Staff Handbook

Revised: Monday, July 21, 2014 P a g e | 1

Staff

Handbook

Faith & Family Early

Learning Center

4232 Boonville Rd.

Bryan, TX 77842

P a g e | 2

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

P a g e | 3

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

P a g e | 4

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

P a g e | 5

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.

P a g e | 6

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.

P a g e | 7

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.

P a g e | 8

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.

P a g e | 9

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

P a g e | 10

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.

P a g e | 11

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.

P a g e | 12

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.

P a g e | 13

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.

P a g e | 14

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.

P a g e | 15

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.

P a g e | 16

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.

P a g e | 17

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

P a g e | 18

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.

P a g e | 19

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.

P a g e | 20

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.

P a g e | 21

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.

P a g e | 22

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.

P a g e | 23

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.

P a g e | 24

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.

P a g e | 25

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.

P a g e | 26

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.

P a g e | 27

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.

P a g e | 28

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.

P a g e | 29

P a g e | 30

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.

P a g e | 31

P a g e | 32

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.

P a g e | 33

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

P a g e | 34

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

P a g e | 35

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

P a g e | 36

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.

P a g e | 37

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.

P a g e | 38

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:

P a g e | 39

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

P a g e | 40

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.

P a g e | 41

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.

P a g e | 42

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

P a g e | 43

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

P a g e | 44

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

P a g e | 45

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.

P a g e | 46

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.

P a g e | 47

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.

P a g e | 48

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.

P a g e | 49

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

P a g e | 50

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

P a g e | 51

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!

P a g e | 52

If you have further questions about this, please refer to the Faith & Family Parent Handbook or a member of the Faith & Family Staff.

P a g e | 53

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 ______________________

P a g e | 54

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:

P a g e | 55

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.

P a g e | 56

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 ____________________

P a g e | 57

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 ____________________

P a g e | 58

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 ______________________________

P a g e | 59

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)

P a g e | 60

10.9

**NOTICE**

FIELD TRIP

DATE

CLASS

TIME

LEAVING

TIME

RETURNING

PLACE

ADDRESS

PHONE

CONTACT

PERSON

P a g e | 61

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

P a g e | 62

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.

P a g e | 63

P a g e | 64

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

P a g e | 65 P a g e | 65

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

P a g e | 66

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):

P a g e | 67

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):

P a g e | 68

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:

P a g e | 69

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:

P a g e | 70

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

P a g e | 71

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

P a g e | 72

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

P a g e | 73

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.

P a g e | 74

P a g e | 75 P a g e | 75

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).

P a g e | 76 P a g e | 76

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

P a g e | 77

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.

P a g e | 78

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:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

P a g e | 91

_____________________________________________________________________________________

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

P a g e | 97

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)

P a g e | 98

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

P a g e | 99

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)

P a g e | 100

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

P a g e | 101

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)

P a g e | 102

_____________________________ _____________________________

(Opening teaching assistant) (Closing teaching assistant)

P a g e | 103

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)

P a g e | 105

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)

P a g e | 106

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.

P a g e | 107

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 | 108

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

P a g e | 109

_____________________________________ _____________________ Parent Date

P a g e | 110

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:______________________

P a g e | 111

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 ______________

P a g e | 112

_______________________________________ 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.

P a g e | 113

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.

P a g e | 114

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.

P a g e | 115

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,

P a g e | 116

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.

P a g e | 117

Please comments on child’s unusual talents, interests and individual needs.

P a g e | 118

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.

P a g e | 119

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.

P a g e | 120

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.

P a g e | 121

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.

P a g e | 122

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.

P a g e | 123

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.

P a g e | 124

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.

P a g e | 125

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.”

P a g e | 126

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.

P a g e | 127

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.

P a g e | 128

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.

P a g e | 129

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.

P a g e | 130

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.

P a g e | 131

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.

P a g e | 132

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.

P a g e | 133

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.”

P a g e | 134

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.”

P a g e | 135

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.

P a g e | 136

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)

P a g e | 137

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

P a g e | 138

_____________________________________ _____________________ Parent Date

P a g e | 139

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

P a g e | 140

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)

P a g e | 141

5 Checklist done