400 Congdon Street
P.O. Box 391
Chelsea, Michigan 48118
734.433.1938
Dear Preschool Parents:
You have now enrolled your child in a cooperative preschool, a school in which both the child and the parent participate. You are a SHAREHOLDER in the school; an equal owner with all the other parents enrolled for the coming school year and because of this, play an important role in the success of the Co-op for this year.
The cooperative experience will be different for each of us as we are different from one another. Our main objective though, is universal – our children. The goal for our preschool is to give your child a head start for the future and to help them in developing skills needed for their continuing education.
A cooperative gives you the opportunity to grow with your child. Both you and your child will meet new people and form friendships with other preschool families.
This handbook is yours to keep while your child is attending preschool. Please read through this handbook before the start of the school year as this contains important information for your cooperative experience. Use this as a reference tool whenever you have a question regarding a preschool policy or procedure. The more familiar you are with the contents of this book, the more you will be able to give your input toward the running of this school.
If you have any questions or concerns about the functioning of the Co-op please feel free to contact any of the Executive Board. We wish you and your child a year of growth and wonderful experiences!
Sincerely,
Your Executive Board
Table of Contents
The Classroom
.... Philosophy………………………………....................... ……………………………….3
.... Daily Schedule…………………………………………………............................. ………...4
Preschool Plus Music and Arts Enrichment........................................................................ 6
Areas within the classroom................................................................................................ 8
.... Assisting in the Classroom.................................................................................................. 9
.... Snacks............................................................................................................................ 10
Cleaning Procedures........................................................................................................ 13
.... A Message to Parents...................................................................................................... 14
.... Guidance Strategies Work at School and Home.................................................................. 16
.... You may be surprised by what you see at Preschool.......................................................... 20
.... Parent’s responsibilities.................................................................................................... 22
The Makings of a Cooperative
.... V.I.P.'s (Very Important Particulars)................................................................................ 23
.... Fundraising...................................................................................................................... 25
.... Session Coffees............................................................................................................... 27
.... Annual Executive Board Election Procedures.................................................................... 28
.... Whom to Contact About What.......................................................................................... 29
.... The History of Chelsea Children's Cooperative Preschool................................................... 30
Health and Safety
.... Safety Rules.................................................................................................................... 32
.... Exposure Control Plan...................................................................................................... 34
Serious Accident Procedure.............................................................................................. 36
.... Fire Policy....................................................................................................................... 37
.... Tornado Policy................................................................................................................. 38
.... Sexual Conduct or Molestation Policy................................................................................ 39
Philosophy
Learning is a natural and ongoing phenomenon, which emerges as we interact with and respond to our environment. As young children play, they develop strategies and form relationships that enable them to create a world that makes sense.
At Chelsea Children’s Cooperative, we believe it is our responsibility to provide multifaceted opportunities for preschoolers to explore, experiment, and grow in a safe, nurturing, and age appropriate arena. Our program is committed to helping individual children:
Research based studies maintain that parents are the first and ultimately the best and most influential teachers. To this end, we are dedicated to providing services to our community within the context of the family. Parents are provided opportunities and are encouraged to assist in many aspects of school development and operation. Establishing a genuine partnership between children, parents, and teachers in an educational setting benefits everyone.
Chelsea Children’s Cooperative philosophy, curriculum, and classroom practices are based on findings from professional resources and research in the field of early childhood development and education. We continually evaluate and revise our practices to reflect what is currently known about children.
Valuing the family as a unit as well as the individuality and worth of each of its members is our philosophy and practical approach to preschool education.
Daily Schedule
Morning Class Afternoon Class
8:15 a.m. 11:30 a.m.
Assist parents and their children arrive. You will be briefed on the day’s activities, do the routine pre-session duties, and help with last minute preparation and set-up.
8:30 a.m. 11:45 noon
Assist parents greet children and help with nametags (when needed). Children are free to explore the room and begin playing. The daily project at the Art Center remains closed until after gathering time.
8:45 a.m. 12:00 p.m.
Gathering time. Gathering time includes taking attendance, marking our daily calendar, songs, finger plays and an explanation of activities at ”centers,” including special art, science, and/or cooking projects. (All family members are encouraged to join in gathering time.)
9:00 a.m. 12:15 p.m.
Center time (Free Choice Time). Assist parents help as needed in center activity areas. Of particular importance is the gross motor area. Structured group activities, games, music and creative movement are offered at this time. Special cooking and science projects require additional supervision, too. Ordinarily we like to have no more than four children at the art table at one time. If we keep the number low, we should only need one parent there to help. This is a very busy and hectic time during the day, but please take time to observe and interact with your own ch ild. Having you at school means a lot to your child.
10:00 a.m. 1:15 p.m.
Clean-up Time. A magic wand or other signal is used to designate clean-up time. Assist parents’ help children pick up room and clean off tables (with bleach water) for snacks. Parents also need to help children wash their hands and use the bathroom as necessary. Occasionally we do a group activity such as Magic Science before washing hands. At least one parent needs to remain with the children while the other(s) prepare for snacks.
10:15 a.m. 1:30 p.m.
Snack Time. Assist parents join children at the tables for snacks. Children are encouraged to pour their own juice, help themselves to snacks, and clean up their own spills, as instructed. This is an important social time during the day.
10:30 a.m. 1:45 p.m.
Circle and Library time. Another group time, similar to gathering time, where we share our daily experiences and read or dramatize a story. As many assist parents as possible must join the teacher in the library once the tables have been cleaned after snack. On select days, this time will also include share time.
10:45 a.m. 2:00 p.m.
Outdoor Play. Assist parents help dress children for outdoor play and make sure art projects and share toys are in the children’s cubbies. One parent needs to remain inside to clean up from the day’s activities (see Cleaning Procedures) and prepare the room for the next session. All others must help supervise children on the playground.
11:00 a.m. 2:15 p.m.
Dismissal. Children will be either outside (weather permitting) or outside the classroom in the hallway when parents arrive to pick them up. Parents must sign out their child. Once the session is dismissed, everyone is encouraged to stay out of the classroom and the doors should be closed. Assist parents need to remain at school until all children are picked up.
Preschool Plus Music and Arts Enrichment
“Preschool Plus” is an optional new program we are offering in partnership with the Chelsea Center for the Arts (CCA). It gives the children 45 minutes worth of instruction by the CCA’s experts in music, dance or art and will take place before or after preschool once a week. It does not replace the existing music and art components in the preschool curriculum.
Children registered for preschool in the morning will stay after school to eat lunch in the classroom. They will be cared for by one of the teachers. A sack lunch should be brought from home. At 11:45am, the children will go upstairs to the CCA for their Preschool Plus class, finishing at 12:30pm after which they will go home.
Conversely children registered for afternoon preschool will arrive early at 10:15am for Preschool Plus in the upstairs CCA classrooms, have lunch in the preschool classroom at 11:00am and then have preschool from 11:45am to 2:15pm.
There will be no Preschool Plus in September, December and May .
A sample curriculum could have the following components:
Let’s Play: Music and Art
Creative play is the work of children. Experiment with color, rhythmic play and musical theater.
Mud Pies
Storytime comes to life as bright, vibrant clay creations. Students will become familiar with the vocabulary of art: line, form, texture, shape, as well as some clay specific vocabulary including kiln, glaze and firing. Clay working methods will be taught as will the use of tools.
Dalcroze
Build upon your child’s natural love of music. This three part method – rhythmics, solfege and improvisation encourages children to understand and learn music through all the senses, not just the mind. Children will be singing, dancing, moving and learning with Carly Margolis.
Art History
Meet the Masters: short story about a famous (or even not so famous) artist followed by a mini hands on activity.
Daily Schedule on Wednesdays for Children attending Preschool Plus
Morning Class
8:15am Assisting parents and their children arrive
8:30am School begins
8:45am Gathering Time
9:00am Center Time
10:00am Clean-up Time
10:15am Snack Time
10:30am Circle and Library Time
10:45am Outdoor Play
11:00am Preschool finishes. Lunch Time – children eat a sack lunch in the classroom
11:45am Preschool Plus. The children are escorted to one of the upstairs classrooms in the CCA for their music or art class.
12:30pm Dismissal. Parents must sign out their child.
Afternoon Class
10:15am Children arrive at the CCA for their music or art class.
11:00am Children are escorted downstairs to the preschool classrooms where they eat their sack lunch
11:30am Assist parent and their children arrive
11:45am School Begins
12:00pm Gathering Time
12:15pm Center Time
1:15pm Clean-up Time
1:30pm Snack Time
1:45pm Circle and Library Time
2:00pm Outdoor Play
2:15pm Dismissal. Parents must sign out their child.
Areas Within the Preschool
The preschool is divided into areas designed to provide multifaceted opportunities for preschoolers to explore, experiment, and grow in a safe, nurturing, and age appropriate arena. These areas include:
Assisting in the Classroom
What do I do when I assist? This is a common concern of all parents. As an assist parent, you have a variety of responsibilities. We’ll try to summarize them here.
Other tips:
Snacks
For healthy growth and development, children need snacks and fluids between meals. Snacks can provide additional energy that children need to avoid late-morning and mid-afternoon slumps. However, snacks should be planned to be nutritious and age-appropriate.
In addition to providing a part of the child’s daily food intake, snack time can offer important learning opportunities:
· To try new foods, and explore how they look, feel, sound and smell
· To develop social skills by talking and being with others
· To discuss how food is produced, prepared, its importance to growth, etc.
· To develop a willingness to try different things through eating new foods
· To learn age-appropriate table manners
· To share special events like birthdays or holidays
· To share with one another food that they have prepared themselves
· To enjoy a variety of foods
Healthy Snack Suggestions
Muffins Pretzels
Cheese Raisins Yogurt Crackers
Fruit Graham crackers
Granola bars Dried fruit
Cereal Trail mix (no nuts)
Cut up apples Orange or tangerine sections
Banana halves Chunked pineapple
Canned fruit Cucumber slices
Rice/popcorn cakes Bread
Zucchini/banana/pumpkin/carrot/lemon quick bread
Grapes cut in half Bean dip
Frozen 100% juice pops Fruity yogurt dip
Ranch dressing dip Chips made from tortillas or pita
Bread sticks Yogurt-covered raisins
The children will be given bottled water to drink.
It is highly commendable when snacks reflect the creativity of the provider. Recipes for snacks may be shared in Fingerprints, our monthly newsletter. Check with your Session Representative if special ingredients are required by the teacher for a cooking project.
Snack Restrictions
To avoid choking hazards, please DO NOT bring:
Vegetable sticks (grated or cooked OK) Hot Dogs
Whole grapes Fruit Roll-ups
Popcorn Gum
Hard candy
In addition, to avoid food allergies, the co-op maintains a NUT-FREE classroom. Please DO NOT bring:
A snack containing any kind of nut or peanut butter
A snack with any of the following label warnings:
· “May contain traces of peanuts and tree nuts”
· “Manufactured on equipment that processes products containing peanuts and other nuts”
· “Manufactured in a facility that processes nuts”
Keeping Children With Allergies Safe
The co-op is committed to creating a safe environment for children. Parental assistance is vital to this commitment. Food allergies have steadily increased, creating a risk to some children. The following policy has been prepared in order to balance food allergy concerns with the traditional co-op experience promoted by snack time.
1. Every parent of a child with allergy concerns shall complete an “Allergy Action Plan” form for their child. This form details the child’s allergies, allergic reactions, and the necessary action to take in the event of an allergic reaction. The forms will be kept in a binder maintained in the classroom.
2. Every parent of a child with allergy concerns shall create a “Safe Snack Box” for their child. These will be kept in the kitchen. This is a container, labeled with the child’s name as well as the words “Safe Snacks,” that holds snacks predetermined by the parent to be safe for a child with food allergies. It is the responsibility of the parent to supply and restock their child’s safe snack box with safe snacks.< o:p>
3. The assist parent providing snack for the day shall bring in the list of ingredients and place them in the bin in the kitchen labeled “Snack Ingredient Bin.” The list of ingredients could be the snack package, box of mix, recipe, etc.
4. Parents having food allergy concerns shall check the bin at the beginning of the session and review the ingredients to determine whether the snack is safe for their child.
5. Parents having food allergy concerns shall then complete the “Snack Acknowledgment Form” next to the bin by providing a signature, date and written approval/disapproval of the snack. (If you have no food allergy concerns for your child, it is not necessary to check the bin or complete the Snack Acknowledgement Form.)
6. At snack time, one of the assist parents will check the Snack Acknowledgment Form to determine if the child with food allergies can eat the snack. If the parent approved, then the child will be served the snack provided to the class. If the parent determined that the snack is not safe for their child, or if the parent forgot to complete the form, then the child will be provided with a snack from their own Safe Snack Box.
When multiple parents for the purpose of a party provide snacks, then the following safeguards apply:
1. Each session will maintain a bin for the purpose of collecting party contributions from the parents. Parents may contribute snack or non-snack items.
2. Session representatives will set a deadline for receiving all snack party contributions. Parents may contribute snacks for a particular party until the deadline. The snack name and ingredients shall be placed in the bin set aside for their child’s session party. Any party contributions after the deadline shall be non-snack items like stickers, crayons or toys.
3. Parents having food allergy concerns shall review the ingredients of all the contributed snacks and complete the Snack Acknowledgement Form indicating which party snacks are acceptable.
4. On the day of the party one of the assist parents will review the Snack Acknowledgement Form to determine which snacks are safe for the child.
Preparing Snacks With the Children
On your scheduled snack day feel free to bring ingredients to school and prepare snack with the children. (Let the teacher know you’ll be doing this.) Preparing food teaches math, time concepts (e.g., beat 3 minutes, whip 2 minutes), science concepts (children can observe changes in food as applied to hot and cold temperature, liquid to dry, etc.), social studies, language, health habits, cooperation, and sensory perception. But most important to the children is, COOKING IS FUN! Children will also be given the choice of the right foods and will learn the balance of the food groups. Children will eat and enjoy more varieties of foods when allowed to explo re, learn and prepare their own snacks.
References
State of Michigan, Family Independence Agency (2003 December). Snacks That Count publication.
Cleaning Procedures
These cleaning procedures are for use during each daily preschool session to ensure a sanitary and safe environment for our children.
When You Arrive
· Sweep the floor.
· Clean the toilets with a toilet brush, cleanser and paper towel.
· Clean the sinks and countertop with cleanser and paper towel.
· Refresh the toilet paper and paper towel supplies as needed.
· Wash your hands.
Before Snack Time
Cleaning the Classroom
Cleaning the Kitchen
A Message to Parents
For many of you, participating in a cooperative preschool will be a new experience. At the onset of school, the pace will be unhurried. This will afford you the chance to acclimate yourself to the school (the routine, location of equipment, and materials), to familiarize yourself with the children and the other parents and the responsibilities of being a co-op member. It takes time for both the children and parents to adjust themselves to the school. Other children, new adults and new surroundings lend excitement to this experience. The following are some hints to help you and your child enjoy school.
1. Talk with your child about this new adventure. Give them some idea of how many children there will be in their class. Tell them about the equipment, the teacher’s name and role, the length of time you will be away (e.g., back before lunch time), and the role of assisting parents.
2. Anticipate fun, but don’t paint a too-alluring picture.
3. Avoid drilling your child in advance about good behavior. Some negative behavior is expected at any given time.
4. Be prepared to stay with your child at several sessions, if necessary, until they feel secure.
5. Dress children appropriately; play clothes are best. Don’t forget the weather! We go outside everyday when the temperature is over 20 degrees. On chilly days boots, mittens, hats and warm winter coats are a must.
6. Children should bring a tote bag or backpack to each session. The tote bag or backpack must be clearly labeled with the child’s name.
7. Drop off and pick up children on time. Being left can make a child worry.
8. A child may be tired the first few preschool sessions
9. Try not to interpret verbally for the children, especially about artwork. Let the child tell you about their artwork, rather than ask what it is.
10. Observe the children as objectively as possible without judgment.
11. Take mishaps calmly and correct only when necessary. Never let a child injure themselves or each other, or damage their surroundings.
12. Try to show interest and appreciation in the child’s achievements and conversation. Never talk about a child in their presence.
13. Encourage imagination and initiative. Avoid models to copy.
14. Encourage independence. Give only as much help as is really needed. When necessary, ask if they want help rather than if they need it (e.g., pouring their own water, choosing paper, washing hands and helping clean up).
15. Provide children with clothes that work; zippers that zip, boots that fit, coats with all the buttons and so forth.
16. Encourage conversations during snack time. Parents please join children at snack tables.
17. Be natural and friendly with the children. This is an opportunity for children to learn about and relate to new adults.
18. Don’t push your own child if they tend to cling to you on days that you assist.
19. Have fun! Enjoy this opportunity of working with children.
20. Support your teachers. They are the professional directors of the preschool.
21. Express dissatisfaction using the proper channels (see “Whom to Contact”). There is nothing worse than an unhappy parent who complains only to their small group of friends.
22. Contribute new ideas. It’s amazing how the co-op can change and grow depending on how dynamic its members are.
23. Take an interest in the activities of the group. Your own sincere feelings of involvement will have meaning to your child.
24. Think of ways you can contribute special skills and hobbies; like bringing in animals, showing how to make special foods, playing a musical instrument, demonstrating arts and crafts, sharing special songs, poems, books, pictures, etc.
Your concern about the day-to-day operation of the preschool is what will make it an outstanding experience for your child. The little touches that you add on your assist day, the suggestions you make at membership meetings, and your willingness to volunteer when called upon add up to a high quality organization.
Guidance Strategies Work at School and Home
Philosophy of Child Guidance
Young children are just learning how to get along in a group. The role of the teacher is to help children learn acceptable ways to express and meet their needs. Teachers give children cues about which behaviors to maintain or avoid and which alternative behaviors may be more successful. The overall guidance policy is aimed at creating an encouraging classroom environment that helps children develop social skills.
What is “Guidance”?
Guidance is the means by which we help children learn about working together, self-control, decision-making, problem solving, and conflict resolution in an encouraging atmosphere that maintains their self-esteem.
Encouragement in the Classroom and at Home
We will work to create a caring, inclusive, responsive environment for your child that offers opportunities for large group, small group and individual interactions. The following are some strategies used in the classroom to create an encouraging environment that teaches social skills and cooperation. These strategies can also be used in your home.
1. Avoid singling out an individual child publicly for either praise or criticism. Keep your encouragement and guidance private in order not to embarrass them or compare them to others. (Gartrell 2001)
2. Teach children to recognize and accept how they and others are feeling, and what the names are for those feelings. This can be done using facial expression pictures or storybooks.
3. When a child is upset or angry, acknowledge how that child is feeling. (e.g., “I can see that you are angry because your tower was knocked over.”)
4. Teach children acceptable, non-hurting ways to express strong emotions. (Gartrell 2001) This can be done through techniques such as role-playing or storybooks. Reinforce this teaching with guidance or encouragement when a child is actually experiencing strong emotions.
5. Teach children conflict resolution skills, such as taking turns, expressing their points of view and coming up with alternative solutions. Once again, this can be done through techniques such as role-playing, puppetry, and story telling. Reinforce this teaching with guidance or encouragement when a conflict actually occurs.
6. Model for the child how to work with others in a group and accept the differences between members of the group. (Gartrell [1998] 2001)
7. Always affirm for the children how important and special and worthy each of them is as an individual and a member of the class or group. (Gartrell 2001)
8. When talking with a child, get yourself in close proximity to the child, get down to their eye level and let them know they have your full attention and make sure you have theirs.
9. Focus on children’s behavior rather than attitudes or personality characteristics. Label by name the behavior of the child that is either positive or negative. Avoid labels such as you’re a “good/bad” child or that they were not nice. In addition, give the child a description of the expected behavior and the reason behind the expectation. (e.g., “Hitting is not okay, it hurts our friends. We need to use friendly, gentle touches.” instead of “You are bad for hitting.”)
10. Avoid using guilt, shame or comparisons. (e.g., “You may not hit Susie with the block.” instead of “You should be ashamed of yourself for hitting Susie, you like her.”)
Guiding Children’s Behavior
Even in an encouraging environment, conflicts are going to occur. It is helpful to think of conflict in terms of mistaken behaviors rather than misbehaviors. (Gartrell [1995] 2001) Following are some tips for guiding children’s behavior to help them learn from their mistakes and recognize their successes. Once again, these ideas can also be applied successfully at home.
1. Let children work it out for themselves. (Jalongo & Isenberg 2000) Often we are tempted to jump in too soon. Give the children a chance to work it out. You can either pretend not to notice anything, or you can subtly let the children see you watching and listening. After the issue is resolved, you may want to give a specific comment to reinforce positive behaviors. (e.g., “I really appreciate how you’ve all waited your turn. Now everyone can have a chance to play.”)
2. Comment on what you see, without offering solutions. (Jalongo & Isenberg 2000) Often just the “reminder” will prompt children to solve the problem. (e.g., “I see the sandbox toys scattered all over the playground.”)
3. Reinforce rules in a positive manner when possible. (e.g., “Ride on the cement.” instead of “Don’t ride on the grass.” ; “We keep the sand in the sandbox.” instead of “Don’t dump the sand out of the sandbox.” )
4. When you need to intervene in a conflict situation, ask questions. (Jalongo & Isenberg 2000) Instead of rushing to judge, let the children express their views about what is happening.
5. Always go to the victim first. If a conflict occurs between two children and one is obviously the victim, always tend to the victim first.
6. Help children brainstorm solutions. Without offering your own solutions, ask the children, “What could we do to (fill in the blank)” (e.g., “What could we do to make sure everyone gets a turn with the monkey?”) If the children need more intervention, then you could offer some solutions of your own. (Jalongo & Isenberg 2000)
7. Do not force a child to say, “I’m sorry”. Often this is forcing them to lie. Children are developing empathy and may not cognitively understand what it means to feel “sorry”. Instead, have the child come up with a way to make the other child feel better by making restitution. (For example, possible solutions could be to help rebuild the tower that was knocked down, or bring yo ur friend a special “lovey” if they are sad.)
8. Give the child a choice if you intend on leaving it up to them. (e.g., “You may either wear your hat or your hood.”) AND don’t give them an option if there truly is not an option. For example, if asked “Do you have to go to the bathroom?” Most often the child would say “no”. Instead say, “It’s time to go to the bathroom.” Or give them a different choice that is related to the issue but does not leave an option out of the desired behavior. < /SPAN>(e.g., “Would you like to use the big stall or the little stall in the bathroom?”)
9. Redirect children’s behavior. Consistently suggest alternatives to unacceptable behavior. (e.g., “You cannot throw stones, but you can throw these beanbags at a target.”)
10. Give children a warning of what consequence will result from breaking a rule and follow through on the stated consequence if children continue to break the rule. (e.g., “If you do not walk out to the playground, we will have to come back inside and try again.”; if necessary, followed by, “Remember I said you had to walk out to the playground or we would have to come back in and try again? Now I need everyone to come back inside so we can practice walking out to the playground again.”)
11. When directing children’s behavior, use statements rather than questions, and avoid tagging “OK?” on the end of sentences. (e.g., say “It’s time to come in now.” rather than, “Do you want to come in now?” or “It’s time to come in now, OK?”)
12. When necessary to prevent harm, use gentle restraint. (e.g., Hold the child back from hitting another child.)
13. Use painless removal from the situation (“cooling down time” (Gartrell 2001)) as a last resort.
Cooling Down Time
Children can experience very intense feelings such as anger, sorrow, or excitement. Some times these feelings are so strong that children can no longer control their behavior. They may kick, scream, hit or sob uncontrollably in an effort to express their emotions.
When this happens you must be patient, supportive and firm in your efforts to help children regain control. In these situations, teachers usually implement a
“cooling down” procedure. Cooling down means just what its name implies: children take a break from the busy classroom to regain their composure privately.
The “cooling down time” works as follows:
1. The teacher will take the child to a quiet place in the room, or immediately outside of it. This will be a safe place where the child has few distractions, will be less disturbing to other children, and where classmates have little opportunity to stare at or tease the child. When children are upset privacy helps calm them down. An audience prolongs the difficulty.< o:p>
2. Once the child is in the quiet area the teacher will say something like “You’re still very upset. When you are calm we can talk about what’s bothering you”.
3. The teacher will remain with the child and if necessary carefully restrain the child from hurting himself/herself or the teacher.
4. Once the child has calmed down, the teacher will discuss the original concern with the child and accompany the child back into the classroom.
5. Later in the day the teacher will make sure to have some positive contact with the child to show that the teacher does not dislike the child because he or she lost control. Thus the purpose of the cooling down time is to help children regain control, not to punish, shame or blame children in any way.
“Cooling Down Time” is the ultimate discipline strategy used. Adults DO NOT slap, spank or ridicule children in an effort to maintain order in the classroom.
How Can You Help?
Parental support of the guidance strategies listed above is the key to creating a caring classroom. You are encouraged to become familiar with the encouragement and guidance strategies and practice them at home and when you assist at school. We all make mistakes, and it can be difficult to use the strategies at first, but with practice they will become second nature. The children will really benefit from consistency in the classroom and at home.
You are also encouraged to work with the teacher as a partner in guiding your child. Through communication of ideas, suggestions, and feedback, we can work together to guide your child’s social development.
References
Gartrell, Daniel (2001 November). Replacing Time-Out: Part One – Using Guidance to Build an Encouraging Classroom. Young Children. pp. 8-16.
Jalongo, M. Renck & Isenberg, J. P. (2000). Exploring Your Role, A Practitioner’s Introduction to Early Childhood Education. Upper Saddle River, New Jersey: Prentice-Hall
The children may be more active and noisy than you expected. This is normal at this age; therefore, we don’t interfere unless shouting and running are keeping other children from enjoying their play. We can tell the children to use “indoor” voices, and to keep their “outdoor” voices for the playground.
You may be puzzled by the emphasis that is put on the value of active, physical play and rhythmic activity. The school equipment has been carefully chosen to encourage the use of large muscles to develop the sense of balance and to help a child learn to manage in general. This is essential before a child can become skilled in coordinating small muscles as in the fingers and eyes. At this age, learning how to use their larger body is the best possible preparation for finer skills needed in cutting, drawing, reading, etc.
You may expect the teacher to do more instructing than she does; how to draw, paint build with blocks, etc. We do very little of this, feeling that young children need to explore and express themselves freely and experience the joy of using materials in their own way. When they ask for help or are obviously in need of encouragement, we try to find ways to help them explore and solve the problem of “how” themselves. A child wanting help in making a picture of a rabbit may be asked, “What does a rabbit have?”, “What do rabbits eat?”, “Where do rabbits keep their tails?”. In this way, the child has a learning experience, which would not be possible if we did it for the child, or made a model for them to copy. When these children enter public school later, they will have more than enough formal instruction in these matters.
You may see the teacher spending a great deal of time with one particular child. They know that this child needs extra help at that time in order to have a satisfying school experience, or may need to be diverted from interfering with the play of other children for their sakes. The other children understand this and know, “When I am in trouble, my teacher will see this and I will get help.” No child is overlooked; the teacher tries to give each child the attention they need, when they need it.
You will see children struggling to put on coats, work zippers and buttons, tie shoelaces by themselves when an adult’s help would make the task easier and quicker. We try not to step in unless the child is obviously frustrated and desirous of help. Sometimes this will be hard to remember when we ourselves get into a rush.
You may sometimes hear children use undesirable words. The teacher generally ignores this, knowing as a rule the child will not continue the behavior if their words do not have “Shock Value” they counted on.
You may be surprised when the teacher does not insist that the child join in the play with other children. Just as a child must learn to sit up before they walk, they must be able to play alone and beside others before they are really able to play with others.
V.I.P.’s (Very Important Particulars)
Birthday Celebrations
Parents are assigned to assist and bring snack on or near their child’s birthday. If you prefer to celebrate another day, let your Session Representative know. We normally encourage healthful, nutritious snacks. For special occasions, however, special treats (such as cupcakes) are acceptable. If your child has a birthday when school is not in session, you may celebrate a “half birthday” in order to give your child a chance to celebrate with the other children.
Birthday Books
If you are interested, you may donate a new book to the children’s library on your child’s birthday. If the book is wrapped, your child can open it during Gathering Time. The book will be read to the children sometime during the day. A bookplate will be inserted in the book to commemorate your donation.
Library Books
Check out books by following the procedures posted in the library. Up to three books may be checked out at a time. Please note that we will gladly accept any donations of children’s books.
Field Trips
Field trips are an integral part of Chelsea Children’s Co-op’s curriculum. The children really look forward to these special days. We must have a sufficient number of parents for the number of children. At a minimum we must have one parent for every two children. Carpooling is encouraged. If a child requires a car seat or booster seat, the child’s parent is responsible for installing that seat in the car in which their child is traveling. Siblings are always welcome to attend field trips.
Folders (Mailboxes)
Please check you child’s folder each time you come into school. This is an important means of communicating among co-op members. If you carpool, remember to check the folders of your carpool members.
Bulletin Boards
The bulletin board is used for important notes, minutes from the Executive Board meetings, special dates, assist and snack schedules, etc. Be sure to check the bulletin board each time you come in. Each carpool parent is responsible for relaying messages to other carpool parents.
Share Time
There will be an opportunity for your child to bring favorite possessions to share with others. Your Session Representative will let you know the dates and themes (if any) of share days for your class. Please, no weapon-like toys.
Outdoors Play
Parents are responsible for equipping their children with proper attire for outdoor activities. We will be going outside as a class as often as possible, weather permitting (20 degrees or warmer). Parents will be responsible for picking up their child 20 minutes early if they prefer their child not play outside.
Snow Days
There are always those unexpected snow days each year that will mean the last minute cancellation of school. On those days, we will follow the Chelsea School District cancellation. Listen to the radio for cancellation of Chelsea schools. If for some reason Chelsea Children’s Co-op is cancelled, but Chelsea is having school, you will be called by your session representative. Also, please use your own discretion. If the conditions are such that you would really rather not be on the roads, STAY HOME.
General Membership Meetings
General Membership Meetings (GMM) are held once or twice a year (see school calendar). When called, these meetings are mandatory and your participation is necessary to ensure the smooth running of the school. Crucial information is shared and elections are held at these meetings. As in “real life”, every vote counts. Members play an important role by providing their valuable input in the workings of the cooperative. If you are unable to attend a GMM, you must notify the Co-op President prior to the meeting. (Executive Board meetings are held monthly. All co-op membe rs are encouraged to attend.)
Insurance
The school has accident insurance that covers teacher, parents, and children while at preschool. Further details of this insurance policy may be obtained from the Treasurer.
Fundraising
Fundraising events will be planned for the year. All members must participate (see section on “Fundraising”).
Parking
Street parking is available on the side streets near the building. Parking is not allowed in the playground area from 8:00am-2:45pm.
Health
Do not send your child to school if you have any indication that he/she is not feeling well. Children are naturally exposed to more viruses and illnesses their first year as “social beings”. Sending a sick child to school would unnecessarily expose others. Likewise, a parent should not work if he/she is not feeling well. The parent is responsible for finding a substitute in case of illness. Perhaps, with a little consideration and concern, we could do our part to minimize the children’s exposure to various illnesses. BE ALERT to your child’s physical state. With the exception of allergies, DO NOT SEND YOUR CHILD TO SCHOOL IF HE/SHE IS ILL. Likewise, make every attempt not to bring sick siblings into the classroom.
Newsletter
Fundraising
Fundraising is an on going activity throughout the year, including summer. Participating in these activities is a great way to meet other co-op families and to help raise money for your child’s school. Here are some of the most commonly asked questions and the answers to them.
Why do we fundraise?
We fundraise in order to meet the operating expenses of the co-op. Ways and Means is responsible for approximately 9% of the budget each year. This amount raised helps keep tuition affordable.
The long-term goal of fundraising is to create a stable financial present and future for the school. Chelsea Children’s Cooperative Preschool has operated for over 30 years completely by parent volunteerism and an excellent teaching staff.
Where does the money go?
The money goes directly into the operating budget. This includes financing rent, insurance, taxes, salaries, equipment, books, classroom needs, etc. Occasionally a fundraiser is earmarked for a specific objective and then the money goes toward this objective. Ideally enough money is raised each year to place some into the savings account for the school’s future.
What determines which fundraisers are used?
A Ways and Means main criterion for choosing a fundraiser is if the fundraiser will bring in a net profit of 50% or more.
Ways and Means also considers what is asked of the members by way of time and effort. The efforts of the membership should equal the benefits to the cooperative.
What types of fundraisers are used?
The co-op strives to make fundraisers family-focused, fun, creative, and best utilizing the talents of our members.
Possibilities of fundraisers include but are not limited to – raffles, bake sales, garage sales, trike-a-thon, auctions, etc. Ways and Means always welcomes and considers new ideas.
Who determines which fundraisers are done?
A Ways and Means Committee discusses different fundraising ideas. The Chairperson of Ways and Means then brings the ideas to the Board. The board then either approves or disapproves of the ideas.
To whom do I present a fundraising idea?
You can present any of your ideas to the Ways and Means Board Member or any member of the Ways and Means committee.
If I do not want to directly involved in fundraising, are there other options?
As stated in the Handbook, participation in fundraisers is mandatory. If there is a valid reason as to why you cannot be involved in a fundraiser there are options for helping indirectly with the fundraiser. These options may include such things as baby-sitting for members who are directly involved, making posters or doing other things for the fundraisers. These options are decided upon by the Ways and Means Chairperson, and will be handled on an individual basis.
You could also consider making a donation to the co-op.
How do I find information on when and what fundraisers are being done?
1. Attend the General Membership Meetings.
2. Read the Fingerprint Newsletters and check your mailbox for information.
3. Ask your session rep. If they do not know, they will find out for you or direct you to someone who can answer your questions.
4. Talk to any Ways and Means committee member.
How do I become a Ways and Means Committee Member?
You can contact your Ways and Means committee. We always welcome new ideas and input for fundraising. Here’s to a successful year!
The Executive Board Secretary executes the following procedure related to the annual Executive Board Election.
Notification of open nomination for officers will be posted on the Co-op’s bulletin board no later than the third week of January. A box will be set up to receive confidential written nominations for board positions. A person may nominate himself or herself or may be nominated by someone else.
To be nominated for an officer’s position, the person must have a child enrolled in the preschool for the following school year. In addition, the person nominated for the position of President must be a current or past member of the co-op. No member will hold more that one office during the year, and no one member will be eligible to serve more than two consecutive terms in the same office.
Nominated members will be notified. The nominated member may remove undesired nominations from the slate.
Nominated members will be asked to submit a brief written statement concerning themselves, i.e. background, interests, ideas for preschool, and qualifications for serving on the board.
A final slate of all nominations for officers will be presented to the general membership either at the General Membership Meeting in February or in an information packet delivered to their classroom mailbox in mid-February.
Voting will be done by secret ballot two weeks after the slate is presented. Each officer will be elected by a plurality vote of the members voting for each office.
All candidates and members at large will be notified of the results.
Whom to Contact about What
If your concern is: Contact:
Your child’s behavior or development, the curriculum, Teacher
methods of dealing with preschoolers, or daily program
The administration of the school, desire to serve on a President
particular committee, any problem you might have.
Suggestions for by-law revision, orientation, or President
suggestions for family social involvement
(i.e., luncheons, coffee hours, etc.)
Clarification of something that happened at a Secretary
meeting (a check with the minutes), or you want to attend
a board meeting.
Payment of tuition, fees, or fines. For information on tuition Junior
assistance, see Eleanor and Bill Shutes Assistance Fund. Treasurer
Questions about the budget or reimbursement of authorized Senior
expenses (the school’s tax exempt #38-2032822) Treasurer
The assist parent schedule, your questions, suggestions, Session
complaints, and feelings about any aspect of your involvement. Representative
Eleanor and Bill Shutes Assistance Fund
A tuition fund was set up in the fall of 1974 and maintained by the Chelsea Children’s Cooperative Preschool, Inc., in the name of Eleanor and Leon (Bill) Shutes. The purpose of the fund is to enable a co-op family to remain active members in the event that they fall on financial hardship.
The fund began by a donation from the North Lake Co-op Nursery, Inc., and by anonymous donations in appreciation of the help that the Shutes family had given to the Cooperative. The fund remains dependent on individual donations and occasionally from the profits of fundraising events.
Criteria
· Families requesting assistance should submit a brief statement outlining the circumstances or need to any of the following officers before the money is due: Teacher, Junior Treasurer, or President
· All requests and circumstances will remain absolutely confidential.
The Chelsea Children’s Cooperative Preschool began with a phone call from the North Lake United Methodist Church’s Minister’s wife, Rose Weeks, to Camie Noah, suggesting that there was a need for rural children to play together. Following this phone call, a group of several friends and their children began working together, meeting at each other’s homes on Tuesday and Thursday mornings. The group started on March 1, 1972. The future dream was to start a cooperative preschool at the North Lake United Methodist Church Youth Building in September of 1972.
By September of 1972, the group had grown to twelve families with Camie Noah as the teacher and Rose Weeks as the Treasurer. This was a volunteer project, and all the funds went toward the future occupancy of the Youth Building. The church building wasn’t completed until January of 1973, so the children met at the Noah home. Then in January, came the disheartening news that, although the church building had met all county and state requirements, the State Fire Inspector insisted on another exit for the building to issue a day care license. The church agreed to take on the project, with the financial support from members of the preschool so that the preschool could open the fall of 1973.< /SPAN>
Loree Stafford took over as a volunteer teacher in March of 1973 and gave constant help and encouragement in setting up the North Lake Co-op Preschool.
In 1975, North Lake Co-op Preschool applied for, and received the status of Non-Profit organization and became incorporated.
During the summer of 1981, new fire safety regulations again became a problem. The necessary building alterations would have been financially imprudent, so North Lake Cooperative Preschool had to move to a new site.
St. Barnabus Episcopal Church on Old U.S. 12 became the school’s new home. With the church’s cooperation and extensive work from members, the facility was ready for occupancy in September of 1981.
Loree Stafford retired in 1986 after the school year ended in May. Marilyn Van Gunst was hired as teacher and director of the program. She was employed from the summer of 1986 until 1987 when her husband’s job forced them to relocate out of state.
The move from North Lake to St. Barnabas lead to the decision to rename the school. On March 8, 1988 the school officially became Chelsea Children’s Cooperative, Incorporated.
Jane Brooks joined the staff in 1987 and has served as director and teacher until her retirement in May, 2006. Janie was instrumental in starting the Early Childhood Coalition in Chelsea and has been an active member of that organization. She has her Bachelors degree in education and has attended graduate school at Michigan State University in the area of Child Development. In August of 2006, Janie had one last trip down Main Street in the Chelsea Fair Parade. Instead of wearing a costume and holding a bunch of preschoolers on the co-op’s annual float, Janie was the guest of honor in the parade as the recipient of Chelsea’s first Lifetime Achievement Award.
Sue Gillikin became a part time employee in 1987. She acted as a “paid assist” to help parents who were unable to work in the classroom. The following year she helped develop the two-year-old program and also team-taught the three-year-old program with Janie. Sue and Janie worked together until Sue left in 1994.
Nancy Hanselman and Janie Bowdish were involved in the co-op as classroom aides.
In 1998, the school changed its location once again. They moved from the church to the Washington Street Education Center (the old Chelsea High School). The move itself was completed in less than two weeks and before school was scheduled to start.
In May of 2004 Courtney Aldrich was hired as co-director to teach the 3-year old program while Janie Brooks continued to teach the 4-year old program. Courtney was a six-year co-op member, and served on the preschool board for four years, twice as president. Courtney began her professional career as a mechanical engineer at Ford, but soon realized her true love was teaching, and earned her teaching certificate at Eastern Michigan University in 1996. While caring for her young children she worked part-time teaching adult community education classes in Chelsea, and tutored inmates working on their G.E.D. at the Cassidy Lake Special Alternative Incarceration facility. Her work with children includes l eading preschoolers at Chelsea First United Methodist Church’s “Creative Play” playgroup, teaching Chelsea Community Education “Super Saturday” classes, teaching an advanced math extension program for second graders at North Creek Elementary, and teaching Sunday school at Chelsea First United Methodist Church.
In September of 2004, the school moved to the Chelsea Center for the Arts (CCA) building, located on the corner of Congdon and Summit streets in the neighborhood just west of the downtown area. This lovely old building for many years served as a parochial school for St. Mary’s Catholic Church. The building was built in 1908, suffered a fire in 1925, and was re-built shortly afterward. In 1998, the church sold the building to actor Jeff Daniels and his wife Kathleen, who then donated the building to the Chelsea Center for the Arts. During the summer of 2004 the co-op conducted extensive renovation of two first floor classrooms, and converted the parking lot into a combined playground and parking lot area.
Upon Janie Brooks retirement, Kendra Ford was hired as co-director in May 2006. Kendra, along with her entire extended family, is a past co-op parent. She has a BA from Michigan State, with a major in Social Work (child and family welfare) and a minor in Child Development. Kendra has worked for years with children in Washtenaw and Jackson counties, assessing their needs and finding ways to meet those needs.
Past and present cooperative families are proud of our school’s fine reputation and tradition of excellence. Not only do we provide a solid and sound first experience for children in our community but we support parents by giving them opportunities to network with each other and practice developmentally appropriate parenting techniques while they interact with children and other adults in the classroom. Many parents have gone on to become extremely active and involved in school and community affairs. A few mothers have become teachers in other early childhood programs. Chelsea Children’s Cooperative Preschool is thriving today because of the commitment of its members.
Safety Rules
General
1. The Co-op has initiated a sign-in and sign-out sheet. Please remember to sign your child(ren) at the beginning of the session and out again at the end. Assisting parents need to help remind others to do this.
2. Make sure that children are well supervised at all times. Never leave a child unattended.
3. Familiarize yourself with the emergency drill procedures (fire, tornado, serious accident, etc.,)
4. Notify the teacher if a child is hurt.
5. Use your judgment regarding safe play.
Inside Equipment
Blocks: Large wooden and cardboard blocks are to be stacked only as high as the children’s chests.
Cooking: Done only under the direct supervision of a parent or teacher.
Water/Sand Tables: Sand and other materials are to be kept in the sand box. Throwing sand or other materials is not allowed. Four children at a time are allowed at the sand table unless instructed otherwise.
Large Muscle Equipment (i.e. wooden climber, large cars and trucks, wooden boat, etc.,): Learn rules for each piece of equipment. Rules for the current equipment will be given to the children each day during gathering time and to the assist parents prior to class. As a general rule, children are not allowed on the equipment while wearing clothes and/or shoes from the Dramatic Play area.
Art Area: Children need to be watched to make sure that the equipment and supplies are being used appropriately and safely
Outside Equipment
Sand Box: Basically the same rules apply outside as inside except more than four children can be at this area at one time. Check the sand when you’re out on the playground, during rainy weather, it quickly turns into a lake.
Slide: Children are to go down feet first and sitting up only. One child is allowed on each slide at a time. (Note: On occasion the slide may be an “up-slide” rather than a “down-slide”. You will be informed in this case.)
Play Structure: Supervise children on this equipment. Encourage walking and being careful on the stairs.
Bikes: The teacher will determine if our tricycles will be used on any given day. Tricycles are to stay on the trike track. “Crashing” into other bikes is not safe, and is not allowed. Also please remember that there should be only one rider per bike.
Fence Gates: Keep closed. Parents and siblings may enter playground when they arrive at the end of a session. Help remind parents to sign their children out when leaving.
Bathroom: If a child has to use the bathroom while playing outside, an adult needs to accompany them inside.
Outdoor Clothing: Children need to be appropriately dressed for outdoor play. Please help by making sure that boots and mittens are on securely, and that there are no loose drawstrings that could get tangled in a piece of equipment.
Miscellaneous
1. No weapons (guns, swords, sticks, etc.,) at school.
2. Please do not send your child to school chewing gum or eating hard candy such as Lifesavers.
3. All children should wear rubber-soled shoes with enclosed heels for safety while climbing.
Be an active and observant participant in children’s play. Remember that the safety of our students is our number one priority.
Employee/job classifications considered being at risk for occupational exposure to blood or other potentially infectious materials resulting from performance of their duties are as follows:
Teacher/Director
Teacher
Assisting Parent
Procedure for Treating Incidents
All children attending and all adults working at the preschool will be considered potentially infectious and all employees and parents shall follow universal precautions. Protective barriers will be worn when there is potential for exposure to blood and other potentially infectious materials. These barriers shall include:
1 Gloves, when coming in contact with blood or moist body fluids. They shall be changed between individuals and hands will be washed.
2 Masks and eye protection, when there is a potential for splashing, spraying, or splattering.
3 Smocks, which shall be worn where splashes of blood or body fluids are likely to occur. If an employee’s clothing becomes contaminated, that employee shall be sent home to change and launder clothing and return to school.
Procedure for Clean-up
Broken Glass will be disposed of using mechanical means (e.g., vacuum, broom, and dust pan).
Contaminated Material will be disposed of in Biohazard container lined in plastic and kept in the bathroom. Bag is then removed, tied off and then placed in the trash.
Eating, drinking, smoking, applying cosmetics and putting in contact lenses are prohibited in work areas where blood or other potentially infectious materials are likely to be present. Hand washing facilities shall be made accessible to employees. If this is not feasible, an appropriate antiseptic hand cleaner will be provided.
The Hepatitis B Vaccine will be offered free of charge to employees after appropriate training. If an employee chooses to decline the vaccine, they will sign a waiver, stating so (copy below). If an employee decides at a later date to get the vaccine, the vaccine will be made available. Working parents will be offered the hepatitis B vaccine after exposure.
Training for employees and working parents
Training will be offered to all employees and parents at the time of hire and annually, thereafter. Records of training will be kept for three years and will include 1) the date of training, 2) names and qualifications of those who conducted the training, and 3) a list of those who attended the training. Training will include:
Epidemiology and Symptoms of blood borne diseases.
Modes of transmission
Explanation of ways to recognize possible exposure and ways to reduce exposure
Information on hazardous signs and color-coding
Action to be taken if an exposure occurs
Explanation of the Exposure Control Plan and where to get a copy of OSHA regulations
Plan for Hepatitis Vaccine
After an Exposure Incident, the employee/parent will be counseled about the illness reporting and risk reduction. A physician will evaluate the exposed worker. Results of the evaluation and lab test will be given to employee/parent within 15 days.
Investigation of the Exposure Incident will include route and circumstances of the exposure.
An HIV and HBV blood test will be offered to the employee/parent after an exposure. If the worker consents to a baseline test for HBV, but does not give consent at the time for HIV, the sample will be preserved for 90 days
If the source victim is known at the time of exposure, every attempt will be made to get informed consent from the victim to do a HBV and HIV test.
An annual review will be done of the Exposure Control Plan.
Employees and parents will be monitored of compliance with the protective procedures outlined in this plan.
Hepatitis B Vaccine Declination (waiver)
(The following wording is mandatory)
I understand that due to my occupational exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B Virus (HBV) infection. I have been given the opportunity to be vaccinated with the Hepatitis B Vaccine at no charge to myself. However, I decline Hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring Hepatitis B, a serious disease. If in the future I continue to have occupational exposure to blood or other potentially infectious materials, and I want to be vaccinated with Hepatitis B Vaccine, I can receive the vaccination series at no charge to me.
Smoking Restrictions
Smoking is prohibited in the Preschool Building, on the school grounds, and at any preschool function involving our children. If a person is seen smoking, the person who witnesses this should ask them to extinguish the smoking material and remind them that smoking is prohibited. Failure to comply will result in Board of Directors action.
Serious Accident Procedure
1. The child will not be moved. The teacher is in charge. The teacher will stay with the child.
2. An assisting parent or the teacher will summon an ambulance. If the ambulance arrives before the parent or “designee” and the ambulance personnel determine that the child requires immediate hospital care, the teacher will accompany the child to the hospital. The “Child Emergency Card” located in the “Black Box” shall accompany the child; this card authorizes the school to obtain emergency medical care for the child. The term “designee” refers to the person named on the “Child Information Card” as the “Person … to be notified in an emergency situation”.
3. An assisting parent will immediately contact the child’s parent or guardian by phone. If they cannot be reached, the “designee” will be called. The preschool will use the services of law enforcement agencies to locate the parent(s), guardian(s) or designee, if necessary.
4. The teacher will prepare an Accident Report for the incident. The report will be signed by the parent and kept on file at the preschool.
5. The preschool shall notify the Department of Health and Human Services within five (5) days of the incident.
Fire Policy
The teacher will conduct three fire drills, one per season, for each session.
In the event of a fire or fire drill, the teacher will initiate the evacuation procedure by blowing the “fire whistle” and saying “FIRE EVACUATION”. The teacher will be in charge of the entire procedure.
1. The teacher will tell one of the assisting parents to guide the main body of children out the nearest exit.
2. The teacher will tell another assisting parent to check the other areas of the preschool building including the bathroom, hallway and kitchen. This parent will enter all the rooms that can safely be entered, announce “FIRE EVACUATION” in each room, and lead any people that are found to the nearest exit.
3. The teacher will take the attendance sheet with her to the outdoors.
4. Do not stop for sweaters or coats on the way out.
5. Parents should take children to the parking area located in the preschool playground where the teacher, using the attendance sheet, will check that they are all present.
6. In the case of a real fire, the teacher will send one of the assisting parents to call the fire department.
7. The children are to remain outdoors until directed to return to the building by the teacher.
After a fire drill, the teacher will report to the President of the Preschool’s Executive Board that the event did occur, and she will report any particular problems and give any suggestions for improvement. The teacher will keep a log of the fire drills.
Tornado Policy
The teacher will conduct a tornado drill in the spring for each session of preschool.
Teachers and parents need to be knowledgeable of the Chelsea tornado warning system. It is a 3 to 5 minute steady blast of the tornado siren. (There is no all-clear signal.) If the Chelsea warning is heard, the teacher should initiate the tornado procedure. However, parents and teachers must also watch the weather as tornados often come without warning.
In the event of a tornado or tornado drill, the teacher will initiate the evacuation procedure by shouting “TORNADO PROCEDURE”. The teacher will be in charge of the entire procedure.
1. The teacher will tell one of the assisting parents to guide the main body of children to the hallway and have them sit down on the floor. If coming in from outside, a parent should be sure to shut all doors.
2. The teacher will tell the other assisting parent to check all other areas where children or parents might be. This parent will enter each area announcing “TORNADO PROCEDURE”, and lead any people that are found to the hallway.
3. The teacher will take the attendance sheet with her to the hallway. Using it she will check that all children are present.
4. Children and parents are to remain in the hallway until directed by the teacher to resume normal activity.
Statement of Policy
Our school requires that all teachers, administrators, volunteers and others on school premises maintain the integrity of the appropriate relationships at all times. Sexual misconduct is a violation of this principle and is never permissible. Our school will not tolerate, condone or allow sexual misconduct.
Definitions
Child Sexual Abuse includes, but is not limited to, any contact or interaction between a child and an adult when the child is being used for the sexual stimulation of the adult person or a third person. The behavior between a child and an adult is always considered forced whether or not consented to by the child.
Sexual Misconduct is the comprehensive term used in this policy to include, for example: Child Sexual Abuse as defined above: Sexual Harassment: Rape or Sexual Contact by force, threat or intimidation.
Prohibited Conduct
It is unlawful to retaliate in any way against anyone who has complained about sexual misconduct, whether the complaint relates to abuse against the individual raising the complaint or against another individual.
Prohibited acts of sexual misconduct can take a variety of forms ranging from subtle to overt conduct. At times, the offender may be unaware that his or her conduct is offensive or abusive to others. Examples of conduct which may be prohibited include, but may not be limited to, any physical touching which could be construed by an observer and/or the minor as inappropriate, threatening, intimidating, forceful, or unwelcome.
Persons Covered
Persons covered by this policy include teachers, administrators, Board members, volunteers or others on school premises.
Reporting Procedures
Caregivers are mandated by law to report abuse and neglect.
Our school supports and encourages reporting of all incidents of sexual misconduct, regardless of the identity of the offender. If you believe you have been subjected to sexual misconduct, you should promptly report the incident to the President of the Board of Directors. If you witness conduct that you believe is sexual misconduct, that conduct should be reported as well. All complaints of sexual misconduct will be investigated and treated seriously.
Because the school cannot control to whom the accuser of sexual misconduct will speak first it is important that officers, employees and persons highly visible in the school understand that reports of sexual misconduct must be reported to the President.
The person(s) receiving the initial report is considered a mandated report and shall report the incident to civil or criminal authorities as required by state or federal law.
Response to Reports of Alleged Sexual Misconduct
The school upon receiving the information will establish a response committee, which will promptly conduct an investigation into, and review of the allegations. The response committee will investigate complaints of sexual misconduct. Investigations will be conducted expeditiously, with due regard for the sensitive and serious nature of the allegations. A thorough investigation will be conducted, which may include interviewing the alleged victim, potential witnesses and the alleged harasser. The response committee may also receive any documents or other evidence produced by the investigation. Upon completion of the investigation of alleged sexual misconduct, the response committee will conclude with a report as to the nature of the complaint and any recommended actions involving the parties involved.
All incidents must be reported to the President of the Board of Directors immediately.