Parent Handbook Appendix

Our goal is the creation of a classroom community in which the children and teachers work, play, and learn together. At Earthplace Nursery School we set the stage so that constructive behavior is encouraged in a variety of ways. The areas that we can plan ahead are room arrangement, materials, transitions, and teacher behavior. We know that a nurturing, well-organized, interesting environment is an important foundation for supporting positive interactions among the children. There are also certain techniques that the teacher can use to guide children to internalize expected behaviors. The environment, techniques, and expected behaviors are all based on knowledge of developmentally appropriate practice.

Room Arrangement

The room is arranged with a number of different inviting areas of interest. These interest areas insure that a variety of activities such as drawing, painting, blocks, manipulatives, sand, housekeeping and puzzles are always available in the room. There are spaces for small group, large group, and individual play. This includes a space for children to get away from the group.

Materials Provided

The materials are in good condition. This communicates to the children that they are to be taken care of in an appropriate manner. There are enough of each item, so that a particular toy does not become the cause of difficulty within the group. Within each area, the materials are organized in a clear manner so that children can utilize and return the items to the shelf or area on their own. The materials in the interest area are kept "novel." For example, this can be done by changing the books on a regular basis, adding different accessories to the blocks, making the housekeeping area into a store, office, or post office, changing the supplies on the writing table, or rotating the manipulatives to go with a certain theme.

Developmentally Appropriate Transitions

Transitions are clear, fun and quick. The transitions are planned to encourage children's independent behaviors and decision making abilities.

Teacher Behavior

Setting the Tone:

The teachers set the tone of the classroom by welcoming all students and their parents.

Setting Clear Limits:

The teachers set clear limits for the children through the routines that they create in the classroom. These serve as an overall structure for the children's behavior throughout the day. The behaviors expected at group time, snack time, clean-up time and dismissal are clear and consistent. Teachers also set clear limits is with their directions for the use of materials in the classroom. The teachers explain, discuss, demonstrate, and role-play the expected behaviors at group time and as individual incidents occur. For example, in the block area the children learn that only those who have built a building may knock it down, they may build as high as their heads, and that they take one block off the shelf at a time. The same methods are used to communicate the expected behaviors in interpersonal relationships. The children learn that they are to use words when they have a disagreement, include others who would like a role in dramatic play, and think of kind things to say when commenting on another child's art work.

Presence:

The teachers know that just their presence and positive, nurturing manner promote cooperative behavior as they move about the room.

Modeling:

The teachers model the behavior they expect from the children. This would include saying "please," "thank you," and "excuse me." It would also include washing hands at appropriate times, sitting on chairs, and using indoor voices.

Positive Expectations:

The teachers state the behavior that they expect from the children. For example, "When I ring the bell, I expect everyone to stop, look, and listen."

Child Directed Activities:

The teachers honor the children's interests and communicates a caring attitude by organizing the materials needed for the children to follow their ideas.

Teacher Directed Activities:

The teachers make sure that these activities are developmentally appropriate so that the outcome is a positive experience for all of the children. For example, group times are fun, active, and an appropriate length. Art experiences are creative and open-ended.

Techniques to Be Used when Teacher Intervention Is Needed

Positive Redirection:

The teachers redirect the children in a positive manner. For example, "Use words," "Blocks are for building," or "Paint on the paper."

Add Novelty:

The teachers add a novel element to the play. For example, colors, soap, baby dolls, and/or sponges could be added to the water table.

Explain Your Intervention:

The teacher tells why he/she is intervening and what will happen if the behavior continues. "When you splash Tommy you are showing me that you don't remember how to play at the water table. Keep the water in the table or you'll have to choose another place to play."

Accept Children's Feelings:

The teacher demonstrates that he/she accepts the children's feelings, but not necessarily their actions. Let the children know that they can be mad about something but that they must work to solve the problem. The teacher explains to the children that he/she will not let them hit anyone, and that he/she doesn't want anyone to hit them.

Help the Child/Children Verbalize:

The teacher encourages the children to say what they are feeling, or what they think happened, or what they want to do next, etc. The teacher discusses how to solve the problem next time.

Stop Hitting or Throwing:

The teacher tells the child specifically what to do. "Put your hands down," or "Put the block down." The teacher may also put his/her arms around a child to stop him/her from hitting. The teacher lets go quickly and then discusses the situation.

Give Choices:

The teachers explain to the children what their choices are in the situation. For example, they could stay in the area (or with a friend) and play constructively or they could choose another area or friend. Or the teacher could give the choice to move to one of two areas. The ideas that there are different choices to make in terms of behavior, areas being played in, or friends being played with, are important concepts to convey.

Time Away from Play:

The teacher removes a child from the room only if his/her behavior is dangerous or disruptive to other children. This would include:continuing to throw objects, hitting other children, loud screaming and a tantrum that does not calm down quickly. The child goes to the hallway or to the office with the teacher. The teacher talks with the child about his/her feelings. The child is not kept out for more than 10 minutes. The goal of the teacher is for the child to regain control. The teacher helps the child to reenter play or organized activity.

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ABUSE and NEGLECT POLICY

All of our staff have a responsibility to prevent child abuse and neglect of any children involved in our center.

Child abuse is defined as a child who has had:

any non-accidental physical or mental injury (i.e. shaking, beating, burning)

any form of sexual abuse (i.e. sexual exploitation)

emotional abuse (i.e. excessive belittling, berating, or teasing which impairs the child's psychological growth)

at risk behavior (i.e. placing a child in a situation which might endanger him by abuse of neglect)

injuries which are inconsisitent with the explanation given.

Child neglect is defined as a child who has been:

abandoned

denied proper care and attention physically, educationally, emotionally, for example a child who has not been provided appropriate food, clothing, shelter, education, mental care and supervision, or

allowed to live under circumstances, conditions, or associations injurious to his/her well being (CT GS 46b-120).

As defined in the Connecticut General Statutes, an abused child or youth could be anyone eighteen years of age or younger, who has been inflicted with physical injury or injuries other than by accidental means, has injuries which are at a variance with the history given them, or is in a condition which is the result of maltreatment such as but not limited to malnutrition, sexual molestation or exploitation, deprivation of necessities, emotional maltreatment, or cruel punishment. Teachers are informed of and are required to know the indicators of different forms of abuse and neglect.

Physical abuse indicators:

The child has bruises, broken bones, lacerations, puncture marks, swollen areas, missing hair, bites or burn marks.

The child has frequent signs of major or minor injuries.

The child has different injuries in various stages of healing.

The parent or child gives odd or impossible explanations for the child's injuries.

The child is frequently tardy or absent.

The child receives overdue, unsuitable, or no treatment for injuries.

Emotional abuse indicators:

The child cannot interact well socially, has very low self-esteem, or is listless, apathetic or depressed and cannot respond to normal adult behavior.

The child has a parent who treats the child in unusual or abnormal ways, such as refusing to care for or talk to the child, treating the child as an object, keeping the child from normal social experiences, punishing the child for his/her normal behavior, and/or thinking or feeling in a consistently negative way about the child.

Sexual abuse indictors:

Physical signs:

Pain or injury in the mouth or the genital areas, irritated, reddened, or itching genitals, urinary infections, difficulty with urination, and/or unusual orders.

Behavioral signs:

Fear of a person or of certain places, clinging, anxiety, a sudden interest in the genitals of others, unsuitable sexual activity for the child's age, and a return to infantile behavior.

Neglect indicators:

The child is anxious about his or her survival.

The child lacks energy or is overactive.

The child is unable to concentrate or to play.

The child often seeks attention.

The child is hungry and/or dirty.

The child's clothes are inappropriate for the weather.

Prevention of Abuse and Neglect Outside of School

Earthplace has a responsibility to prevent the abuse and neglect of the children enrolled in our school. Teachers are informed of and are required to know signs of suspected abuse.

According to the American Red Cross, teachers may suspect abuse when:

The child shows sudden behavior changes or erratic behavior.

The child becomes withdrawn.

The child is hostile or extremely aggressive.

The child is suspicious or watchful of others' actions, as if fearing them.

Given our adherence to a Zero Tolerance Policy with abuse and neglect, it is our plan to insure that the staff are aware of the signs of abuse or neglect. The staff at Earthplace Nursery School must take immediate action to help the child who is suspected of being abused or neglected. As mandated reporters the Director and teachers of Earthplace Nursery School must report actual or suspected abuse or neglect or the imminent risk of serious harm of any child to the Department of Children and Families as required by section 17a-101 to section 17a-101e, inclusive of the Connecticut General Statutes.

In the Event of Suspected Abuse and/or Neglect Staff Actions are as follows:

Treat injuries:

The teachers treat any immediate injury that is within the scope of their first aid training.

Provide clothing:

The teachers provide appropriate clothing for a child who needs it.

Increase nutrition at school:

The teachers provide extra snacks or lunches for a child who is hungry.

Emotional support of a child:

The teachers provide emotional support within their role as the child's teacher.

Access to community resources:

We as a staff must become familiar with the students' families and view our role as a support system. We, our Social Service Consultant, and community resources could be called in to help give families guidance. The director of the nursery school utilizes contacts in the community to set up needed resources for the child and family. These include medical, social service, financial, and nutritional resources.

Call 911:

If the teachers witness the physical abuse, or suspect a child's life is in danger, then 911 is called immediately.

Call Department of Children and Families:

Next, or at the same time, the teacher or the director will call the Child Protection Careline at the Department of Children and Families, open 24 hours a day, 1-800-842-2288. The reporter's name is required but may be kept confidential. The call is made within 12 hours of the suspected abuse. The person calling describes the reason for his/her suspicion of abuse and/or neglect and the indicators that have been observed.

Reporting Abuse:

After the call to DCF, a written report (DCF-136) is sent to the Department of Children and Families at P.O. Box 882, Middletown, CT 06457, within 48 hours of the suspected abuse or neglect. The report is also given to the Director of Earthplace and the Chairman of the Board. All reports to DCF shall be documented and kept in the child's file at Earthplace. A copy of all statements from staff and DCF shall also be kept on file.

This report includes the following:

Names, addresses, and phone numbers of the child and his parents and/or guardians

The age and gender of the child

Relevant information such as: physical or behavioral indicator, nature and extent of injury, maltreatment or neglect

Exact description of what the reporter has observed

The approximate date and time of the injury, abuse or neglect

Any information about previous injuries, maltreatment or neglect to this child that staff knows about

A description of the circumstances under which the reporter learned of abuse/neglect

The names of the person or persons suspected of being responsible for the abuse/neglect

Any information the reporter believes would be helpful

Descriptions of the actions taken to treat, provide shelter, or otherwise assist the child

Medical attention given to the child if necessary

Prevention of Abuse and Neglect In School

It is also the responsibility of Earthplace Nursery School to prevent any abuse or neglect that could happen at our school. In order to prevent abuse and neglect at our school the following are done:

Review the approved and prohibited disciplinary techniques on a yearly basis.

Brainstorm to help teachers figure out ways to deal with disruptive behaviors.

Review the indicators of abuse and neglect on a yearly basis.

Conduct a thorough check of the references of new staff.

Orient new staff using the above policy.

Supervise new teachers on a close and consistent basis.

Prohibited Discipline Techniques:

In accordance with the State of Connecticut Department of Health Regulations the following discipline techniques are prohibited from being used at Earthplace:

Inappropriate removal:

The teachers may not keep a child out of play for more than three minutes in the room or ten minutes out of the room.

Physical restraint:

Teachers may not use physical restraint unless the child is in danger of hurting himself or others. The restraint consists of the teacher wrapping his/her arms around the child.

The Director and staff may not tie nor bind children and shall not physically restrain children except for the protection and safety of the child or others, using the least restrictive methods.

Abusive or neglectful punishment:

Teachers may not use abusive, neglectful, corporal, humiliating, or frightening punishment under any circumstances.

If a teacher, administrator or parent suspected a staff member of any of the above actions, the following steps, reflecting a Zero Tolerance Policy for abuse and neglect, would be taken:

Report suspicion to the Director of the Nursery School, Director of Earthplace, and Chairman of Earthplace Board.

Call the Child Protection Careline (1-800-842-2288) to report the suspicion of abuse or neglect. Again the call must be made within twelve (12) hours of the suspected abuse.

Notify the child's parent or legal guardian responsible for the child's care, that a report has been made. One of the above administrators calls the parent to explain that a report has been made, what the report says, and what further action and investigation will be taken.

Suspend the staff member with pay until investigation by Department of Children and Families (DCF) is completed. The staff member is not allowed in the building when the school is in session. The staff member is only allowed in the facility at other times when requested to be there by the Earthplace Board.

Submit the written report within 48 hours of the suspected abuse. Follow the same criteria as for the reporting of an individual who is not a staff member.

Additionally a call must be placed to the Department of Public Health at 1-800-282-6063 or 1-860-509-8045.

Convene The Earthplace Board to oversee the internal review, which includes:

1. Interviews with the adults who witnessed and/or reported the abuse or neglect;

2. Report any findings to the DCF;

3. A recommendation for either continued employment or termination, based on DCF findings.

Protect the child during the investigation. The child's teachers receive advice from our Social Service Consultant for working with the child in the classroom.

Policy Protection of Staff as Mandated Reporters:

Earthplace will not discharge, discriminate or retaliate against any employee who, in good faith, files an abuse or neglect report, in accordance with Connecticut General Statutes, Section 17a-101e. The staff also knows they are immune from any liability civil or criminal when making a good faith report.

Informing parents:

The Earthplace Nursery School Abuse and Neglect Policy is posted on the parent bulletin board and included in the Parent Handbook.

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MEDICATION POLICY

Only medications needed to maintain the life of a child in an emergency situation will be administered. These will include Benadryl, EpiPens, and asthma drugs, such as a bronchodilator via an inhaler or nebulizer. Any other medications will need to be administered by the parent or guardian.

Medications will only be administered if and when all forms and medications have been received in compliance with the State of Connecticut, Department of Public Health Regulations for Daycares.

Parent Responsibilities:

Allergy/Food Intolerance Care Plan:

For children with food allergies or food intolerances this form needs to be signed by the health care provider and the parent. This outlines the signs and symptoms of the allergy or intolerance and the provisions that must be followed at snack, lunch, in the animal hall and outdoors. The form also asks for permission from the parent to post information about the child’s allergies and/or food intolerances where those preparing snacks and supervising lunch can view the information.

Asthma Action Plan:

For children with asthma, this form needs to be filled out by the health care provider to alert the staff of the child’s “triggers” to help us better plan activities to lessen any asthma attacks.

Authorization Form:

The parent/guardian is responsible for getting their health care provider to complete the Authorization for Administration of Medication form. The health care provider that fills out this form should be the same person as the prescriber on the medication’s pharmacy label. The parent authorization (on the same form) must also be completed in its entirety.

Emergency Health Care Plan:

This form must also be completed by the health care provider. This will indicate the procedure to follow when a child is exposed to an allergen, including the order in which to give the prescribed medications. The parent/ guardian must also sign and date this form.

Other Emergency Care Plans:

Children with medical or developmental problems or other conditions that might require special care in an emergency (other than the above allergy, asthma or food intolerance) such as seizures, orthopedic or sensory problems and other chronic conditions or conditions that require regular medication or technology support will have an individual plan designed and written by the health care consultant. The plan needs to be signed by the parent or guardian.

Medical form:

The parent/guardian must be sure that the medical form states the reason for the medication. If it is for an allergic reaction, then the known allergen must be clearly stated.

Medication:

The parent/guardian must provide all medications as well as the forms. The medication, if prescription, must comply with all State of Connecticut Regulations. The medication must be in the original child resistant safety container. If it is an over-the–counter medication, it must be in the original packaging, unopened, with the safety seal intact and must be labeled with the child’s name. If it is a prescription medication, the label must contain the following: child’s name, the name of the medication, the dosage, directions for the administration of the medication, the prescription number, whether or not it is a controlled drug, the date of the prescription, the expiration date, the prescriber’s name, the pharmacy, the pharmacy’s address and phone number. If a medication is soon to expire, the parent is responsible for providing the school with a new medication before the expiration date. All equipment necessary for the dispensing of the medication must be provided by the parent, including spacers, nebulizers and calibrated dispensing utensil.

Staff Responsibility:

Training:

The staff is responsible for maintaining certification for the administration of medication for oral, topical and inhalant medications every three years and for the administration of injectable medications every year.

The training must be received from a physician, physician’s assistant, advanced practice registered nurse or a registered nurse who follows the guidelines set forth by the State of Connecticut Health Department’s regulations.

The trained staff must receive written approval from the trainer that indicates that he/she has successfully completed the training program to administer medications.

A staff member trained in medication administration must be on site whenever a child who might need medication is in attendance.

When the medicine is received, the medication certified staff must fill out the Medication Administration Record, check all forms that they are filled out correctly and completely by the health care provider and the parent, that the medication matches what is ordered on the authorization, that the medication has not expired, and that the orders for the administration are clearly understood. If there are any questions, the parent should be asked before leaving. If still unclear, then the health care provider or the pharmacist should be contacted for clarification. No medication should be administered until all forms and completed correctly and until the medication trained staff clearly understands the orders.

Proper storage of medication: Medication must be stored in the original child-resistant container with the label requirements, as described above, attached. Medications will be kept in a locked cabinet inaccessible to the children. EpiPens must be stored in a dark place where the temperature will not go below 56 degrees F or above 86 degrees F.

Procedure for administration of medicine and record keeping:

• Any time an EpiPen is administered “911” will be called.

• Only staff trained in the administration of medications will be allowed to administer the medication.

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EMERGENCY PREPAREDNESS PROCEDURES

1. Number of Children and Staff

The Westport Police, Fire and Health Departments know that we are a licensed nursery school. On a daily basis the maximum number of children and staff who could be in attendance is as follows:

Group Name Monday Tuesday Wednesday Thursday Friday

Ratio C/T C/T C/T C/T C/T

8:45 2’s 8/3 8/3

10:30 2’s 8/3 8/3

8:45 2's 8/3 8/3

AM Juniors 16/3 16/3 16/3

AM Seniors 18/3 18/3 18/3 18/3 18/3

Lunch Club 19/3 19/3 19/3 19/3 19/3

PM Juniors 16/3 16/3 16/3 16/3 16/3

PM Seniors 18/3 18/3 18/3 18/3 18/3

Additional Staff: Director, Program Support Staff, Administrative Assistant

2. Location of the School: 10 Woodside Lane, Westport, CT 06880

3. Emergency Announcements

Codes for Emergencies:

Red: Fire

White: Serious medical emergency: call ambulance.

Green: Weather/natural disaster emergency: evacuate to Natureplace.

Purple: Other outside emergency: evacuate to Natureplace.

Black: Immediate threat: lock down building.

Blue: Lost Child

Contacting Classes in the Building:

We can announce an emergency through our:

Public Address System

Walkie Talkies

Fire Alarm System (in each classroom and other parts of the building, it sets off the alarm and alerts the fire department)

In Person

Notification of Weather or Other Emergencies:

Sirens: They are located in Saugatuck shores and are tested monthly. Sirens are used to warn of flood events or other situations which might require evacuation. In our location we do not hear the siren and should then depend on other means of notification.

Radio: Emergency announcements are sent out from Staples Radio WWPT 90.3 FM, the designated radio station for the Town of Westport.

Website: The Town of Westport website is updated with emergency information as it is made available by the Westport Emergency Operations Center.

Alternate emergency communication:Our radio has back-up batteries to keep us informed of emergencies.

Weather alert via computer: Weather Bug is on the main computer at Earthplace and alerts us to weather emergencies.

Contacting Outside of Earthplace (Emergency Notification Numbers)

Medical, Fire, Rescue: 911

American Red Cross: (203) 227-9595

Kings Highway School: our remote shelter: (203) 341-1800

Westport Emergency Evacuation Hotline: (203) 454-6199

Bus Company to help with Evacuation: First Student Bus Company, Wilton, CT:

(203) 762-5093

Contacting Parents

Phone Numbers Locations:

Group Notebook: Each group has a notebook that contains all of the parents' contact numbers including home, cell and business numbers. This goes with each group at all times, both indoors and outdoors.

Lunch Club Notebook: A copy of the entire school’s contact numbers is kept in the Lunch Club file.

Originals: These are kept in the main office.

Contact Procedure:

One person from each group would be able to call either using their cell phones or the plug in phone at the desk in the front lobby. This phone will work even if the electrical system is not working.

E-Mail Contact Location and Procedure:

All parent e-mail addresses are in the two computers in the nursery school office. The Alternate Coordinator e-mails all parents from a computer in nursery school office.

4. Earthplace Site Plan

Posting of Plan:

The Emergency Exit Plan is posted in each room and includes the location of:

rooms, doors,windows and obstacles,

fire extinguishers, and

fire alarms.

Two unobstructed routes from each classroom have been labeled.

Initial Meeting Places

Secondary Meeting Places:

1. The front playground and Executive Director’s House, located at the entrance of the

Earthplace property, 14 Woodside Lane.

2. The indoor safe space is Natureplace.

5. Disaster Plans:

Emergency Management Coordinator: EMC: Laurie Linton, Nursery School Director

Alternate Coordinator: AC: Mary Ortali, Administrative Assistant

A. Fire: Pull Fire Alarm

Notification of Fire and Initial Procedures:

Fire Alarm: All staff members are responsible for notifying the school of a fire by pulling the fire alarm. This also alerts the fire department that there is a fire at our facility.

Classes Evacuate: The groups would then evacuate by exiting through the closest door as designated on the chart posted in their rooms and then going to their assigned meeting place.

Sweep of Rooms: This is done by the Alternate Coordinator.

Initial Fire/Disaster Meeting Place Location:

2s: Meet by the sandbox on the nursery school playground. (2s do not attend at the same time as the Juniors)

Juniors: Meet by the sandbox on the nursery school playground.

Seniors: Meet by the wooden boat on the nursery school playground.

Lunch Club: Meet by the spider web on the nursery school playground.

Groups Meeting Together:

Teachers are advised that if they have children from one group in two different areas, they are to walkie talkie each other and then meet in their designated spot outdoors if it is safe to do so.

Taking Attendance:

Lead teacher takes attendance and reports the results to the EMC, either by walkie talkie or when EMC comes to the group.

Assessing the Situation:

The Emergency Management Coordinator and/or the Alternate Coordinators then assess the situation.

The groups would then be asked to either:

Stay where they are,

Relocate to one of two secondary meeting places, or

Return to their rooms.

Two Secondary Relocation Places:

In case it is deemed necessary to move further away from the building, or an evacuation from the site is necessary, the two places to meet are:

1. The slide and swings on the front playground.

2. At the Executive Director's house near the front entrance to Earthplace.

Evacuating:

The Emergency Management Coordinator or an Alternate Coordinator would then decide, in conjunction with the Westport Fire Department, if further evacuation were necessary.

Contacting Parents Regarding Further Evacuation or Need to Be Picked Up

Parents would be contacted using the staff cell phones and group notebooks that contain the home and emergency numbers of each child. These also include alternate contact people, if the parents cannot be located. If we did not have to further evacuate, parents would be asked to pick up their children at the Executive Director’s house. If we were evacuating to Kings Highway School, the parents would be so informed.

Transportation to Evacuation Site

If the children needed to be evacuated away from the Earthplace property, an agreement with the bus company has been made with First Student Bus Company in Wilton Connecticut. The school would be escorted by the Westport Fire or the Police Department.

B. Medical Emergency-Code White

Who May Administer First Aid:

First Aid may be administered to children by all staff members who have current certification in the required American Red Cross Connecticut Childcare First Aid Course (certification is good for 3 years). CPR may be administered to children by all staff members who have current certification in the required American Red Cross CPR (certification is good for 1 year). Adult First Aid and CPR: Several staff are always current with Adult CPR and First Aid. These staff could administer aid to the Earthplace Nursery School staff or any additional adult present.

Staff Responsibilities and Procedures:

In case of a medical emergency involving a student the following procedures will be followed:

Attending to Child: Teacher #1, a trained staff member, attends to the child in need.

Calling 911: If Teacher #1 feels that calling 911 is necessary, he or she asks Teacher #2 to call 911. If the class is on a trail or is not close to the phone, Teacher #2 will walkie talkie the Earthplace front desk and alert them that this is a Code Red, they must call 911, and gives the information that needs to be told to the 911 operator:

Name of child, Nature of the injury

Our Location: Earthplace, 10 Woodside Lane, Westport, CT 06880

Attending to other children: Teacher # 3 supervises the rest of the children in the class and removes them from the scene if possible. The teacher-child ratios (three teachers in all classes) are kept.

Continuing First Aid: Teacher #1 continues to administer first aid.

Contacting the Emergency Management Coordinator, EMC or Alternate Coordinator, AC:Teacher # 2 then contacts an EMC or the AC. Walkie-talkies are available in each group to facilitate this communication.

Calling the Parents: The EMC or the AC then calls the child's parents or legal guardians to inform them of the situation.

Going to the Hospital: If the child is to go to the hospital in an ambulance, Teacher # 1 goes with the child and brings the Emergency Authorization Form from the group notebook with her.

Primary Site for Emergency Care: Norwalk Hospital has been informed that we would use their services in an emergency.

Writing the Injury Report: Teacher # 2 fills out the Injury Report. This will be given to the parents.

Maintaining Records: A copy of all reports is kept in the Illness and Injury Log in the Director's office.

C. Taking Shelter in the Building:

Weather/Natural Disaster-Code Green

Other Emergency-Code Purple

Alerting the School by Public Address System:

The Emergency Management Coordinator or an Alternate Coordinator would instruct the administrative assistant to alert the staff via the public address system of the immediate need to take shelter in Natureplace, which has been designated by the Fire Department as a safe space, because it has no windows. This could be due to weather or other emergencies including, but not limited to, severe thunder and lightning, hurricanes, tornadoes, floods or bomb threats.

Alerting the School by Walkie Talkie or In Person:

In case of telephone and electrical failure the Emergency Management Coordinator and the Alternate Coordinator would either walkie talkie or personally tell each group if they were to stay in the building in their room, or go to Natureplace. The walkie-talkies are kept in the front office, nursery school office and each classroom.

Natureplace:

Gather all children in Natureplace, which has been designated by the Fire Marshal as the safest place in the building.

Alerting Parents:

We will use cell phones to inform parents of the need to take shelter.

Shelter Supplies:

Location of Shelter Supplies: Room 12, located in the basement. The key is kept with other nursery school keys in nursery school office. We have water, flashlights, batteries, a portable radio, toilet paper and blankets. Additionally we have enough food to provider for the maximum nursery school population for 72 hours stored in the Nursery School kitchen and Room 12.

Procedure for Getting Supplies:

One teacher from each room is asked by the lead teacher to retrieve food and supplies from the Nursery School kitchen and Room 12.

Important Information about Children:

Teachers have group notebooks that include the Class List with telephone numbers, attendance record, Emergency Authorization and Authorization for the Administration of Medicine Forms, with them at all times.

D. Evacuation:Staff Responsibilities in Case of Need to Evacuate From the Building or From the Secondary Site:

Emergency Management Coordinator (Nursery School Director):

1. Initial Announcement: makes the initial announcement either In person or by Public Address System, or by walkie talkie.

2. Attendance: checks with each group to make sure that all are accounted for and shares this information with the Alternate Coordinator.

3. Acts as contact with Fire, Police and Other Emergency Rescue Teams.

4.Decision to Move from Initial Evacuation Site: to Natureplace (in case of weather or other evacuation), or to Secondary Site at front playground, or to Executive Director's House.

5. Evacuation Site: makes decision with Fire Department to evacuate to off-site shelter at Kings Highway Elementary School. Calls Kings Highway to alert of evacuation. Calls bus company to alert for need for transportation.

6.Communication with Parents: directs teachers to contact and inform parents and legal guardians of the emergency.

Alternate Coordinator (Administrative Assistant):

1.Initial announcements: works in conjunction with the EMC to make initial announcements.

2.Walkie Talkie: takes this with him/her.

3.Meets Emergency Teams: goes to the front of the building to meet teams and passes on information from the director.

Teacher Responsibilities:

Lead Teacher: Brings the Group Notebook and a walkie talkie. The Group Notebook includes a group list, children’s individual Emergency Authorization Form, Authorization for the Administration of Medication forms (in case of allergies) and the Emergency Procedure Plans. Assigns the two assistants to be either Teacher #1 or Teacher #2. Their responsibilities are:

Teacher # 1:

Carries the First Aid Kit, closes windows and doors and turns off the lights and ventilation system in the room, makes final sweep of the room, and carries a walkie talkie.

Teacher # 2:

Carries bags with children's medications and carries a walkie talkie.

Takes Attendance: immediately upon arriving at the evacuation site. An attendance check is done at each step in the evacuation process, including arrival at Kings Highway School.

Waits: for the Emergency Management Coordinator or Alternate Coordinator to come to them or to contact them by walkie talkie to check attendance.

Contacting Parents: once the evacuation or taking shelter has begun, Teacher #2 would begin to call parents on his or her cell phone to let them know the plan for their children.

E. Lost Child Procedure - Code Blue

Policies to Prevent a Lost Child:

Attendance:

Attendance is taken at the beginning of each class. All teachers are made aware of how many children are in the class each day. When children leave early or come late, the attendance book is immediately updated and all of the teachers in the group are alerted to the change in the number of children present. Daily attendance totals and names of absent children are reported to the Nursery School Office by walkie talkie.

Counting Children:

When changing to another room, going outside or coming inside, the children are counted by all teachers present and the teachers agree that this is the correct number of children present.

Supervision:

When walking on a trail or through the building there is always a teacher in the lead and a teacher in the rear.

When a Child is Lost:

When the realization is made that a child is no longer with the group, the following procedure is followed:

Communication to Rest of Nursery School and Building:

The Lead Teacher walkie talkies everyone of the Code Blue, the number of children missing, and from which class or classes. The receptionist in the front office announces a Code Blue to the entire building over the public address system including the child's description.

Call 911 Immediately:

The Emergency Management Coordinator or the Alternate Emergency Coordinator provides the following information:

Child’s name and age

Address of nursery school: Earthplace, 10 Woodside Lane, Westport, CT 06880

Child’s address

Physical and clothing description, including any distinguishing marks

Medical status if appropriate

Person with whom the child was last seen

Notify Parents of Missing Child:

The EMC or AMC is responsible.

All classes go into Lost Child Procedure:

Indoors: the teachers lock the doors from the inside and gather the children into a group and take attendance.

Outdoors: the teachers gather their class into a group sitting down, take attendance and then go to their classroom.

Sweep of the Premises:

Playground: the EMC does a sweep of the playground and building.

Nursery School: the AC does a sweep of the nursery school.

Classroom: a teacher in each room does a sweep of the classroom.

Building: employees all check their areas and report to the EMC.

Maintenance Coordinator: checks the common areas and downstairs areas.

Meeting the Police:

The AC goes to meet the police at the front of the building.

Classrooms:

All classes stay in a lock-down situation until the police tell us otherwise or the child is found.

Sweep of the Property:

A search of the parking lot and the trails is done with the help of the police and Earthplace staff.

Found Child: if at any point the child/children are located an announcement is made via public address system to alert all staff.

Reporting Incident:

Report incident to Connecticut Department of Public Health (1-800-282-6063) and the Department of Children and Family Services (1-800-842-2288). Complete a written incident report at the earliest opportunity.

F. Lock-Down Procedure - Code Black

All staff members are responsible for alerting the building for the need of a lock-down.

The Reasons for a Lock-Down:

Security threats including the following:

Suspicious person

Individual with a weapon

Loud unexplained noise

Angry person

Person trying to see or pick up a child who is not allowed to do so

Alert from town that a lock-down is necessary

Lock-Down Notification:

Staff member gets on walkie talkie and calls for a Code Black and indicates the unsafe area.

Staff at front desk page entire building calling for a Code Black and indicates the unsafe area.

AC calls 911 with the help of the person who knows what the problem is and alerts police of lock-down.

Lock-Down Procedure:

Teachers gather their students in their classrooms. If a classroom is not a safe place, the teachers bring their students to another classroom.

If the children are outside, go to a safe classroom.

If the children are in Natureplace, stay and put the space into lock-down, by locking all outside doors and go into the movie area.

Lock the doors, pull the shades, and take attendance.

Teachers keep the classrooms in lock-down until the Westport Police Department advises them otherwise.

6. Sharing, Practice Drills and Updating the Plan:

Staff:

The plan will be shared with the staff yearly at a meeting. Each staff member will be given a copy of the plan for their Personnel Handbook. The plan will be in each Group Notebook. When new staff is hired, the plan will be discussed with them. When the EMC or AC changes the plan, all of the above will be updated.

Parents:

The plan will be included in the Parent Handbook, posted on the Nursery School Bulletin Board, discussed at a parent meeting and posted on our website.

Westport Fire Department, Westport Police Department and Weston-Westport Health District: The plan will be shared with these entities and their advice on the effectiveness of the policies will be solicited. Policies will be changed in accordance with their expert advice.

Fire Drills:

The staff and children will conduct Fire Drills on a monthly basis.

Taking Shelter , Lock-Down, Lost Child, and Evacuation Drills:

Each will be practiced once a year by the teachers.

7. Items and Procedure Checklist for All Emergencies

The Lead Teacher, who has the Group Notebook and walkie talkie, leads class out, takes attendance, assigns teachers to be #1 or #2, and assigns one teacher to get shelter supplies from the kitchen and Room 12 when needed.

Teacher #1, who carries First Aid Kit, closes the windows, doors, lights and ventilation system, does a final sweep, and helps to call parents via cell phone if an evacuation has taken place.

Teacher #2, who carries medication fanny packs and a walkie talkie, helps to call parents via cell phone if an evacuation has taken place.

Emergency Management Coordinator- Nursery School Director, who takes a walkie talkie, communicates with each group and with the AC in regard to attendance and the need for further evacuation. He/she also communicates with Fire, Police or Health Department when needed.

Alternate Coordinator who gets the master notebook from the Lunch Club room, does classroom sweeps, goes to the front of the building to meet fire trucks, ambulance, and/or police, communicates with the EMC and e-mails parents of emergency status when possible.

Staff Members bring cell phones.

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ASSESSMENT PLAN

JUNIORS and SENIORS

Juniors and Seniors use the Connecticut Assessment Framework which is based on the Connecticut Curriculum Framework. The Process is as follows:

Purpose of Assessment:

As stated in the introduction to the Connecticut Preschool Assessment Framework: “The primary purposes of the Connecticut Preschool Assessment Framework are to:

observe and monitor each child’s progress related to curricular goals and performance standards; support curriculum development and planning that promote children’s learning and development by teachers and families;

organize and mutually share information between families and program staff members; and

share information with receiving teachers and to support effective transitions.”

Assessment Procedures and Timelines:

Two to three Performance Standards are chosen from the Performance Standards Flip Chart on a weekly basis for the Seniors and a bi-weekly basis for the Juniors. The flip chart encompasses the areas of Personal and Social, Physical, Cognitive, and Creative development. Benchmarks spanning the ages two and a half to six years are listed for each area. The chosen Performance Standards are listed on the Planning Form. Activities that would involve helping to encourage these developmental standards are planned for the room and listed on both the Planning Form and then on the Weekly Calendar.

The Planning Form is posted for parents to see on both the Classroom Parent Board and on our websiteDuring the week the teachers make notes to observe individual children and indicate at which benchmark the child is presently developing. These notes are then placed in each child’s Profile Book. The class as a whole is also profiled on the Class Profile page.

These benchmarks are then revisited twice during the year. The teacher bases the activities chosen on the need to help children progress in all areas.

Uses of Assessment

Family Conferences:

The conferences are used for sharing information between families and teachers.The teacher uses the assessment to help families understand their child’s developmental progress and learning.

In the fall, the teachers meet with parents who share information about their child. At this time a Family Conference Form is filled out and the goals which the families and teachers want to work on with the child are listed on the form. Also at this time the assessment procedures are shared with the families. A copy of the Child Profile form is included in the Parent Handbook.

The Child Profile includes all of the performance standards in the Assessment Framework. In addition, on the back of the form there is a Narrative Summary which indicates the child’s strengths and growth, areas that need strengthening, and the child’s interests and passions. This can be filled out with the help of the families during the conferences.

In the winter, all families meet again with the lead teacher and the first assessment as described on the Child Profile is shared with the parents.

In the spring there is a third conference. At this time the families and the teachers again discuss how the child is developing by looking at the Child’s Profile. The Seniors teacher also shares the Transition to Kindergarten form. For several towns in this area this form is linked to the Connecticut Assessment Framework.

Although conferences are planned during the day, teachers can be available to meet either before or directly after school hours to accommodate family schedules.

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TWOS

The Twos classes use an assessment tool based on the Creative Curriculum for Infants, Toddlers & Twos and also utilizes forms from the Connecticut Framework. The Family Conference, Language Sample, and the Narrative Summary forms are from the Connecticut Framework.

Purpose of Assessment:

As stated in The Creative Curriculum for Infants, Toddlers & Twos:

“Using the Developmental Continuum will help you observe children in the context of everyday routines and experiences. You will be able to assess each child’s current level of development and to think about likely next steps. Then you can plan for each child and the group. As you learn about each child’s strengths, interests, and developmental timetable, you can use the information and strategies in The Creative Curriculum to build responsive relationships and to offer experiences that promote each child’s development and learning.”

Assessment Procedures and Timelines:

On a weekly basis two objectives from the Creative Curriculum are chosen to focus the planning of activities and observations of the children. The room and activities are then set up to help the teachers naturally observe the children’s development. The teacher uses the observations to fill out the Twos Profile, which includes the Narrative Form describing child’s strengths and growth, areas that need strengthening and the child’s interests and passions. As with the Juniors and the Seniors, this portion of the form can be filled out with the families. This is then shared with the families in the final conference of the year. Photos are also included to help demonstrate the information included in the profile.

Family Conferences:

The conferences are used for sharing information between families and teachers. It is a time for the teachers to use the assessment to help families learn about their child’s developmental progress and learning. The lead teacher begins the family connection by making a home visit if the family would like to take advantage of the opportunity. The purpose of the fall conference is "getting to know you". The families and the teachers share information about the child and fill out the Family Conference Form together. The Developmental Continuum from The Creative Curriculum is shared with the parents at this time.

At the second conference in the winter the lead teacher shares the Language Sample Form. We have found that at this time the children’s language has begun to blossom.

At the spring conference the teacher shares the Child Profile form that is based on The Creative Curriculum development goals and objectives continuum. A copy of this form is also included in the Parent Handbook

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SENIORS, JUNIORS and TWOS

Conditions Under Which Children Are Assessed:

Children in all of the classes are assessed while at play. By setting up the environment and activities in accordance with Performance Standards in the Juniors and Seniors or the Learning Objectives (The Creative Curriculum) in the Twos, chosen for that week the teachers can observe the children as they play and learn.

Confidentiality:

The Child Profile is kept in the child’s file in the Nursery School Office, which is in a locked cabinet. A permission slip allowing the director, lead teachers, health care consultant and regulatory licensing agencies access to this file is signed by parents.

Referral of Children to a Developmental Screening or Diagnostic Assessment:

When families and teachers agree that a child needs further screening or assessment, the staff work with the families to achieve consensus about assessment methods and developmental screenings which would best meet the child’s needs. If the child is under three years of age then the school informs the family about Connecticut Birth to Three System. If the child is close to over three years of age, then one recommendation is to contact the family’s public school system. All school systems in the area have screening processes. Other options are the Early Childhood Consultation Partnership and private service providers. Our Social Worker has also been successful in referring parents to other providers of screenings and assessments.

Using the Assessment Procedures for Planning Curriculum, Adapting Teaching Practices and the Environment:

The Juniors and the Seniors teachers use the information gained from observing the individual children and entering their information in to the Class Profile in order to plan the curriculum, child- and teacher-directed activities, and the play environment.

The Twos teachers do the same by looking at where the children in their classroom are on the Creative Curriculum Developmental Continuum.

Planning Program Improvement:

By observing the changes in the Class Profile for the Seniors, Juniors and Twos, during the school year the teachers can see in which areas the classes are progressing, and in which areas they are not. Aspects of the program can be improved by sharing this information with the director during the year and particularly by planning for the next year.

Use of Informal Checklists, Observations, Rating Scales and Work Samplings:

Teachers design their own informal means of assessing the development and learning that is occurring in their classroom. They can monitor both individual and class progress. Some examples of this are: the teacher may observe which children are playing together, how many children are using the book area, what children know about birds and what they learned about them after studying birds for two weeks. For the most part, however, the Connecticut Preschool Assessment Program and the Creative Curriculum Program for Infants, Toddlers & Twos covers all of the areas that the teachers need to observe and check in order to plan for both individual and classroom growth and learning.