checked it and it was done/fine/clean/whatever, please initial so we know you attempted. Thank you for your help!
End of the Opening Shift Checklist
By initialing the square, I am verifying the task is complete. I have either done the task or have gone to check that it is done.
Task Monday Tuesday Wednesday Thursday Friday
1 Trash on playground is picked up
2 Trash is in covered cans outside, not in hallway, RR, or on ground
3 Washer, and dryer loaded and running in Resource Room
4 Clean clothes folded/put away
5 Clean toys out to dry, dry toys put away
6 Dishwasher loaded and running
7 Toys too big for dishwasher Cris-Clened and left to dry
8 3 Bathrooms-toilets flushed, sinks off, look and smell clean
9 All snack/food sealed and put away
10 All cleaning supplies are out of children's reach
11 Dishwasher and drying racks in Kitchen emptied of clean dishes
12 Hallway clear, clean, looks and smells nice
13 Toys not needed by closing staff in Resource Room
14 Counters clear and clean (including put away coffee and coffee items)
Closing shift, I know you are ready to go at the end of the day, but we all are! Please check the lists below! The first list-each classroom pick a task, the second list-each person pick a task. If you want to go above and beyond, awesome! Please don’t start them too early or it defeat the purpose and I have
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to go back again at the end of the day. Even if you don’t have to do the task, you merely checked it and
it was done/fine/clean/whatever, please initial so we know you attempted. Thank you for your help!
End of the Day Checklist 1 Each classroom choose one task
By initialing the square, I am verifying the task is complete. I have either done the task or have gone to check that it is done.
Task Monday Tuesday Wednesday Thursday Friday
1a Toys on playground are picked up (get kids to help!) x x x
1b Trash on playground is picked up (get kids to help!)
2 Dishwasher loaded and running in Resource Room
3 Clean clothes folded/put away
4 Dry, clean toys put away
5 Sinks are stocked with soap and paper towels (3 baths, Kitchen, RR) x x x
6 Dishwasher loaded and running in Kitchen, counters clear and clean
7 Wagons/strollers put in closet (Yes, every day.)
8 Hallway clear, clean, looks and smells nice (Sweep? Mop? Pick up?)
End of the Day Checklist 2 Each person choose 1 task
By initialing the square, I am verifying the task is complete. I have either done the task or have gone to check that it is done.
Task Monday Tuesday Wednesday Thursday Friday
1 Trash is in covered cans outside, not in hallway, RR, or on ground
2 Moon-Fish: All toys are in resource room, and Bee, Butter, or TS below, by day
2a Bee: All toys to resource room x x x x
2b Butter: All toys to resource room x x x x
2c TS: All toys to resource room x x x x
3 Washer/Dryer loaded and running
4 Toys too big for dishwasher Cris-Clened and all clean toys drying
5 6 bathrooms-toilets flushed, sinks off
6 6 bathrooms-W.E.E. uses looks and smells clean
7 Every room W.E.E. uses looks and smells clean (classrooms, offices, etc)
8 5 cameras in office
9 All snack/food sealed and put away
10 All cleaning supplies are out of children's reach
11 Faith & Family stuff cleared from hall tables by each door, church clipboards out on each hall table x x x
12 Faith & Family clipboards to the left of each corresponding W.E.E. box (where things can still be put in the box)
13 Bye-Bye Buggies put in Sunbeams x x x
14 All A/Cs are on "Run Schedule" (Moon, Star, Fish, RR, K, Build. A Hall)
Office
1 All office drawers and computers locked
2 All outside doors locked
3 All lights off
4 Deposit made (or n/a)
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5 Checklist done