Employee Handbook

Team Member Handbook

Our Early Learning School

 RI Top Early Childhood Program Award

 National Accreditation by NAEYC  Technology That Allows Parents To See Their Children Online  Teacher To Child Ratios That Surpass State Standards

 Programs for infants through prekindergarten

Lincoln School [email protected] Cranston School 1 Commerce Street, Lincoln, RI 02865 (401) 334-2626 www.AChildsUniversity.com 695 Park Avenue, Cranston, RI 02910 (401) 461-1880 A copy of this Handbook should be available in every single classroom at all times

A Child’s University Table of Contents

Introduction ...... 3 The Program Philosophy ...... 4 Early Learning Standards | NAEYC Accreditation | BrightStars ...... 5 Our Internal Mission Statement: A Team Member Pledge...... 6 Professionalism, Happiness, and Enthusiasm In All That We Do ...... 7 Team Member-Parent Interaction ...... 7 Attitude ...... 7 Some Things You Should Say To Parents ...... 7 How To Answer The Phone ...... 7 Recording Notes ...... 8 What Is A “Team Member?” ...... 8 Parent Involvement and Community Outreach ...... 8 Conflict Resolution ...... 8 Kindness For All: Team Members, Families, Visitors, and All In Our Community ...... 9 Sexual Harassment, Education, and Training in the Workplace ...... 9 Equal Employment Opportunity Policy ...... 9 Drug Free Workplace Policy...... 11 State Licensing Guidelines ...... 12 Training...... 12 General Team Member Guidelines and Terms of Employment ...... 15 Operations and Team Member Behavior ...... 16 Technology, Social Media, Texting, Phone Usage, and More ...... 17 Team Member Professional Attire ...... 18 Team Member Meetings ...... 18 Curriculum and Education ...... 18 The Child Portfolio: An Overview ...... 20 Additional Services for Families...... 21 Goals and Objectives for Infants, Toddlers, and Two Year Olds ...... 22 Goals and Objectives for Three Year Olds and Preschoolers ...... 22 The Prekindergarten: Preparing Each Child for the Road Ahead ...... 23 Safety...... 24 Cleanliness and Hygiene...... 49 Cleaning and Sanitation Frequency Table ...... 53 Child Redirection ...... 54 Child Arrival Policy ...... 55 Child Attendance and Release Policy ...... 55 Your Career Opportunities ...... 56 Calling Out Sick ...... 56 Paid Time Off ...... 57 Referral Bonus ...... 59 Compensation ...... 59 Simple IRA...... 61 Health Coverage ...... 63 Free Team Member Training ...... 63 Raise Scale ...... 63 Positions and Duties ...... 65 Director and Administration Positions ...... 66 Parent Tours and New Enrollees (responsibility of the site Director) ...... 70 Nurse ...... 71 Lead Teacher ...... 73 Assistant Teacher ...... 75 Property Manager ...... 77 Extracurricular Activity Instructors, Substitutes, Volunteers, and Others ...... 78 General Employment Terms and Conditions ...... 79 State Licensing Agency Guidelines ...... 82 OSHA Documentation ...... 102

Team Member Resource Web Site: www.AChildsUniversity.com/TeamResourceCenter.html

Welcome to our school and to our family! We are so excited to have you join our team and we look forward to working with you each day to enrich the lives of the children and families we serve.

A Child’s University is Rhode Island’s premier, top-tier early childhood school for children and their families. There are no boundaries to ensuring the children of our school prosper and that their families are exceedingly happy with our program. Our goal is to leave parents in awe with our innovative style, enthusiastic, bright, and cheery Team Members, and our incessant dedication to delivering excellence. When interacting with others, always think of how you can surprise and excite each guest through personal care and service.

How do we accomplish this? This Handbook will explain our philosophy, goals, and the steps necessary to ensure all children and their families have the best experience ever! In addition to this Handbook, also visit our Team Member Resource web site regularly. You can access this resource by visiting:

www.AChildsUniversity.com/TeamResourceCenter.html

We are all a team at A Child’s University. The Team Members of our school consist of a Director, Director of Quality, Head Teacher, a Nurse, Lead Teachers, and Assistant Teachers. Through the cooperation of all, we are able to offer the most enriching early learning experience for the children who attend. By working together, we also create the very best environment for each Team Member.

We want you to come through the doors of A Child’s University every single day with a renewed ambition to impart a strong positive influence, education, and nurturance for a young child. You have the ability to shape the life of a child through your dedication, actions, and efforts. Please give 110% every single day to ensure the children and families who belong to A Child’s University recognize the value of our unique program, Team Members, and the willingness and extra effort we put forth every day to create the number one program available.

We feel that what our teachers and our program offers to families and their children is far greater than what daycares and child care centers offer. This is why the two schools are referred to as “schools” and not as a “center” or as a “daycare.” For this reason, we ask that you please also refer to our school as one of the following only when talking with parents, families, or others (verbally or in the printed materials you create):

1) School 2) Early Childhood School 3) Early Learning School

This is such a small request, but it really communicates volumes about the high level of quality that you offer and the professionalism that we all share. Each one of you is an educator and the way you label our program to parents, families, and the community should be consistent with all the wonderful and enriching things you offer to children.

A Child’s University pledges to seek continuous improvement – in processes, operations, and offerings to parents. We want you to be motivated to succeed. Every day, every minute, is an opportunity to make something run better, work better, or operate more smoothly. We are committed to encouraging an environment where innovation for the purpose of bettering a child’s day is welcome and expressions of creativity from our Team Members is deeply valued.

 “Our greatest natural resource is the minds of our children.” Walt Disney  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 3 of 115 The Program Philosophy

Inspire Young Minds: Early Childhood Education in a Safe Environment

The mission of A Child’s University is to provide young children with the best early childhood education experience in the country and to be recognized as an innovative early childhood program that surpasses state and national benchmarks for excellence.

The curriculum at A Child’s University is rooted in national standards and designed around local education guidelines to ensure the program content meets the cognitive, social, physical, and emotional needs of each child. The school is lead by professionals who have the highest commitment to the success of young children and a passion for serving each child and their family. Above all, the teaching team abundantly provides families, children, and each other with love and kindness in all interactions, communications, and thoughts.

A Child’s University is an organization with immense gratitude for the families who place their trust in our school, the children who inspire us to give our best each day, the community for their support of our mission, and fo r our Team Members who nourish the spirit of our school with their innovation, motivation, and determination.

Education

National Accreditation | Learning Centers | Qualified Teachers | A Nationally Recognized Curriculum

Within our school’s warm and comforting environment and under the guidance and instruction of our talented and qualified teachers, each child will experience an enriching combination of age appropriate activities throughout each classroom’s learning centers. To be sure children are learning at the appropriate level for their age and that program content is in alignment with local and national learning standards, A Child’s University follows the nationally recognized Creative Curriculum model while teachers design lesson plans around national criteria and state early learning standards. The experience is refined with feedback from the formal child assessment system that tracks progress and allows for changes to be made to the program that will further enhance the learning environmen t. Partnering with parents, A Child’s University is able to take the curriculum full circle through strong family relationships that create synchronicity between home and school to provide children with the very best in early childhood education.

From the written daily report parents receive every single day about their child’s activities to our extensive Child Portfolio Program, parents and families are always involved in every step of their child’s development. While the daily report keeps parents informed of the day-to-day happenings in the classroom, our Child Portfolio Program provides an in-depth system that charts the long term progress of each child. Through this process, teachers record observations on each child in their classroom, conduct an assessment using nationally developed criteria, and then hold two parent -teacher conferences per year. This allows our school to work directly with parents in tailoring the program to the individual needs of each child. All of this comes together to support our belief that a strong relationship between our teachers and the families we serve is a crucial component of providing each child with the very best early childhood education possible.

A Safe Learning Environment

A Unique Camera System That Allows Parents To See Their Child At Anytime Throughout The Day

The camera system at A Child’s University allows parents to securely access a special section of our web site to instantly see their child, our teachers, and our school at any time during the day. Other unique safety measures include secure door code access, advanced background checks on each Team Member beyond state requirements, and full CPR and First Aid training for all of our Team Members (instead of training just one teacher in CPR and First Aid as required by law). Team Members are also required to undergo the complete employment application every two years which includes medical reviews and extensive background checks.

 “To me, every hour of the day and night is an unspeakably perfect miracle.” Walt Whitman  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 4 of 115 Early Learning Standards | NAEYC Accreditation | BrightStars The Standards and Principles That Govern and Guide Our Program

A Child’s University pledges to diligently adhere to all guidelines and standards set forth by the Rhode Island Early Learning Standards, the Rhode Island Department of Children, Youth, and Families, the National Association for the Education of Young Children, and the Rhode Island BrightStars Program If you need immediate access to the regulations, you can access them at any time by visiting this web site:

www.dcyf.state.ri.us/docs/center_regs.pdf

In addition to following the State of Rhode Island DCYF guidelines, we take our commitment to quality a step further and also abide by the Rhode Island Early Learning Standards. You can read about these standards at this web site:

www.ride.ri.gov/els/index.asp

A Child’s University also operates in alignment with the National Association for the Education of Young Children (NAEYC). These standards can be viewed at this web site:

www.naeyc.org

BrightStars is a quality rating and improvement system created to improve the care and education of infants, toddlers, preschoolers, and school aged children in Rhode Island. It is the goal of A Child’s University to receive the highest quality rating available by exceeding the requirements outlined in all seven areas of the rating system. For more information, you can visit this web site:

www.BrightStars.org

You should be knowledgeable and fully understand the DCYF guidelines, Rhode Island Early Learning Standards, BrightStars principles, and NAEYC Accreditation standards and be able to adhere to all requirements. You can also access these resources (and more) by visiting our Team Member Resource web site at:

www.AChildsUniversity.com/TeamResourceCenter.html

Please also note that all Directors, Head Teachers, and Nurses must have RI Early Learning Standards Level III Certification; all Lead Teachers must have Rhode Island Early Learning Standards Level II Certification; and all Assistant Teachers must have RI Early Learning Standards Level I Certification. While these resources are all available online, there is also a central binder in every classroom that contains the full version of the Rhode Island Early Learning Standards, our Curriculum, our Lesson Plan template, NAEYC Principles, BrightStars Standards, DCYF Regulations, Team Members Handbook, and the Parent Handbook. All Team Members must be knowledgeable of all of these different documents.

 “If you want something … anything; First, you must give it.”

A Child’s University is a special place for children, families, and our Team Members. We have strong, guiding core beliefs that make our school the loving family it is for all.

o We provide the happiest, warmest, most welcoming environment for children, their families, visitors of any kind, our beloved teachers, and all who walk through our doors.

o We are the highest quality early learning school in existence: educationally, in our safety practices, cleanliness, creativity, happiness, energy, new ideas, and in our ability to feel like an extension of a happy and loving family to children and our Team Members.

o We are a school where parents walk into just once and feel they do not need to go anywhere else.

o We offer parents so much more than their money’s worth.

o We have a constant waiting list of children and never any openings in any classroom so we can financially afford to purchase any supplies we need, replace equipment or toys that look run down, constantly paint and keep our building impeccable in all ways, provide benefits, bonuses, and unexpected pay raises to Team Members, and always be able to pay both substitutes and Team Members when a teacher is out sick or on vacation.

o We make a positive difference in the lives of children and our Team Members. The children who graduate from our program will be exceptionally prepared for elementary school and beyond. We will help them foster a lifelong love for learning and the confidence that they can accomplish anything they choose. In ten to fifteen years, these grown children will look back and feel thankful for the opportunity to have attended such an amazing early childhood program that helped them excel academically and socially throughout their school experience.

o For our Team Members, our school doesn’t feel like “going to work.” It is a happy, exciting, high quality environment for all. Everyone who visits can feel our enthusiasm and happiness. Visitors leave our school feeling inspired. We are friendly, kind, loving, compassionate, and warm to one another and all who we meet. We are peaceful, we share, we inspire, we love. We show care for all of the people around us and for all who are watching us each day for we realize that we set an example for those around us in everything we do, everything we do not do, and in everything we say.

o When interacting with others, we always think of how we can surprise and excite each guest through personal care and the highest quality service. Realizing that serving others brings the greatest fulfillment to life, we always find ways to serve children, parents, families, other Team Members, and all who visit A Child’s University in any way that we can.

 “Three things in human life are important. The first is to be kind. The second is to be kind. The third is to be kind.” Henry James  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 6 of 115 Professionalism, Happiness, and Enthusiasm In All That We Do Team Member-Parent Interaction This section outlines a very important part of the culture at A Child’s University. We want everyone to be happy – Team Members, parents, and especially the children! Every time you see a parent, always have something positive to say about their child. Even when you have to communicate to a parent something their child might need to improve, be sure to complement each criticism or concern with an abundance of positive comments and feedback. In a case when a child behaves inappropriately, communicate to the parent that our discipline policy for children is through redirection and explain the situation and how it was managed.

Always display a proud and enthusiastic smile with parents. This sets a tone for their feeling towards all of your hard work! We all have rough days, but parents often only get a five minute glimpse of all of your hard work and effort. Make sure you shine when they see you. A bright happy smile and a polite compliment about their child will go a long way.

In everything you do and in every interaction with a child and a parent, always ask yourself, “what can I do that will have this parent talking to friends and family about what an amazing place this is…what can I do different?!”

Attitude

A positive mental attitude tells people you are optimistic, confident in your abilities, and willing to go the extra mile when needed. A Child’s University is a positive place for children, their families, and our Team Members. This is a place where frowns don’t exist and complaining is never found! Bright, wide smiles and enthusiastic greetings are the premise for setting a positive tone and ensuring a stimulating, happy environment. “How are you doing” should always be followed with “I’m great!”

The families who send their children to our school are the lifeblood of all of our operations. If they are happy, they will tell others who will also develop positive feelings towards our school. It is imperative that all people – customers, visitors, service people, state agencies, social workers, and others – recognize A Child’s University as a tremendously positive, active, and exciting place for all children.

Some Things You Should Say To Parents

Here is a list of quotes for things to say to parents that will assure them that their child is in good hands. Make up your own variations and/or give parents feedback from your heart. If you need a starting point on what to say, this should help:

“We are so happy to have the opportunity to work with you and your family.”

“Thanks for being a special member of A Child’s University.”

“He/she learned so much and had such a great day…thank you for letting me work with your child…it is such an absolute joy.”

“I love this opportunity…thanks for being here.”

“Your child is wonderful. I wish I could spend more time with him/her.”

All Team Members should constantly thank parents for the opportunity to work with their children. If the child acted inappropriately on a particular day, communicate this to parents politely. As an example, say that “he/she had a great day with just a few areas of trouble, but nothing we couldn’t handle!” If any serious problems arise, talk with the Director to arrange a parent discussion.

How To Answer The Phone

Would you believe there is even a special way to answer the phone that conveys to others how much we care about the hard work and effort we put in every day? A Child’s University Team Members answer the phone this way:

“It is always a great day at A Child’s University, this is [your name], how can I help you?”

Say it with sincerity and with an upbeat, joyful tone. You will be surprised at the positive reactions you receive! Please review with the Director the times when you will need to answer the phone. Remember, the phone must be answered at all times.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 7 of 115 Recording Notes It is important to always answer the phone. Emergencies in families arise and parents need to contact their children. Always be sure the phone is answered at all times. When taking notes, always be sure to immediately leave the message on the Director’s desk for their review. Sign your initials on the note so the Director knows who left the message in case they have any questions. There are special forms available for recording phone and in-person notes – just ask the Director if you need additional copies. What Is A “Team Member?”

We are all a team at A Child’s University. A cooperative approach to meeting the needs of parents and their children is a strong and guiding force that shines through in all that we do. Our Team Members consist of Directors, Head Teachers, Nurses, Lead Teachers, and Assistant Teachers. These caring, enthusiastic, and professional Team Members are the core of A Child’s University and this Handbook applies to all. Parent Involvement and Community Outreach

It is our belief at A Child’s University that children will receive the most enriching early learning experience if parents and families are allowed to become involved in the learning process. Child assessments, parent meetings, discussions on children’s progress, family nights, and other events are encouraged and offered throughout the year. Special holiday, charitable, seasonal, and graduation events will also occur throughout the year so Team Members and families can get to know one another to form a successful partnership in assisting each child with reaching their full potential. Team Members and parent surveys will be distributed periodically throughout the year to capture various ideas of improvements that can be made to the program. Community events and fundraisers for non-profit organizations will be coordinated at certain times each year to bring Team Members, children, and families together outside of the school as well. Team Members and parents meet at least annually to consult on program planning and ongoing program operations - also the forum to discuss quarterly/monthly surveys (NAEYC Guideline 10.F.04). Conflict Resolution

Parents: At times, problems will arise. A Child’s University’s policy is an old one – the customer is always right. We want to go to every length to please the families who enroll their children in our program. If you are unsure of whether something can or cannot be done to please a parent, simply tell the parent you need to get back to them on their request. Review the request with the Director and determine the best way to satisfy the parent. Our teachers research and implement techniques to help negotiate difficulties that might arise in their interactions with family members. We always view the customer as having the most important and valuable opinion (NAEYC Guideline 7.C.04).

Team Members: With so much creativity in one location, it is very natural for ideas to collide and for opinions to conflict. One Team Member may have a fantastic idea for a project while another may share a different view. This is ok! Conflicts are good as long as they are managed appropriately! Try to compromise with one another to develop a hybrid project. Always keep this guiding force in mind – ask yourself, “what is best for the children?” In cases when it becomes a little too difficult to work things out, just meet with the Director to quickly develop a plan of action. A Child’s University does not tolerate discrimination of any kind and expects that all Team Members conduct themselves appropriately each day to ensure everyone’s happiness and comfort. If you ever feel there is an instance of harassment, sexual harassment, or discrimination, please follow this process immediately: Record all of the details of the incident on an incident report. Submit the completed incident report to the Director and request an immediate meeting to discuss the matter. If you feel your complaint was not managed appropriately, you can contact the Rhode Island Department of Labor and Training. Please also understand that your complaint or concern will not subject you to any kind of retaliation from management. Our goal is to remedy the situation for you and be sure all Team Members are in compliance with this Handbook, the Director’s expectations, and the applicable laws governing our workplace.

 “How you think about a problem is more important than the problem itself. So, always think positively.” Norman Vincent Peale

 CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 8 of 115 Kindness For All: Team Members, Families, Visitors, and All In Our Community

Being kind to all people not only positively impacts the person receiving the kind act, but also greatly benefits the person providing the kind act. There is no greater feeling in the world than to serve others. It is the highest form of self-fulfillment possible. We are an organization that believes wholeheartedly in the immense power of random acts of kindness and doing kind deeds for all. When you become a part of our team, adopt a mentality of kindness, compassion, and love for all and in everything you do. Spread joy, happiness, and love to everyone you meet. Make it your life goal to brighten the lives of all around you. To this effort, it goes without saying (but it must be said) that employment at A Child’s University will immediately end for any person who acts unkind to any Team Member, child, family, parent, visitor, or any other person. Specifically, there are topics of sexual harassment and discrimination that must be discussed in detail so all Team Members adhere to these strict policies without exception at any time and under any circumstance. Remember, reporting an instance of sexual harassment, discrimination, or any other unkind or unfair treatment or interaction will NEVER jeopardize your employment (this includes bringing these matters to a supervisor, Director, owner, or any governing agency in the state or country). Proper and kind treatment of all people at all times is at the core of our organization.

Sexual Harassment, Education, and Training in the Workplace A Child’s University and its Team Members promote a workplace free of sexual harassment. Sexual harassment in the workplace is unlawful. It is also unlawful to retaliate against a Team Member for filing a complaint of sexual harassment or for cooperating in an investigation of a complaint for sexual harassment. Sexual harassment takes many forms and includes (but is not limited to) jokes, comments, insults, and statements that directly or indirectly make any Team Member feel uncomfortable. If a Team Member is found to have committed sexual harassment, they will be subject to the discipline procedures outlined in this Handbook. Depending on the severity of the specific incident, management reserves the right to immediately terminate employment for any cases relating to sexual harassment.

The process for filing a sexual harassment complaint: Record all of the details of the incident on an incident report. Submit the completed incident report to the Director and request an immediate meeting to discuss the matter. If you feel your complaint was not managed appropriately, you can contact the Rhode Island Department of Labor and Training. All Team Members should review this policy and this entire Handbook as revisions are made and at least every six months throughout your employment.

Equal Employment Opportunity Policy A Child’s University shall provide equal employment opportunity to all Team Members (employees), volunteers, visitors, and applicants for employment in full accordance with all local and federal laws. Complete compliance with equal employment/affirmative action laws will be maintained at all times and in all actions from all Team Members. A Child’s University will not discriminate against or harass any Team Member, individual seeking to become a Team Member, or child/family on the basis of their race, color, creed, religion, sex, national origin, sexual orientation, disability, age, marital status, or status with regard to economic standing or need for public assistance. A Child’s University will further ensure that all employment practices and decisions are free from discrimination. Such employment practices include, but are not limited to, the following: hiring, termination, promotions, demotions, transfer or changes to position, modifications to responsibilities of a role, recruitment, employment selection, disciplinary steps, layoffs, rates of pay and the various other forms of recognition and/or compensation, training opportunities, reimbursement for educational courses or other coursework, and the selection of special committees or event planning. A Child’s University and its Team Members will commit the necessary resources and time to ensure equal employment opportunity guidelines are met at all times and for every member of our organization.

A Child’s University will steadfastly monitor Team Members, management, and other supervisors to ensure their complete compliance with all aspects of this policy. Any Team Member who does not comply will be subject to termination of employment.

A Child’s University is an equal opportunity employer and maintains a zero tolerance policy for sexual harassment, discrimination, or unfair or unkind treatment of any Team Member or other person at A Child’s University. The Director is responsible for monitoring Team Member behavior and interactions. If you witness non-compliance with this policy or if at any time you feel there is an instance of discrimination, sexual harassment, or other circumstance in violation of any applicable law, please complete an incident report and see the Director immediately so the matter can be remedied. If your matter is not rectified, you must contact the Department of Labor and Training. Please read and understand the following equal opportunity information provided by the U.S. Department of Labor. This posting contains important information and guidelines that must be adhered to throughout all Team Members’ employment at A Child’s University. By starting employment and signing this handbook, you formally acknowledge receipt and signify your understanding of these important laws. Other conduct that is prohibited from the school includes but is not limited to: verbal abuse, violent behavior, threats, possession of illegal drugs or improperly secured prescription drugs, possession of a weapon of any kind, or the consumption, influence of, or possession of alcohol while within the school.

As part of orientation and ongoing development, Team Members must also develop skills and knowledge to work effectively with diverse families (NAEYC Guideline 7.A.01). Team Members must use a variety of formal and informal strategies to learn about each family’s background and cultural interests (NAEYC Guideline 7.A.02). Team Members are also encouraged to use this cultural information to drive their curriculum and the program.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 10 of 115 Drug Free Workplace Policy The unlawful manufacture, distribution, dispensation, possession, or use of a controlled substance is prohibited in the workplace. Any Team Member violating this policy will be subject to discipline up to and including termination. A Team Member may also be discharged or otherwise disciplined for a conviction involving illicit drug behavior, regardless of whether the Team Member’s conduct was detected within employment hours or whether his or her actions were connected in any way with his or her employment. Any Team Member who gives or in any way transfers a controlled substance to another person or sells or manufactures a controlled substance regardless of whether the Team Member is on premises will be subject to discipline up to and including termination. The term “controlled substance” means any drugs listed in 21 USC, Section 812 and other federal regulations. Generally, all illegal drugs and substances are included, such as marijuana, heroin, morphine, cocaine, codeine, or opium additives, LSD, DMT, STP, amphetamines, methamphetamines, and barbiturates. Each Team Member is required to inform the administration within five days after he or she is convicted for violation of any federal or state criminal drug statute. A conviction means a finding of guilt (including a plea of nolo contendere) or the imposition of a sentence by a judge or jury in any federal or state court. If you have a problem with drugs or alcohol, we strongly urge you to seek immediate assistance so you can begin to live a healthy life.

 “Go out into the world today and love the people you meet. Let your presence light new light in the hearts of people.” Mother Teresa  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 11 of 115 State Licensing Guidelines

It is each Team Member’s responsibility to produce and maintain appropriate Rhode Island DCYF required forms. These include signed affidavits, medical results, and fingerprinting. Please be sure these are complete prior to starting your employment. Further, be sure they are up-to-date over time. These forms are found in the “Employment Application: Candidate Package” and must be completed and submitted to the Director prior to your start of employment. Before employment begins and then throughout employment (as often as it is necessary), each Team Member must carefully read and thoroughly understand the state licensing guidelines. This document is available online and in print. Please see the Director any time for assistance.

Training

Upon the start of employment and then at least every two years of employment, the following must be completed by each Team Member (including substitute Team Members):

Completion of the full Team Member Employment Application including;

 A physical (health assessment) for each Team Member that includes capacities and limitations that may affect job performance.  All Team Members must have a TB test done upon employment and then at least every two years of employment.  Background checks in accordance with state licensing regulations.

Team Members must complete a minimum of fifteen hours of training every six months with at least three of these hours being health related (for a total of thirty or more training hours per year and a total of six or more training hours being health related). “Training” is defined as an experience that leads to a Team Member gaining new knowledge, developing a new skill, or participating in an activity that leads to a new skill in the early childhood field. Here is a list of fun training opportunities that would fulfill the fifteen hours that are due every February and August for the semi-annual performance review.

1. Read an early childhood article and write a two paragraph response on your reaction (1 hour) 2. Attend a DVD training (2-4 hours) 3. Attend any early childhood conference (hours vary) 4. Participate in Care Courses (hours vary) 5. Continue or complete CDA work (hours vary) 6. Take an early childhood class (hours vary; it is possible to meet the entire year’s worth of training while completing) 7. CPR and First Aid training (class length) 8. Complete “Handbook Training” exercises (also provides you with a fun way to earn $25 bonuses)

When a training is completed, the Team Member must see the Director to receive a training certificate that displays their name, the date, training content, and number of hours earned in that specific training activity. Remember, it is each Team Member’s responsibility to place earned training certificates in their professional development binder when complete so they can be presented to the Director during the semi-annual performance review process. When completing performance evaluation reviews, the Director will look through professional development binders to make compensation raise determinations. To be considered for any increase in compensation, each Team Member must have earned at least fifteen hours of training for the performance review period (every six months). Training hours will be accumulated during the following time periods: February 16 – August 15 for the August performance review and August 16 – February 15 for the February performance review.

At the start of employment and then annually (or as frequently as needed), all Team Members must read and study the Team Member Handbook, the Parent Handbook, RI Early Learning Standards, our Curriculum, our Lesson Plan template, NAEYC Principles, BrightStars Standards, and DCYF Regulations to understand and speak intelligently about policies and procedures with parents. In addition to these resources, also visit our Team Member Resource web site regularly. You can access this resource by visiting: www.AChildsUniversity.com/TeamResourceCenter.html

Child care and early learning training are especially important for NAEYC Accreditation and your career at A Child’s University. Future career growth and individual compensation raises are dependent on reaching training goals. To be eligible for a six month raise, a Team Member must have earned at least fifteen of the thirty training hours required for the year. The other fifteen training hours must be earned by the next six months of employment to be eligible for the next raise. These training requirements must be met in addition to the other requirements outlined in the raise section of this Handbook. All Team Members are required to maintain a continually updated training binder that contains the certificates and other relevant copies of prior training and coursework completion. This binder must remain on- site to be reviewed for the determination of raise eligibility. This binder, in conjunction with performance evaluations, will be used to determine if the Team Member is eligible for a raise.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 12 of 115 To encourage training opportunities for Team Members and because of the importance of ensuring all Team Members receive ample training opportunities, A Child’s University will pay for Director-approved on-site workshops and training programs for Team Members.

This along with the training you complete on your own presents Team Members with the opportunity to meet the required training hours per year (especially when combined with the submission of the written reflection report).

A Child’s University requires that all Team Members complete at least 30 hours of documented training each year. The evidence of the completed training must be filed in your employment folder for review by DCYF. Monthly evaluations and subsequent raises may be affected by the amount of professional hours completed. All Directors, Head Teachers, and Nurses must have RI Early Learning Standards Level III Certification. All Lead Teachers must have RI Early Learning Standards Level II Certification. All Assistant Teachers must have RI Early Learning Standards Level I Certification.

Additional training hours can be earned when Team Members reflect on their training experiences through written reflection describing what they learned from the training and how this new knowledge can be applied to ideas and techniques they will implement in their classroom. Training hours will be accumulated according to the following chart:

Type of Report Submitted Training Hours Earned One Page 1 Hour of Training Typed, double spaced Font: Size 12, Times New Roman Two Page 2 Hours of Training Typed, double spaced Font: Size 12, Times New Roman

Other training opportunities can include off-site courses and workshops offered through Childspan or other organizations that provide instruction for early childhood education or on the management of early childhood classrooms and techniques for working positively and effectively with children.

There are countless opportunities for training options. Please see the Director to discuss your ideas for additional training opportunities relevant to the early learning field and your position with A Child’s University.

Special circumstances: It is a rare occurrence, but there could exist a time when a Team Member is absent for an extended period of time. In cases such as this, the following details the training expectations and impact on compensation raises under these circumstances. If a Team Member is absent for fifteen consecutive business days, the training requirements and compensation raise programs will be prorated. Since these two components are evaluated on a six month period of time, the training hour requirements and the raise in compensation will be analyzed based on durations of six months each and then adjusted accordingly while considering the metrics established for each time period. For example, if a Team Member is absent for one month of the six month period (therefore unable to accrue training time as well as provide opportunity for a supervisor to judge their performance for one month out of six months), their training hours expectations and their raise in compensation will be adjusted to reflect only five months of their time spent actively working. The following is a specific example to demonstrate how this is managed: Jane is on an extended leave for three months out of the six month review period. Jane’s training requirement for this three month period (to make her eligible for a raise) would become 7.5 hours (half of the normal 15 hour requirement since Jane was only active in her role for half of the six month period). For raise consideration, Jane’s maximum attainable raise amount would be half of the normal maximum attainable raise amount for a six month period. Therefore, if Jane’s performance, training hours, and other performance indicators qualified her for a full raise in compensation, she would receive 50% of the total maximum raise in compensation since she was actively employed for only 50% of the six month review period.

New Team Members: The first two weeks are a training period where the new member works closely with other Team Members and the Director. Prior to employment, you must complete the necessary DCYF documents including evidence of fingerprinting and proof of required medical information. Our goal is to see you succeed fully in your role as Team Member to meet the standards outlined in this Handbook and to meet the expectations of the Director. All Team Members are expected to practice self-discipline to meet the performance goals outlined in this Handbook as well as those articulated by the Director or lead teacher. In the unlikely event of a Team Member failing to meet these expectations, the organization will provide coaching, counseling, and, in some cases, discipline necessary to assist the Team Member. Keep in mind that to preserve the strong culture and happy atmosphere at A Child’s University, a Team Member may be relieved of employment without warning for (but not limited to) the following reasons: expressing a negative or sarcastic attitude; exhibiting sarcasm; partaking in gossip; failing to work as a team player; behaving or speaking inappropriately in the presence of or with children, other Team Members or parents; habitual tardiness; an inability to work a scheduled shift; or any other reason outlined in this Handbook or determined by the Director. Please see “reasons for termination” for more information.

Paid Training and Reimbursement To Team Members: Trainings for CPR/First Aid and other Director-approved on-site workshops will be paid in full by A Child’s University upon the Team Member’s successful completion. Always receive written approval prior to engaging in any training to be sure the program qualifies for reimbursement.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 13 of 115 CDA Scholarship Program: As an added incentive for Team Members to continue to grow with A Child’s University, Team Members will be reimbursed for the cost of receiving their CDA upon receipt of a certificate or other evidence of successful completion (up to a maximum of $325). When the reimbursement is paid to the Team Member to reimburse them for coursework expenses, the Team Member must agree to continue to be a Team Member with the school for an additional two years from this point in time. If the employment relationship ends prior to that two year commitment, then the Team Member agrees that their final paycheck will be reduced by the amount of money reimbursed to them for coursework expenses.

All Team Members must be CPR and First Aid certified within the first 3 months of employment and constantly review these procedures by attending classes, viewing our DVD, or using our Team Member Resource web site. All certifications must be renewed as they expire. For your convenience, we offer training classes several times per year that include CPR and First Aid (if you seek training on your own time, A Child’s University will reimburse you up to the amount paid on your behalf for on-site training). If you do not have these certifications after three months of employment, your employment may be in jeopardy. You are responsible for ensuring your personnel file is up to date in all areas (medical, training, etc.). Since A Child’s University is paying all fees for your training on your behalf, choosing to leave employment within three months of any training will require you to reimburse the employer for all fees associated with any training that you received. Even if you are currently certified in CPR and First Aid, we maintain such a commitment to ensuring your full knowledge of these life-saving techniques that A Child’s University will also pay the cost for you to take these courses again at any time (if you feel you need to refresh yourself on CPR and First Aid before your certification expires).

An American Heart Association DVD is also playing on the Team Member computer at all times. The DVD is loaded into the CD-ROM drive and is accessible for you to view during lunch or at other times throughout the day if you ever feel that you need a reminder of these life-saving techniques.

The Team Member Resource web site also presents an opportunity for all Team Members to strengthen their CPR and First Aid knowledge. There are a variety of training opportunities available on this resource site for all Team Members to access at anytime. Please visit this site as often as possible to check for updates from other Team Members or to participate in web-based training opportunities. You can access this resource from home or from the school at anytime from any Internet connection by visiting: www.AChildsUniversity.com/TeamResourceCenter.html

Continuous improvement is always encouraged. Please bring in new ideas, training opportunities, or experiences from other schools! Anything to improve our program for the children we serve is welcome.

Annually, all Team Members must complete a thorough study of the current Team Member Handbook, Parent Handbook, and the state licensing regulations and guidelines.

 “You see, in life, lots of people know what to do, but few people actually do what they know. Knowing is not enough. You must take action.” Anthony Robbins

If you have any questions about any of the daily operations or requirements of Team Members, please see the Director for guidance. Everyone at A Child’s University wants to see each and every Team Member perform at their very best. We are all a team and we can all count on each other for support throughout the day. It is always best to talk to the Director about your ideas or about areas in which you may need some extra help to meet A Child’s University quality standards. The Team Member Handbook, Parent Handbook, state regulations, and other employment documents must be read and understood by every Team Member. The following offers a bulleted list of some basic employment terms and conditions. Please read this Team Member Handbook, the Parent Handbook, DCYF Regulations, and other important documents very carefully and be sure you fully understand all of what is required of you and your responsibilities at A Child’s University (the following is just a brief list of general terms of your employment and not an exhaustive list of a Team Member’s responsibilities):

 State licensing forms, medical requirements, fingerprinting, I9 form, and other necessary requirements must be completed prior to start of employment and must be maintained to continue employment.  Keep personnel files up to date (immunizations, fingerprinting, etc.) and maintain active CPR and First Aid certifications at all times.  Meet or exceed training requirements throughout the year.  Employment and hours are subject to change at any time and without notice as staffing is determined by the number of children enrolled.  All Team Members must sign-in upon arrival and sign-out when leaving.  All Team Members must sign-in and out for lunch each day.  When Team Members work directly with children for more than four hours, they are provided with at least a fifteen minute break (NAEYC Guideline 10.ER.07). Team Members are given an additional thirty minute lunch break if working for six or more hours. Lunch breaks should be taken during children’s naptime/quiet time (please remember to sign-out). Every classroom has at least one or two extra Team Members allowing a teacher to be able to leave the classroom to take a break for any reason at any point during the day.  If the enrollment numbers are low, Team Members may be sent home early.  All Team Members must arrive on time.  The phone must always be answered and messages must be recorded in an organized and neat manner to be relayed to the Director efficiently and quickly.  Only parents/guardians of children, Team Members, and potential enrollees are allowed in the school; no guests or others are allowed at any time.  Team Members cannot give the children any food or candy or introduce coins (or other choking hazards) into the class.  Be aware of child food allergies and avoid exposing children to these foods by not bringing them into the school or eating them (do not bring peanut products into the school).  Team Members may never bring in hot drinks (coffee, tea, or other hot beverages) or have them near children at any time.  Team Members may never bring in any chemicals, poisonous plants, cleaning solutions, furry animals, or other items into the school or classroom.  Keep all choking hazards, suffocation hazards, and chemicals from the classroom at all times.  All children must be supervised at all times.  Always complete cleaning duties including: sweeping, cleaning toys, and sanitization.  Maintain a clean, safe, and attractive classroom.  Repair or remove damaged toys or materials. Contact the Property Manager for repairs that require tools or materials.  Use only positive discipline techniques (redirection).  Complete all required forms (incident reports, etc.) and daily reports.  Remain alert and attentive during naptime (utilize free time for cleaning, curriculum planning, project preparation, etc.).  Adhere to all licensing regulations and NAEYC Accreditation guidelines.  Maintain confidentiality of children, Team Members, and the school as a whole.  Openers must ensure school’s utilities are operating properly and report any problems to the Director immediately.  Closers must be sure the school’s lights are off, equipment/other electronics are turned off, all faucets are in the off position, toilets are still and not running, keys are removed from locks and securely stored, all playground gates are locked and secure (gates should also remain locked throughout the day while playgrounds are in use), and the building is securely locked with the alarm system armed.

 “The time is always right to do what is right.” Martin Luther King, Jr.  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 15 of 115 Operations and Team Member Behavior Ensuring Confidentiality, Keeping a Positive Attitude, and Eliminating Gossip

A Child’s University has a strong policy that does not allow Team Members to discuss confidential issues about the school, other Team Members, or anything/anyone involved with or pertaining to A Child’s University to enrolled families, co-workers, or others. Do not discuss confidential matters such as pay, promotions, or other personal happenings relating to your employment. Any questions about any topic may always be discussed privately with the site Director at any time. A member of the management team is always willing to talk with any Team Member about any matter or concern.

It is also imperative that all Team Members foster a positive work environment for themselves and peers. Keeping and showing a positive attitude is essential for your success and employment at A Child’s University. Your peers, the children, and the families who are members of our program need to see a smiling face and a happy attitude.

To ensure the best environment for the children and families who attend our program, we must also ensure that gossip does not exist at our happy school. Do not talk about other Team Members, the school, or anything/anyone involved with A Child’s University at any time to anyone. This includes talking about coworkers to parents and talking negatively about parents/children to coworkers.

If it is deemed by A Child’s University that any Team Member is not following the above standards, it will result in immediate termination of employment.

Examples for Termination of Employment: This list only contains several examples and is not exhaustive.

 Failure to follow customer service requirements and attitude guidelines.  Failure to supervise the children (a child cannot be unsupervised for any period of time).  Swearing or the use of slang in front of children.  Arguing with other Team Members.  Arguing with a parent or talking negatively about Team Members or the school to a parent.  Yelling, hitting, screaming, or acting rough with a child.  Discussing a child negatively (in front of the child, other children, or parents).  Gossiping about other Team Members, parents, or children.  Discussing private matters relating to salary, confidential child information, Team Member information, internal operations, etc. with outside parties or other Team Members.  Failing to follow any of the Team Member Handbook guidelines or Parent Handbook guidelines.  Excessive tardiness/excessive absences.  Neglecting the children.  Use of drugs, alcohol, or smoking on premises or use (or talk of use) of drugs off premises.  Harming a child in any way (mental or physical); any allegation from a parent or coworker.  Removing property from the school.  Failing to make improvements requested by the Director or lead teacher.  Customer complaint or other reason determined by management.

 “Our greatest glory consists not in never falling, but in rising every time we fall.” Ralph Waldo Emerson  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 16 of 115 Technology, Social Media, Texting, Phone Usage, and More

Your complete attention is needed for the proper supervision of each child throughout the day. With this in mind, it is logical that texting, accessing email or the Internet through a phone, or making personal phone calls while in the classroom is not allowed. You are completely welcome to do any of these activities while at lunch or during a break when outside of the classroom. However, full attention cannot be given to the children when participating in one of these activities and for that reason it is unsafe to partake in these or similar activities while you are being held responsible for the safety and health of the children under your care. Please also keep in mind that if you choose to access personal information (online bank accounts, credit card accounts, personal email, FaceBook accounts, or any other personal resource) from within the school using one of the school’s computers, that this information might be visible by a supervisor and might not be secure. Your personal information could also be stored in the system’s cache and then accessible in the future to others. Likewise, our computer systems are remotely visible to management and could be unknowingly viewed as you are accessing personal information. If you have concerns about your privacy, it is best not to access any personal resources while in the school.

Posting videos or pictures (on such services as YouTube, FaceBook, or even on your own personal web site) from within the school or of children engaged in any activity or event outside of the school, is strictly prohibited. This rule protects the privacy of the young children we serve.

When posting to your own personal blogs or using services such as FaceBook, Twitter, MySpace, YouTube, Flickr, etc., confidentiality of our school, the children, families, and all activities that occur within our school must be kept at all times. Working with children each day, Team Members have the responsibility to maintain confidentiality of the children and school in discussions with others and in various social media applications (such as FaceBook, etc.). If you decide to communicate with other Team Members or families through any of these resources, please remember to maintain the confidentiality of our school, the children, your team, and the interactions we all share each day.

If families or other Team Members begin to communicate with you through FaceBook or other resources, remember to always present our school in a positive way. If you choose to talk about being a member at our school, the following guidelines will help you talk about our program in an appropriate and professional way. Remember, families will perceive your comments and online behavior as a direct reflection of what their child might experience while under your care and supervision. Please make decisions with this in mind and be sure to exercise kindness and respect for others when engaging in social media forums. Most importantly, do not ever reveal any of the school’s confidential information (this includes, but is not limited to, specific information about children or their families, information about other Team Members, or details about events, plans, or policies within the school). As a good rule of thumb, before you post something online, take a moment and imagine that the Director or the parent of a child in your classroom will be reading your post immediately. How would you feel knowing they would be seeing or reading what you are about to display? If you find yourself unsure, then this could be a good sign that your post needs to be edited prior to submission (or not posted at all). Remember to never identify a child, a family, another Team Member, any person within our school community, or any person who might be a member of a partnering agency (licensing, accreditation, etc.).

If you are posting to a blog or other resource on topics that relate to your work within the school, you must include the following disclaimer somewhere with the information you are choosing to share:

"The postings on this site are my own and don't necessarily represent A Child’s University's opinions or ideas."

If you choose to associate yourself with A Child’s University (as a Team Member or other participant) when engaging in social media applications, you must remember to treat your postings as if what you were about to say or do were going to occur within our school. This is a great rule of thumb to follow when you find yourself unsure about how to interact with others. For instance, prior to posting a picture online, ask yourself, “would I exhibit these behaviors or dress this way for the families and children to see me at school?” Prior to posting a written comment, statement, or thought, ask yourself, “would I speak this way to a parent within my school? Would I speak this way in front of the children in my classroom?” This can be a very effective gauge to help you determine whether or not to post a picture, video, or comment.

Remember, the Internet, email, texting, or other phone or computer based communication tools are never the appropriate means for communicating with a parent or family about their child. This is to be conducted face-to-face only. There are not exceptions to this important rule.

 “Be the change that you want to see in the world.” Mahatma Gandhi  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 17 of 115 Team Member Professional Attire

To create a professional environment where our teaching team is viewed by the children and families as authorities in early childhood education and a team of teaching professionals, the following dress code is in place:

Allowed: - Pants (khaki pants, any color pant of business-professional material, capri pants, or dark formal looking jeans absent of any holes/tattered material or extraneous beads or faux jewels) - Skirts (knee length or longer) - Dresses - Shorts (if khaki or "pant" material - - no jean shorts or exercise shorts) - Sweaters, button down shirts, and other non-tee shirt material shirts

Not allowed: - Sweat pants or sweat shirts - Tee shirts - Tank tops - “Spaghetti straps” - Exercise clothes (including Yoga pants) - Hooded shirts or hooded sweatshirts with draw strings - Ripped or tattered jeans (trendy sequins or other designs beyond norm) - Clothes that reveal too much skin, tattoos, piercings, etc. - Hats - Open toe shoes/sandals - Flip-flops - Piercings except for ears - Visible tattoos

All Team Members must wear the official A Child’s University apron at all times (the first item is free and Team Members can purchase additional items as needed). Aprons can be purchased to wear over your professional attire. These aprons help preserve your clothes (from paint and other stains) while also providing you with conveniently located and always accessible pockets for notes, writing instruments, and more.

Please keep in mind the sensitive skin, lungs, and noses of the young children in your care when making decisions on the amount of perfume/cologne that you wear, your makeup/cream/lotion choices, and your decision to smoke cigarettes outside of work hours. Smoking is, of course, never permitted near school property.

Since the appearance of tattoos on a Team Member’s skin can be confusing to a young child and they may attempt to mimic what they see by drawing on their own skin, we kindly ask that all Team Members wear clothing that conceals any tattoos.

Jewelry in the form of bracelets, necklaces, earrings and other metals, gems, and items on your body or clothes also need careful consideration because of the choking and scratching hazards that they present to young children. Please refer to the choke gauge in this Handbook when making choices in your jewelry each day and be sure you aren’t introducing anything to a young child that could present a hazard to them. Also be cautious of the jewelry on your person that children may grab at unexpectedly causing harm to you or the child – some examples include hoop earrings, piercings, and necklaces with long chains. Please limit the amount of jewelry that you wear when interacting with the children. If you do decide to wear any jewelry, be sure the items meet the choke gauge safety standards for an allowable item to introduce into the classroom, be sure the jewelry you are wearing is securely fastened and that it won’t fall into a child’s crib, food, or drink, and refrain from wearing jewelry in your mouth, lips, tongue, eyes, or nose because of the danger it presents to you and to the children under your supervision.

Team Member Meetings

Informal meetings are to be held on occasion during the day. This could include time for planning or when immediate action must be taken to correct a problem or implement a new idea. Mandatory meetings may also take place and will sometimes be held outside of normal working hours on an agreed upon time for a duration of approximately one to two hours. Team Members will always be paid for any meeting that is mandatory.

Curriculum and Education

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 18 of 115 All Team Members are encouraged to develop and actively participate in the creation of lesson plans and exciting, educationally based activities. Each room must be neatly, enthusiastically, and tastefully decorated with child projects for each season, holiday, and/or theme. Team Members must utilize learning centers to execute lessons with children while operating from a curriculum with specific and defined goals for education. Lesson plans and subsequent activities/projects must support these higher curriculum goals for early learning. Education is a crucial component at A Child’s University. Children must receive an exemplary experience in learning that will exceedingly prepare them for future schooling.

All Team Members must produce daily sheets for each child every day: - Provide descriptive information - Complete every day for every child (regardless of hours of attendance, etc.)

Lesson planning must be done in advance and will be checked by the Director and DCYF. A Child’s University will make available any resources needed to ensure each Team Member has all they need to create the most powerful curriculum, schedule, and lesson plan possible. Monthly newsletters and calendars must be developed and submitted to the Director by the 20th of each month for the coming month.

Our child assessment program is also a core focus in our school. Child assessments at A Child’s University are conducted through our Child Portfolio program. The following describes the entire process and the various binders and resources that are compiled for each child. If you would like a blank copy of the Child Portfolio and Assessment documents, please ask the Director at any time.

 “Name the things you love every day and as often as possible.”  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 19 of 115 The Child Portfolio: An Overview

Charting Child Progress | Enriching the Learning Environment | Building Relationships Between Family and School

Our Child Portfolio program was developed using national standards and early childhood education principles supported by the National Association for the Education of Young Children along with criteria defined by the Creative Curriculum program. Child Assessments at A Child’s University are conducted through this Child Portfolio program. The following describes the entire process and the various binders and resources that are compiled for each child. If you ever want to review your child’s binder or if you would like a blank copy of the Child Portfolio and Assessment documents, please ask the Director.

Curriculum and Lesson Plans

These resources are the school’s framework for learning. The curriculum was developed using the nationally recognized Creative Curriculum program and the lesson plans encompass all of the Rhode Island Early Learning Standards. Our entire program was designed using the National Accreditation standards developed by the National Association for the Education of Young Children (NAEYC).

Observation Binder for Each Classroom

Each classroom has one Observation Binder containing Child Progress and Planning Reports for every child. This binder is used to record social, emotional, cognitive, physical, and language observations for each child using the Child Progress and Planning Report (developed by the nationally recognized Creative Curriculum program and the State’s Early Learning Standards). This is separate from the Daily Report written for each child every day. These Observation Binders are submitted to the Director for review on the 23rd of each month along with the classroom’s lesson plans. The goal is that the observations of each child are naturally occurring, but we require that at least one observation in each of the four categories be listed for each child every month. Teachers use these observations to generate curriculum enhancements that include opportunities to meet individual developmental needs.

Assessment of Each Child

The lead teacher will use the completed Child Progress and Planning Reports along with their individual knowledge of the child to complete a Child Assessment two times per year for each child according to this schedule:

1) November 5: Assessment due to Director/parent meeting occurs within 10 days (assessment based on observations from May 5 – November 4) 2) May 5: Assessment due to Director/parent meeting occurs within 10 days (assessment based on observations from November 5 – May 4)

The lead teacher completes the Child Assessment by checking off certain milestones the child has met. These milestones were developed by the Creative Curriculum program and are used on a national level.

Project Showcase

Throughout the time periods listed above, the lead teacher will choose one project that provides an example of the learning goals being met through the curriculum and supporting lesson plans. The lead teacher will take a picture of the child completing the project, record a description of the project and the learning goal behind it, and then place the completed project, the picture of the child in action, and the description of the project in the Child Portfolio under the Project Showcase section.

Child Portfolio

Each child has a Child Portfolio binder in their classroom. This portfolio is created for the child when they begin their enrollment and remains with them until they graduate (the same portfolio travels with the child as they advance through each classroom). There are three sections in each child’s portfolio:

Section One: Collection of completed Child Progress and Planning Reports Section Two: Child Assessment Section Three: Project Showcase

These Portfolios also make wonderful keepsakes upon graduation.

Parent-Teacher Conference

The lead teacher holds a Parent-Teacher Conference two times per year for every child between November 5 – 15 and May 5 – 15. The purpose of this meeting is to review the Child Progress and Planning Report, the Child Assessment, and the Project Showcase in each

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 20 of 115 Child Portfolio to ensure the best learning experience for each child. During this meeting, the “Family Comments and Observations” as well as the “Next Steps at School and at Home” on the Child Progress and Planning Report will be completed by the lead teacher and parent. At all times, our teachers communicate with families taking into account the individual values, culture, identity, and home language of the household. After this meeting, the Child Progress and Planning Report is considered complete and a new, blank copy of this report is placed into the Observation Binder in the classroom to begin a new cycle. The completed Child Progress and Planning Report is filed in the Child Portfolio as part of the child’s permanent record.

This system is designed by Creative Curriculum and child assessment programs are supported by the National Association for the Education of Young Children (NAEYC). It is the belief of A Child’s University that close adherence to this carefully designed system for every child by each lead teacher will provide the most beneficial learning experience for each child and foster the most positive teacher- parent relationship possible. The option is also available for children to remain in their current classroom for more than a year if developmentally necessary. Your child's assessments, records, and portfolio will be kept confidential. Only Team Members currently employed who actively work with your child will have access to these documents. The sharing of your child's portfolio with Team Members is for the purpose of providing the most individualized, developmentally appropriate curriculum for your child. All information obtained from you and your child will be kept in the portfolio and in a secure location.

Additional Services for Families

The following services are available for any parents or teachers concerned about the development of a child.

Service Area Organization Name Web Site Phone Number Vision Saving Sight www.SavingSightRI.org (401) 738-1150 Hearing RI School for the Deaf www.RIDeaf.net (401) 222-3525 Development/Speech Early Intervention www.health.state.ri.us/family/ei (401) 462-5300 Development CEDARR Family Centers www.dhs.state.ri.us/dhs/dcedarr.htm (401) 444-7703 Autism The Autism Project www.theautismproject.org (401) 785-2666 Health Services Department of Health www.health.state.ri.us (401) 222-5960 Other Assistance Department of Human Services www.dhs.state.ri.us (401) 462-5300 Child Abuse Child Abuse Hotline (800) RI-CHILD Child Screening Child Outreach (Dept. of Ed.) www.ride.ri.gov (401) 222-4600

 “It is only with the heart that one can see clearly, for the most essential things are invisible to the eye.” Antonie De Sainte Exupery  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 21 of 115 Goals and Objectives for Infants, Toddlers, and Two Year Olds

Social and Emotional Development Physical Development Cognitive Development Language Development

To Learn About Self and Others To Learn About Moving To Learn About The World To Learn About Communicating

Trusts known, caring adults Demonstrates basic gross motor skills Sustains attention Develops receptive language Regulates own behavior Demonstrates basic fine motor skills Understands how objects can be used Develops expressive language Manages own feelings Shows a beginning understanding of Participates in conversations cause and effect Responds to others’ feelings with Shows a beginning understanding that Enjoys books and being read to growing empathy things can be grouped Plays with other children Uses problem solving strategies Shows an awareness of pictures and print Learns to be a member of a group Engages in pretend play Experiments with drawing and writing Uses personal skills

Goals and Objectives for Three Year Olds and Preschoolers

Social and Emotional Development Physical Development Cognitive Development Language Development

Sense of Self Gross Motor Learning and Problem Solving Listening and Speaking

Shows ability to adjust to new Demonstrates basic locomotor skills Observes objects and events with Hears and discriminates the sounds of situations (running, jumping, hopping, galloping) curiosity language Demonstrates appropriate trust in Shows balance while moving Approaches problems flexibly Expresses self using words and adults expanded sentences Recognizes own feelings and manages Climbs up and down Shows persistence in approaching tasks Understands and follows oral directions them appropriately Stands up for rights Pedals and steers a tricycle (or other Explores cause and effect Answers questions wheeled vehicle) Demonstrates throwing, kicking, and Applies knowledge or experience to a Asks questions catching skills new context Actively participates in conversations

Responsibility of Self and Others Fine Motor Logical Thinking Reading and Writing

Demonstrates self-direction and Controls small muscles in hands Classifies objects Enjoys and values reading independence Takes responsibility for own well- Coordinates eye-hand movement Compares/Measures Demonstrates understanding of print being concepts Respects and cares for classroom Uses tools for writing and drawing Arranges objects in a series Demonstrates knowledge of the environment and materials alphabet Follows classroom routines Recognizes patterns and can repeat Uses emerging reading skills to make them meaning from print Follows classroom rules Shows awareness of time concepts and Comprehends and interprets meaning sequence from books and other texts Shows awareness of position in space Understands the purpose of writing Prosocial Behavior Uses one-to-one correspondence Writes letters and words Uses numbers and counting Plays well with other children Recognizes the feelings of others and Representation and Symbolic responds appropriately Thinking Shares and respects the rights of others Uses thinking skills to resolve conflicts Takes on pretend roles and situations Makes believe with objects

 “Nothing great was ever achieved without enthusiasm.” Ralph Waldo Emerson  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 22 of 115 The Prekindergarten: Preparing Each Child for the Road Ahead

The goal of our Prekindergarten program is to fully prepare each child for a confident journey into the school years ahead. There are many exciting enhancements made to the curriculum for our Prekindergarten classroom, but one of the most important areas of focus is the “Writing Across the Curriculum” program in which our teachers work with each child on early writing and literacy skills. In this special program, each child receives a writing journal that they are able to decorate and customize in any way that they like. These journals remain in the classroom and become an integral part of the weekly class lessons. Each week, the teachers work individually with each child to create one entry in the writing journal. Writing entries will vary from child to child based on individual ability and their own special interests. Every week, the teachers will create two “learning sheets” that will provide children with the opportunity to write, trace, and copy words or numbers. Each learning sheet will correspond to an activity in one of the learning centers in the classroom. One learning sheet will be displayed on our classroom bulletin board and the other learning sheet will go home for review by each child’s parent. Teachers also plan three additional activities in any of the eight Rhode Island Early Learning Standards domains. These activities include practical applications and hands-on activities that support, encourage, and reinforce literacy goals for Prekindergarten. Examples of activities in each domain will be available for parents to review. Parents have the option of viewing this journal at any time and these journals are also provided to the family at graduation.

Each child in the Prekindergarten classroom will receive an “All About My Week” report that highlights the skills developing in each of the eight early learning domains. This report also reveals each child’s personal strengths that develop each week as well as suggestions for enhancing areas of development at home. In addition to this educational report, parents may also request a daily “Lunch and Rest Notes” report that details eating and resting habits for that day.

 “My life – my personality, my habits, even my speech – is a combination of the books I choose to read, the people I choose to listen to, and the thoughts I choose to tolerate in my mind.” Andy Andrews  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 23 of 115 Safety Keeping Children Safe and Healthy At All Times Without Exception

In The Classroom

At A Child’s University, our belief is that it is simply not good enough to lock dangerous items in the classroom or remember to keep them out of the reach of children – instead, these items must never ever be brought into the classroom in the first place. This is critical that you always remember and carefully follow this rule. To ensure the safety of the children, never bring anything into the classroom that could harm them in any way. This even includes everyday items such as plastic bags, soda cans, caps from bottles, knives, scissors that are not child-safe, coins of any size, any kinds of chemicals, balloons, suffocating plastic materials, fruit roll-ups or fruit strips, purses, wallets, keys, jewelry that could present a scratching or choking hazard, and personal items of any kind. Always ensure the safest environment possible for these precious children. This is your most important priority at all times. Of course, weapons of any kind, including knives and firearms, are prohibited from entering the building or being brought onto the property (outside areas included) at any time.

Monitor children while they are in bathrooms, be conscious of heavy objects and their position on shelves and tables, and always scan toys/equipment for dangerous broken pieces or other harmful parts. Do not store anything heavy on a shelf or top of a counter (items can fall and when they fall they could land on a child).

Always look for and immediately eliminate choking hazards. Eliminate and report furniture or other items that present threats to safety. Recommend solutions for ensuring a safer environment. Never bring in any hot beverages or have them around children. Do not bring Floam® into the classroom for the children to use (it has been stuck in noses, ears, etc.)

Note about sun block: To protect against cold, heat, and sun burn, we provide a shaded area within the playground. On days when children are scheduled to play outside, we ask that the parent applies sunscreen in the morning each day. Our Team Members will reapply the sunscreen in the afternoon. We kindly ask that parents provide a labeled sun block with a UVB and UVA rating of SPF 15 or higher (NAEYC Guideline 5.A.07.B).

Many Team Members like to bring in their own homemade projects and other items for the children’s use. Please be sure any items that you bring into the classroom are reviewed carefully by the Director before they enter the classroom. This is very important for the safety of the children. Homemade projects or items that might not be allowed or approved by DCYF could pose serious dangers to children – such as choking or other hazards. Again, be sure the Director carefully reviews anything you want to bring into the classroom and approves it before you bring it into the classroom and introduce it to the children. This procedure is also important to follow when rotating items among classrooms – be sure only to rotate toys with like-aged classrooms to be sure the toys are age appropriate. Also have the Director review and approve the rotating items before introducing the item to your classroom. Baby walkers are prohibited from entering the school at any time (NAEYC Guideline 9.C.08.B).

To help us keep glass items from entering our classrooms, be sure to kindly request that families refrain from packing glass bottles, glass bowls, or any other glass storage containers. Likewise, be sure that you do not bring these items into the classroom for your own use.

Supervision At All Times (By Sight and Sound)

A child can never be left in a room or in an area where they are not immediately visible or heard by a Team Member. This will result in immediate termination if not strictly followed. All children must be supervised at all times (this includes by sight and sound when children are sleeping, playing, outside, in the bathroom, or in any other activity). A child can never leave a Team Member’s sight for even a single second. This is extremely important. Remember, a child can drown in a puddle of water or a toilet – young children do not yet possess the control or strength to lift themselves up. For this reason, a child can absolutely never be left unattended in the bathroom.

Monitor Gates and Count Children At All Times

Gates and doors must always be closed/locked/secured. Constant counting of children in attendance and recording of present children is always necessary. It is your responsibility to maintain a daily log of attendance.

Monitor All Children During Naptime | Sudden Infant Death Syndrome (SIDS)

This must be read carefully and understood by ALL Team Members (including substitutes and Team Members who work with older children).

All children must be constantly monitored during naptime. Periodically check on each child as they sleep and never leave sleeping children unsupervised for cleaning, paperwork, personal tasks, and other activities. Supervision needs to be maintained during naptime in the exact same manner as when children are awake.

Be sure food and drink are never introduced to children when they are preparing to nap or during naptime. Be conscious of breathing when children are sleeping.

Always remove hooded clothing from all children. Do not allow any children (young or older) to cover their face with a blanket, piece of clothing, or anything else while sleeping. You must have a clear view of their face at all times. All faces must be completely uncovered during nap and rest time.

Children wearing jewelry, hair accessories (such as clips, barrettes, etc.), watches, or other small items must be carefully supervised to be sure they do not remove these items from their hair, body, or clothes and place them in their mouth. Pay special attention to any children who have easy to remove items (such as certain hair accessories) to be sure they do not remove these items as they fall asleep and place them in their mouth. These items can present a serious choking hazard for the child.

For children sleeping on cots, there must be either a solid barrier or at least a three foot space that separates sleeping children from one another. Three feet of space is measured from one child’s face to another child’s face so placing children to sleep by alternating head and toe position may achieve three feet spacing.

It has been recorded that over 20% of SIDS occurrences happen in early learning and child care settings. This is a frightening statistic and it is your responsibility to constantly monitor infants to prevent this life threatening event. SIDS is the unexpected death of an infant while they are sleeping. SIDS.org provides several important standards for protecting children from SIDS.

1. Place ALL infants (any child 12 months of age or younger) to sleep on their backs only. Infants who sleep on their stomachs and sides have a much higher rate of SIDS than infants who sleep on their backs. If a doctor’s note is provided that allows for an infant to sleep in any position other than on their back, then one copy of this note must be kept in the child’s file and another copy must be posted in the classroom next to the allergy list at all times.

2. If an infant rolls onto their stomach or side while asleep, you must reposition them so they are sleeping on their back. Just remember the simple phrase – “Back to sleep.”

3 . Place infants to sleep in a baby bed with a firm mattress. There should be nothing in the bed but the baby - no covers, no pillows, no bumper pads, no positioning devices, no quilts, no comforters, no stuffed toys, and no toys of any kind. Soft mattresses and heavy covering are associated with the risk for SIDS.

4 . Constantly monitor sleeping babies and check for proper breathing.

5 . Do not over-clothe the infant while he/she sleeps. Just use enough clothes to keep the baby warm without having to use cover. Keep the room at a temperature that is comfortable for you. Overheating an infant may increase the risk for SIDS.

6 . Avoid exposing the infant to tobacco smoke. Do not expose the infant to smoke by holding them when your clothes smells heavily of smoke. The greater the exposure to tobacco smoke, the greater the risk of SIDS.

7 . Avoid exposing the infant to people with respiratory infections. If an infant shows signs of any respiratory trouble, notify the nurse/Director immediately and call the parent and instruct them to contact the child’s pediatrician for evaluation.

8. Carefully clean and sanitize anything that comes into contact with infants. Wash hands frequently and have others wash their hands before holding or playing with an infant. SIDS often occurs in association with relatively minor respiratory (mild cold) and gastrointestinal infections (vomiting and diarrhea).

9. Offer infants pacifiers. Some studies show a lower rate of SIDS among babies who use pacifiers.

Always ensure the infant’s head remains uncovered during sleep (NAEYC Guideline 5.A.12.D). If a blanket is used, it must only be placed over the baby up to their chest area and then tucked in under their sides. Position the infant closer to the foot of the crib.

 “The attitude you have as a parent is what your kids will learn from more than what you tell them. They don’t remember what you try to teach them. They remember what you are.” Jim Henson  CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 25 of 115 SIDS Training Quiz

Because of the importance of infant safety, this additional section must be completed and submitted to the Director for placement in your personnel folder. Please keep a copy of this page for your frequent review.

Infants, unless otherwise ordered by a physician, must be placed on their backs to sleep. They must be placed ONLY on a firm surface manufactured for sale as infant sleeping equipment that meets the standards of the United States Consumer Product Safety Commission (this indicator is required for all programs with infants). If you have a signed doctor’s note requesting otherwise, it MUST be posted next to the classroom allergy list with an additional copy placed in the child’s folder.

Pillows, quilts, comforters, sheepskins, stuffed toys, and other soft items are not allowed in cribs or rest equipment for infants. If a blanket is used, the infant is placed at the foot of the crib with a thin blanket tucked around the crib mattress, reaching only as far as the infant’s chest.

The infant’s head must remain uncovered during sleep. Never allow a child of any age to sleep face down.

It is extremely important to be sure that faces of children of all ages are uncovered at all times during naptime. Please remove hooded clothing from all children during naptime. A child can easily turn his/her face directly into a hood preventing air flow. Children should be comfortable and not wearing too many layers of clothing. Be sure they have been completely cleaned up after lunch and have been changed or have had an opportunity to visit the potty before nap.

Take time to inform all parents of our “Safe Sleep Practices” – you could save a life.

To Reduce The Risk of Sudden Infant Death Syndrome: Training Quiz

Describe in detail how infants should be placed in cribs: ______

______

If ordered by a doctor, where would you post a note explaining that it is acceptable to place an infant in a position other than on their back? ______

______

At what age is it acceptable to allow stuffed toys or blankets in cribs? ______

______

What is the procedure for using a blanket with infants? ______

______

Are children of any age allowed to sleep face down? Why? ______

______

Is there ever a scenario where children should be allowed to sleep with a hooded shirt? ______

Example scenario: At naptime, an upset child has rosy warm cheeks, a dirty face, and sticky hands. He is wearing three layers of clothing, including a hooded sweatshirt. He is fussing and wants his blanket pulled over his head. He didn’t have time to finish his drink during lunch and is thirsty. What would you do? ______

______

Be sure to report all injuries immediately to the Director/Nurse (in emergencies, call 911 first). Following an injury and once the child is receiving the attention they need, contact the child’s parents/emergency contact to inform them of what happened. Also be sure to complete and have signed an incident report. You may only use soap, bandages, and water on wounds/injuries.

For any accident or injury (even as small as a paper cut) you absolutely must complete an incident report. Complete the form very thoroughly and clearly. Give the form to the Director. The Director will review the incident report and then obtain the signature of the parent. The original signed copy is to then be placed in the child’s folder. This is an extraordinarily important process. Be sure this is followed carefully and that all incidents are recorded and filed. If you are unsure if something qualifies as an “incident” worth recording, just fill out an incident report. You can never document too much! Failure to document and record incidents of any kind can put you at personal legal risk – please always be conscientious when it comes to the health and safety of the children who attend our program. Also, be sure to document injuries children arrive with from home and notify the Director.

When Team Members Are Injured

Be sure to complete an incident report for any injury that occurs to you or any Team Member. Follow the same procedure of recording the incident, providing it to the Director, making a copy, and submitting it to the Director for placement in the Team Member’s folder.

Gloves And Bodily Fluids

Wear gloves when treating injuries or when you could potentially come into contact with a bodily fluid from a child or other person. Always wear gloves when changing a diaper or assisting a child in the bathroom. Be sure to sanitize and clean the diaper changing area after each and every child. It isn’t pleasant to think about, but children are the direct carriers of communicable diseases their parents may possess. Therefore, always remember that children can have AIDS, Hepatitis, and other life threatening diseases that can be transmitted through the exchange of various types of bodily fluid. With this in mind, it is imperative that all bodily fluids are contained and managed in a sanitary manner to avoid other children, Team Members, or others coming into contact with the fluid.

Document and Record Everything

The following forms are extremely important – they are some of the tools we use to carefully and thoroughly document issues that need to be recorded. For any concern of a child being hurt or abused in any way, always call 800-RICHILD in addition to completing these forms.

The following are presented for your review:

1) DOCUMENTATION RECORD Accident or Illness Report for Children and Team Members . Purpose: To record any accidents or instances of illness for children or Team Members 2) DOCUMENTATION RECORD Child Behavior Redirection . Purpose: To record any redirection or behavioral concerns of children 3) DOCUMENTATION RECORD Documentation Report for Any Notes Recording . Purpose: To record any and all incidents, events, verbal communication, or other happenings that need to be recorded (please see this form for specific details – it is a very important form)

The forms described above now appear in chronological order of how they are presented in the above section.

 Take a deep breath and think of three things for which you are grateful for in your life.

 CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 27 of 115 THE FOLLOWING FORM IS: DOCUMENTATION RECORD Accident or Illness Report for Children and Team Members

This Form Is Being Completed For A (circle one): Child | Team Member To Record An (circle one) Accident | Illness

The Name Of The Child Or Team Member: ______Classroom ______

Person Completing This Form: ______Signature: ______

ILLNESS DETAILS

Symptoms Observed (circle): Temperature Vomiting Diarrhea Rash Lethargy Other: ______Extra Attention Or Care Given: ______Time: ______Subject’s Response To Extra Attention Or Care: ______Illness Reported To (circle): Director Nurse Parent Other: ______Time Child/Team Member Left The School: ______Seeing A Doctor? (circle): YES NO A Doctor’s Note Is Required For The Child/Team Member To Return (circle): YES NO To Ensure The Health And Well Being Of All, The Child/Team Member Is Not Eligible To Return To School Until: ____

ACCIDENT DETAILS

Incident Date: ______/ ______/ ______Time Of Incident: ______

Team Members Who Witnessed The Incident: ______

Parent Or Emergency Contact Notification: Time: ______Notified How (circle): Phone In Person Notes: ______

Where Incident Occurred ______

Equipment/Items Involved ______

How Accident Happened ______

Part(s) Of Body Injured ______

Other: ______

Type Of Injury

______

First Aid Given (i.e., washing, bandage, cold pack, elevation, pressure): ______

______

Treatment Provided By: ______

Corrective Action To Prevent Reoccurrence: ______

Extra Attention Given To Child or Team Member (i.e. hugs, stickers, favorite toy): ______

______

Other Notes: ______

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 28 of 115 THE FOLLOWING FORM IS: DOCUMENTATION RECORD Child Behavior Redirection

Child Behavior Redirection

Purpose of this Form: This is a report completed by a Team Member whenever a child needs redirection as the result of biting, harmful behavior (to self or others), or other concerning actions. This document is given to the Director, the original copy is filed in the child’s school records, and a copy is provided to the child’s parent(s). Then, the Director, lead teacher, or other teacher involved in the incident will schedule some time to meet with the child’s parents.

Child’s Name: ______Today’s Date: ______Time: ______

Team Member(s) Completing This Form: ______

1) Incident that happened today in school:

2) How teachers redirected the child:

3) Any other notes:

4) Next steps with the parent(s) – parent meeting, suggestions from home, etc.

Parent Signature: ______Director Signature: ______

CONFIDENTIAL DOCUMENT

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 29 of 115 THE FOLLOWING FORM IS: DOCUMENTATION RECORD Documentation Report for Any Notes Recording

Documentation Report | Team Member Recording

Purpose of this Form: This is a report completed by a Team Member whenever something out of the ordinary occurs. The following are some examples, but please use this form even if you aren’t sure if a record should be completed (we want all Team Members to take careful notes and record any incidents very carefully and to always err on the side of caution). Some examples include: a Team Member/parent/child/visitor being injured somehow or coming into the school talking about pain or injury, any suspicion of drug or alcohol abuse, any concern for child abuse (including verbal or physical treatment that just doesn’t seem right – also immediately call 800- RICHILD), a comment from a Team Member/parent/child/visitor that causes any concern, suspicious activity of any kind, questionable behavior or interactions exhibited by Team Members/parents/children/visitors, or anything that occurs or anything said that feels uncomfortable in any way. A good rule of thumb is that this form is over-used each day to record any happenings or incidents. Be sure to record your notes carefully, make a copy for yourself, and provide the original to the Director. This form doesn’t take the place of any other forms (therefore, please continue to complete Child Incident Reports and other documents). Then, complete this form in addition. Director: Directors must complete this form according to above guidelines as well. If this document is completed by a Team Member, then the original must be provided to the Director. The original copy is to be filed in a “Documentation Report” folder that is kept confidential and locked. If the incident pertains to a specific child/family or Team Member, then an additional copy must be placed in their folder. If the incident involves suspected child abuse of any kind or any rough/questionable activity with a child, immediately call 800-RICHILD.

Name Of Person Completing This Form: ______

Date Form Is Being Completed: ______Time Form Is Being Completed: ______

Location Where Form Is Being Completed: ______

Names Of People Involved: ______

Names Of Witnesses Or Others Present: ______

Date Of Incident: ______Time Of Incident: ______

Location Of Incident: ______

Detailed Notes About The Incident (attach pages if necessary): ______

______

Date This Form Was Provided To The Director: ______Time: ______Date This Form Was Filed In The Incident Folder: ______Time: ______Date This Form Was Filed In The Team Member Or Child’s Folder (if applicable): ______Time: ______Were Any Other Agencies Contacted As A Result Of This Incident (please circle): 800-RICHILD DCYF 911 INSURANCE COMPANY OTHER: ______Next Steps: ______Person Completing This Form Signature: ______Director Signature: ______

CONFIDENTIAL DOCUMENT

When Children Become Ill At School| When a child becomes ill at our school, the parent must be notified and asked to pick their child up within an hour. In the meantime, the Director or Nurse must immediately visit the child and determine if separating the child from his or her classmates is necessary in order to control the spread of the illness to other children (NAEYC Guideline 5.A.04.A). If deemed necessary, the child will be brought to the Director’s office, the Nurse’s office, or another isolated place in an effort to control the spread of the illness to other children (NAEYC Guideline 5.A.04.A).

Emergency Medication| While it is the policy of A Child’s University to never administer any medications without a doctor’s note, there are times when emergencies arise. If a child spikes a fever or suffers from an allergic reaction to food or insect bites, A Child’s University will have on site Children’s Tylenol (or its equivalent) and Children’s Benadryl (or its equivalent) to be administered by the site Director or School Nurse (in the event of the simultaneous absence of these key people, the site Director or School Nurse must appoint another supervisor to administer medicine in their absence. This appointment must be made just prior to the site Director or School Nurse leaving the facility or by telephone in the event of an unexpected absence). Every attempt must be made to contact the parent prior to a child being given either one of the medications. In every case, parents must be given written notice of what medication was given, symptoms, time medication was administered, and by whom it was administered (Director or Nurse). Label directions must be followed for each medication. Please check the child’s folder to check for a written note from the parent or child’s pediatrician to see if they have specifically requested that their child not be administered these medications in the event of an emergency. Only the Nurse and Director are authorized to administer medications to children. In the event of the simultaneous absence of these key people, the site Director or site Nurse must appoint another supervisor to administer medicine in their absence. This appointment must be made just prior to the site Director or site Nurse leaving the facility or by telephone in the event of an unexpected absence. If a child becomes ill or is injured and the parent cannot be reached, the appropriate medical facility will be contacted. The parent or legal guardian is responsible for any and all costs incurred for medical care and/or transportation provided during the medical emergency.

Dismissal and Exclusion for Illness| A Child’s University reserves the right to dismiss any child if the Team Member determines the child is too ill or presents a risk to other children. The following table is provided by the Department of Children, Youth, and Families and the Department of Health as an exclusion period and symptom table outlining the necessary precautions when children become sick. At the discretion of the Nurse or Director, an additional doctor’s note may be required for the child to return to the school for any instance of sickness (including the symptoms and illnesses listed in the following chart). This is to control the spread of germs and sickness throughout the school so all children can enjoy a safe and healthy environment.

Illness/Symptom Exclusion Period Fever of 101 degrees or more The remainder of the day and the following school day (fever free for 24 hours) Uncontained diarrhea – two or more instances The remainder of the day and the following school day Vomiting – one or more instances The remainder of the day and the following school day Pink eye, conjunctivitis, watery eyes, mucus in the eyes, itchy eyes, One full school day after treatment has begun redness in the eyes Strep throat: sore throat, white patches on throat and tonsils Child must be fever free for 24 hours, one full day of antibiotics, and pain free Ear ache or ear infection The remainder of the day, the following school day, and treated for at least 24 hours Stomach ache/abdominal pain/severe pain that hinders the child’s Excluded until pain discontinues ability to participate Bronchitis Excluded until child has no trouble breathing, treated with antibiotics for at least 24 hours, and child can fully participate Chicken Pox 6 days after onset of rash, all lesions must be crusted over and dry Coxsackievirus (hand, foot, and mouth disease): fever, sore throat, The remainder of the day, the following school day, and no new blisters appearing diarrhea, blisters Croup: strong-cough, fever, difficulty breathing The remainder of the day, the following school day, no trouble breathing, and able to fully participate Fifth disease: headache, body ache, fever, sore throat, red rash on body The remainder of the day, the following school day, and fever free for 24 hours and face Impetigo: red, oozing blister-like pimples on the face The remainder of the day, the following school day, and no new blisters appearing Lice, Scabies The remainder of the day, the following school day, 24 hours after treatment, and all nits are removed (must return with a doctor’s note for all cases) Measles 6 days after onset of rash and fever free for 24 hours Mumps 9 days after onset of swelling and fever free for 24 hours Scarlett fever or other rash The remainder of the day, the following school day, rash is faded, condition is treated, and fever free for at least 24 hours Ringworm: reddish, circular patches with raised edges and central The remainder of the day, the following school day, and no new patches appearing scaling Roseola The remainder of the day and the following school day Thrush: white patches in the mouth The remainder of the day, the following school day, and treated for at least 24 hours Tuberculosis Treated and fever free for at least 24 hours and a note from a health official stating that child is not contagious Please also remember that a child’s immunizations must be updated annually and stored in their school file.

If a child is dismissed because of any of the previously listed illnesses, a doctor’s note will not override the adherence to the listed exclusion periods. If a child has a reoccurring disorder, a doctor’s note must be submitted once diagnosed (the child may still be sent home). Because we care about the control of sickness and disease for all of the children who attend our program, we must adhere strictly to the

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 31 of 115 Department of Health guidelines. If a parent fails to comply with this policy or does not pick-up a child who is sick, enrollment will be terminated.

Uncontained Bowel Movements | For any uncontained bowel movements, there are specific procedures that are followed so we can ensure a healthy environment for all children. The RI Health Department defines diarrhea as two or more watery stools in a 24-hour period. If a child has a watery stool that is outside of the child's norm, we will monitor for fever or other signs of illness. If other signs of illness are discovered, the parent will be immediately notified and the child will be sent home. If the child has a second instance of diarrhea that day, then the child must be sent home for the remainder of that day and the following day. If a child has two instances of uncontained stool (stool outside of the diaper or incontinence of stool) then the child will be sent home for the remainder of that day.

Diapers and Toileting Hygiene| For children transitioning from diapers to toilet use, we have a simple series of steps we follow to maintain a healthy and sanitary environment for all children. We ask that children have two weeks of dry diapers in the classroom prior to switching to regular underwear (pull-ups are also acceptable in lieu of diapers). It would also be best for families to provide two to three sets of extra clothes during this transition time. If a child has three or more accidents in one day, we ask that the child begin wearing pull- ups for the rest of the day and we will retry underwear with the child on the following day. Again, this helps the school maintain a clean and healthy environment for all.

Medication| Any medication to be administered by the Director or Nurse at A Child’s University must be accompanied by a signed medication authorization form and a signed note from the doctor OR actual prescription label. Medications can only be administered if provided in the original medication container that includes the child’s name, medicine name, doctor’s directed dosage and frequency, date, and expiration date. The medication must be given directly to the Director or Nurse and is not to be the responsibility of the child. Over the counter medications will only be provided at scheduled times and only with a doctor’s note. Please be sure parents never leave medication in their child’s lunch box or on a desk/table. The items must be given in person to the Director or Nurse by the parent. In the event of the simultaneous absence of these key people, the site Director or site Nurse must appoint another supervisor to accept and administer medicine in their absence. This appointment must be made just prior to the site Director or site Nurse leaving the facility or by telephone in the event of an unexpected absence. The Tylenol/Benadryl (or equivalent) permission form pertains strictly to emergency situations and we are unable to provide this medication without the preceding steps being followed. Parents must also notify a Team Member when their child is not attending due to illness (or any other reason) so we can remain aware of any present viruses or other seasonal sicknesses prevalent in the community or school. If a child becomes ill or is injured and the parent cannot be reached, the appropriate medical facility must be contacted (call 911). Please also remember that if the child is taking a medication for the very first time, we ask that the first dose be given to the child while they are at home and under the direct supervision of their parent(s) in case the child has an allergic reaction or other adverse reaction to the medicine.

Medication Documentation Policy and Procedure

Prescribed Medication Consent Form

This form is filled out by the parent/guardian for any prescribed medication they want administered during the day. ACU should only be responsible for meds that require 3 or more doses a day. At least two doses can be given at home.

Standard Medication Permission Form

This form is filled out by the parent/guardian for any OTC medication they want administered during the day. Unless otherwise instructed, team members will call before as needed medication is administered.

Medication Log

One form is used for all medications as they are given. Each column must be filled in even if N/A is necessary. Second section is used for brief description of errors. Third section is used for parents to sign when picking up the medication. No containers should be thrown out even if empty. (If unable to contact family for return, it may be thrown out.)

Medication Incident Report

This form is used to describe errors in detail.

Receiving medication

Team member should look over prescription or OTC drug container to verify that it is in the original container with full name clearly marked, that container is child-proof and directions for storage and administration are clearly written. New consent should be placed in Nurse’s Bin and medication placed in appropriate place (file cabinet or refrigerator).

Medication Administration

Medication will be administered by the following hierarchy of team members: 1. Nurse

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 32 of 115 2. Director 3. Lead teacher (alternate 1) 4. Adjacent classroom lead teacher (alternate 2)

Five “Rights” of administration must be checked and double checked before administration of a drug.

1. Right child 2. Right drug 3. Right dose 4. Right route 5. Right time

Read all directions on container and consent before preparing and administering medication. Document administration immediately.

Fire Safety

Fire Drills must be conducted throughout the year to prepare children for a real fire. Familiarize yourself with the evacuation instructions in your room, the locations of fire extinguishers, pull stations, and the exits from the classroom and the building. As required by the State Fire Marshal, there are a certain number of fire drills that must be conducted each year (we must complete at least 20 drills each year as a minimum). Some of the drills must be done with obstructed exits and other unique scenarios. These various situations are outlined in the official fire drill form provided by the State Fire Marshal. This form must be notated for each drill to capture and report the time it took to evacuate the building, the procedures used, and other required notes. The school contains exit signs with battery backups and many other devices. Continually ensure that each exit sign is operating correctly and that it illuminates as needed. If you ever notice that a unit or other device is not operating in a normal manner, please notify the Director immediately.

Make sure you are aware of the exits from the building and the paths you would use to guide the children out of the building in the event of a fire. Be sure you know how to organize and count the children once outside and where all Team Members and children will congregate in the event of a fire. Remember that the hallways and doors that provide passage to exits must remain clear at all times. There can never be tables, cubbies, or other furniture blocking them at anytime.

The State Fire Marshal will inspect the school at unannounced times throughout the year. It is our responsibility to ensure that all State Fire regulations are met, fire drills are effectively conducted and recorded, and that all safety devices are operating correctly.

In addition to fire drills each month (in such a manner that exceed 20 drills per year), there are also other drills we must conduct on an annual basis. These drills include preparation and/or evacuation procedures for hurricanes, tornados, floods, power outages, blizzards, ice storms, communication outages, earthquakes, pandemics, terrorist acts, and other disasters (NAEYC Guideline 10.D.08.E).

Repairs or Facility Improvement Projects in the Classroom or Playground

Repairs or other facility improvement projects in the classroom or playground cannot occur while the children are present. This includes even small repairs such as patching a wall and touching up paint. These activities can only be done during hours when children are not present in the building. Team Members are also not permitted to conduct repairs or make facility modifications of any kind. These responsibilities are strictly reserved for the Property Manager (see the description of the roles and responsibilities in the “Property Manager” section). Whenever a repair or other project outside of the realm of normal administrative, teaching, or other supervision responsibilities arises, Team Members must call on the property manager for assistance. The types of projects that would require the property manager include painting, repairs, using a ladder to adjust or reach something that is on the ceiling or placed high on the wall/other structure, or anything outside of normal functions of a Team Member working with children.

If an immediate repair is needed (such as in the case of a plumbing issue or a security gate that suddenly becomes inoperable), the appropriate Property Manager or repair service will be contacted and will be dispatched to the facility. When they arrive, the children must be moved to a different location from where the work is being completed. An effective way to accomplish this is to take the children outside if an emergency repair is being conducted in the classroom. Likewise, if there is a repair occurring in the playground, the children must remain in the building during this time.

At all times and after every single repair or other facility improvement project, the site Director as well as the Lead Teacher must perform the following check of the classroom, site of repair, or playground area prior to allowing the children to return to the area:

1) Visually inspect the area for any remaining tools, debris from the project/repair, or supplies. a. Be sure to carefully check under furniture and equipment, near baseboards, in any hard to see areas, on tops of nearby shelves, and other nooks and crannies around the site of the project. 2) Immediately remove any hazards (including small screws, nails, etc.). 3) Spray with cleaning solution and wipe up any dust or other debris. CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 33 of 115 4) Check to be sure all paint, glue, or other repair materials have dried and are safe for contact with children. 5) Be sure the area is ventilated properly if paint is drying or if caulk/glue are curing. 6) Verify that the repair has been completed properly and that the environment is safe for the children’s use. 7) Always err on the side of caution – if something doesn’t seem just right, contact the Property Manager or repair person and ask them to inspect it carefully. You are working with children – you can never be too cautious or safe.

Releasing Children To Parents

Always check parent picture IDs and compare with child records for release information. Check with the Director anytime a child is to be released to someone other than the usual parent who picks up the child. You can never be too cautious when checking to be sure the person appearing to pick up a child is indeed supposed to be responsible for the child.

Know about restraining orders and other unique situations involving guardianship. Please also review the “Child Release Policy” included in this Handbook.

Children With Allergies

Always review all new enrollees for allergy information and other special circumstances. All Team Members must be fully informed on all children’s health and safety issues.

Keep current on child allergies to food and medicine (post serious allergies near food and in the classroom). Be sure that Team Members and children do not bring in peanut products.

Post and maintain all allergy information on the refrigerator or other visible area so substitute Team Members and others are completely aware of child allergies. All allergy information must be posted in each classroom and must follow the child when they graduate to the next classroom (NAEYC Guideline 5.B.05.B).

Monitor Children During Lunch And Snack

Always monitor children closely when they are eating. Pay special and close attention during eating periods to watch for choking or other breathing problems. Guide children towards good chewing and eating habits and watch to be sure the portion they eat is manageable for their small mouth. Do not allow children to turn around in their chair or put their heads back while eating or drinking. Be sure safety/CPR posters are in clear view to refresh your memory of life saving techniques. We encourage teachers to sit and eat with the children during snack and lunch times. Teachers should always be sitting with the children and directly interacting and closely supervising at all times. Clean up messes on the floor immediately since Team Members and children could slip on spilled foods and liquids. Be sure containers are securely covered before returning to lunch bags to be sent home (to prevent spillage for the parents). Be sure all hands and faces are completely cleaned following each snack or lunch.

Exercise extreme caution in administering bottles to infants. Another family’s breast milk given to the wrong child could expose the child to AIDS, Hepatitis, or another deadly disease. Always triple check to be sure you are providing the correct child with the correct bottle. We have a very specific procedure for administering formula or breast milk to children at A Child’s University. For the safety of the children, our approach for handling milk – formula or breast milk – is to treat all forms of milk as if they are breast milk (which could transmit AIDS and other deadly communicable diseases). Therefore, please follow these simple, but important, procedures when handling all bottles (NAEYC Guideline 5.B.09.A-F).

Protocol for receiving, storing, and administering all bottles (breast milk and formula). This is an excerpt from the Parent Handbook so you have the exact procedure as outlined for parents):

1) Parent provides bottles of milk/formula to the Team Member upon drop-off (glass bottles cannot be used in the facility). 2) The bottle must have the child’s name and date on it to be accepted. If the child’s name or date are both NOT on the bottle, the Team Member must inform the parent that the bottle cannot be provided to the child. Please also refer to the section on “labeling your child’s bottle.” If bottles are not labeled at home, A Child’s University will provide tape and a marker so parents can label the bottle at school. Team Members are not permitted to label bottles for parents. 3) All bottles with breast milk must come from home clearly labeled “Breast Milk” along with the child’s full name and the date it is sent in (all bottles must be fully prepared at home; Team Members are not permitted to prepare formula or breast milk on site). A rubber band will be placed on all breast milk bottles as a reminder to not shake milk vigorously which could potentially diminish the immunity properties of the milk. Breast milk cannot be stored in the school and Team Members cannot prepare bottles. 4) The bottle is to be placed in the child’s bin in the refrigerator for storage at a temperature of below 40 degrees Fahrenheit. 5) The primary caregiving Team Member will be responsible for the entire process of feeding each child in their care. This includes removing the bottle from the refrigerator, warming the bottle, feeding the infant, cleaning the bottle, and placing the bottle in the child’s bag. Substitute teachers may feed the infant, but the Lead Teacher will be responsible for all other actions for the child. 6) When a bottle is removed from the refrigerator, the Team Member must verbally announce the bottle is being removed. 7) Formula and breast milk must never be warmed any hotter than 120 degrees Fahrenheit. Only commercial bottle steamers specifically designed to warm bottles to the appropriate temperature can be used to warm bottles. Team Members are not permitted to use a microwave, boiling water, or any other means to warm a bottle. 8) The bottle steamer must be wiped clean at a minimum of twice each day (noon and at the end of the day). Bottles must be wiped down before being placed in the warmer. 9) Breast milk should be gently mixed using a swirling motion in the closed bottle (never shaken). 10) Breast milk and formula bottles can be out of the refrigerator for no longer than one hour regardless of whether it was fed to the child. 11) When administering a bottle to a child (of breast milk or formula), the Team Member must verbally announce the bottle is being given to the child. 12) The amount of formula/breast milk consumed by the child at each feeding will be documented on the daily report form. 13) Formula and breast milk must be discarded after the child has finished drinking. 14) Once a child completes the bottle and/or food dish, the Team Member will place the empty bottle and/or food dish in the child’s bag.

Labeling Your Child’s Bottle:

Please label your child’s bottle and your child’s bottle cap with their name. This ensures that your child receives their bottle when they are hungry. We ask that you kindly label the cap as well because many children have the same bottles and we want to make sure your child’s belongings are returned to you each day. As a reminder, please also label each of these items with your child’s name: bibs, blankets, pacifiers, etc. (some parents also label their child’s extra clothes as an added precaution).

How to Label Your Child’s Bottle:

Formula: For these bottles, your child’s name needs to appear on the bottles along with the date of when the bottles are to be consumed (masking tape and painter’s tape are great for labeling dates).

Breast Milk: When labeling breast milk bottles, please make sure your child’s first and last name appear on the bottles. Included should be the words “breast milk” or the initials “BM” along with the date the milk was placed in the bottle.

What Can I Use to Label My Child’s Bottles?

There are several ways to label your child’s bottles:

 Permanent Marker – this tends to wash off after multiple washes CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 35 of 115  Masking Tape/Painter’s Tape: This method is great for Breast Milk bottles because you can remove the tape and put a new piece of tape on every day. Parents can use this for formula bottles as well. This is also a great way to mark which bottles are formula bottles and which are breast milk if your child drinks a combination of bottles during the day.  Customized Labels o Here is a list of websites where parents can purchase labels that are microwave, dishwasher, and laundry safe. They come in a large variety of colors and shapes. They even make specific labels just for pacifiers! . www.oliverslabels.com . www.namebubbles.com . www.mabelslabels.com . www.inchbug.com

Henry Smith Henry Smith

Formula Breast Milk Bottle Bottle Henry Smith Henry Smith Example Example

Date Breast Milk

Date

Mothers of enrolled infants are permitted to breast feed their infant in the Team Member room or in the classroom (NAEYC Guideline 5.B.09.E). Team Members must follow any instruction given by the child’s health care provider when it guides the care of infants. The signed doctor’s note with full specifications must be posted in the classroom and also stored in the child’s folder (NAEYC Guideline 5.B.11.A and 5.B.10.B).

Solids are not offered to infants under six months of age unless directed by the doctor. A signed doctor’s note with full doctor’s specifications must be provided and placed in the child’s folder (NAEYC Guideline 5.B.11.A and 5.B.10.B) and on the refrigerator.

Mothers of enrolled infants are permitted to breast feed their infant in the Team Member room or in the classroom (NAEYC Guideline 5.B.09.E).

Team Members must follow any instruction given by the child’s health care provider when it guides the care of infants. The signed doctor’s note with full specifications must be posted in the classroom and also stored in the child’s folder (NAEYC Guideline 5.B.11.A and 5.B.10.B).

Infants (or any child) cannot use any glass bottles or glass containers at any time. Infants and toddlers/twos cannot have bottles while in a crib, bed, or cot (NAEYC Guideline 5.A.14.B).

Toddlers/twos do not carry bottles, sippy cups, or regular cups with them while crawling or walking (NAEYC Guideline 5.A.14.D).

Special Treats and Food

Homemade food or beverages from parents or Team Members cannot be allowed into the classroom if intended for consumption by children other than the child/Team Member who is bringing in that food. That is, a child cannot bring in homemade brownies (or other food/beverages) and share it with the other children in the classroom. The children can never consume anything that isn’t “store bought” and sealed in its original packaging if it originates from another source other than their own family. A store bought item (as long as it does not introduce children to known allergens) must be in a sealed package and purchased from a reputable store.

For example, if a parent wishes to celebrate a child’s birthday with the class, they are only allowed to bring in cupcakes (or other treat) from a grocery store in their original sealed packaging. The other children in the classroom are only permitted to eat this food if you have obtained written permission from the child’s parent indicating that they are allowed to consume this special treat. Under no circumstance can children ever be served food or special treats that have been cooked, baked, or otherwise prepared off premises by a parent or Team Member.

Food Handling

Food and drink preparation must be managed completely separate from any cleaning solutions, bleach, or other non-food or drink liquids/items. Chemicals, cleaning solutions, bleach, or other non-food or non-drink items can never be prepared, stored, placed near, handled near, or come into any possible contact with any food or drink preparation areas. Team Members’ hands must be thoroughly washed with soap and water before handling any food or drink (using proper hand-washing techniques outlined in this Handbook) and prior to assisting any child with eating or drinking (or other close contact). Team Member hands must be thoroughly washed with soap and water after handling any chemicals or cleaning solution.

Only bottled water can be served to the children.

All school snacks and other food should be stored completely resealed, away from any cleaning materials or other non-food items, and refrigerated when required. If any food or snack is not stored in accordance with package guidelines or if it expires, it must be disposed of immediately. Team Members must always check original packaging for expiration dates prior to serving any food to children.

All children’s food from home should be refrigerated as soon as the child arrives. All foods and beverages brought from home must be labeled with the child’s name and date (NAEYC Guideline 5.B.02.B). Team Members must take steps to ensure food safety when serving meals and snacks; Team Members must discard foods with expired labels (NAEYC Guideline 5.B). Team Members must label the food items upon child’s arrival if the item is not labeled. If it is not evident which food or beverage belongs to a child, then the food or beverage must be discarded and substitute foods and snacks must be given to the child. School bought food is provided to children to supplement food brought from home if necessary (NAEYC Guideline 5.B).

Gloves must be worn at all times when touching a child’s food. It is imperative that gloves are changed whenever the activity transitions from food handling (for example, a Team Member cannot put on gloves, prepare food, leave the gloves on, spray a table with disinfectant, and then proceed to prepare other food or drink. The Team Member must thoroughly wash their hands after performing any cleaning activities and then place new gloves on their hands before handling any food or drink).

Children can only be served food from their home or approved school items (listed on the school menu, purchased by the school, and stored in the school kitchen area).

When opening a can, Team Members must be cautious about metal shavings from the lid entering the food item. If even a small, single shred of metal enters the liquid or food, the entire product must be disposed of and none of the item can be served to children (in other words, Team Members cannot “pick out” debris from food or drink supplies and then serve the remainder to children – this applies whenever any foreign substance or material enters the supply of food or liquid).

Never serve a child food that has been heated over 110 degrees or food from the choking hazard list (unless it is cut into pieces smaller than ½ inch). Do not heat any food or liquid product in a container unless it is confirmed to be BPA free.

Children may be offered school snacks to supplement the meal their parents send in with them for the day. Never allow the children to trade or share their food.

If children need alternative food choices or more food, Team Members may write a note to suggest nutritional food choices (to the parent). Seek guidance for food choices from the State Food Program guidelines provided in this Handbook to be sure all served food meets national standards.

Team Members cannot serve hotdogs, whole grapes, nuts (or peanut containing products of any kind), popcorn, raw peas, hard pretzels, peanut butter, raw carrots, or large pieces of meat (NAEYC Guideline 5.B.14.A). Team Members must cut foods into pieces no larger than ¼-inch square for infants and ½-inch square for toddlers/twos, according to each child’s chewing and swallowing capability.

If a family would like for their child to eat hotdog meat, the following preparations must be made by the child’s parent so that the hotdog arrives at school already fully prepared according to these exact specifications. The hotdog must be sliced into round pieces that are ¼ of an inch in width. Each round piece must then be cut in half. Finally, each half must then be cut in half again (making four small triangles).

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 37 of 115 If the hotdog is not prepared in this way, it must not be served to the child. Similarly, if a parent would like for their child to consume grapes, the grape must be cut in half and then each remaining half must be cut in half again (to create four tiny pieces out of each grape).

Team Members can only serve 1% milk, 2% milk, or whole milk to children (dependent on age). Milk cannot be served to children under 12 months of age (NAEYC Guideline 5.B.11.B and 5.B.11.C).

(NAEYC Guideline 5.B.02.A, 5.B.02.B, 5.B.02.C, 5.B.02.D, 5.B.03.A)

A Child’s University is committed to encouraging healthy eating habits and to ensuring strong nutritional guideline adherence for young children. Snacks, lunch, and other meals provided and/or served at A Child’s University must adhere strictly to the specifications set forth by the USDA. For both Team Members and children, food brought from home should also meet the USDA’s CACEP food guidelines (NAEYC Guideline 5.B.02.A). Please visit www.MyPyramid.gov to view the specific details for each age group.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 38 of 115 Snack Menu: Eating Healthy At School (Fruit will be a variety of fresh, canned, or dried) (Cereal will change monthly among kix, cheerios, raisin bran, oatmeal raisin crisp, and chex)

Week One Monday Tuesday Wednesday Thursday Friday Fresh Fruit ½ cup of Cereal Fresh Fruit 1 sheet Graham Cracker ½ Cup of Cereal ½ cup of Milk ½ cup of Milk ½ cup of Milk ½ Cup of Milk ½ Cup of Milk 2 Ritz crackers 5 Vanilla Wafers ½ cup Goldfish Crackers ½ Cup Animal Crackers and Raisins Raisins ½ Cup of Applesauce & Poland ½ Cup of Milk ½ cup of Water Poland Springs water ½ cup of Pretzels & Poland Springs Water Springs water

Week Two 4 Saltines and Slice of Cheese ½ cup of Cereal 1 Waffle ½ cup of Cereal Slice of Wheat Toast and Preserves Poland Springs Water ½ cup of Milk ½ cup of Milk ½ cup of Milk ½ Cup Milk ½ cup of Cheezits 4 Ritz Crackers with Cream Cheese ½ cup Pudding Fresh Fruit ½ cup of Animal Crackers & Raisins ½ cup of Milk Poland Springs Water ½ Cup Milk 2 Ritz Crackers Poland Springs Water Poland Springs Water

Week Three ½ cup of Cereal 4 Saltine Crackers with Cream ½ cup Cinnamon Applesauce 1 Pancake/Syrup Slice of Wheat Toast and Preserves ½ cup of Milk Cheese ½ cup of Milk ½ Cup of Milk ½ Cup Milk Poland Springs water

4 Vanilla Wafers & Raisins ½ cup of Cheezits ½ cup of Gold Fish 4 Ritz Crackers with Preserves Raisins Poland Springs Water ½ cup of milk ½ cup of Milk Poland Springs Water ½ cup of Pretzels & Poland Springs water

Week Four 4 Ritz Crackers with Cream Cheese ½ cup of Cereal 1 Sheet of Graham Cracker 1 Pancake/Syrup ½ cup of Cereal Poland Springs water ½ cup of Milk ½ cup of Milk ½ Cup of Milk ½ cup of Milk

½ cup of Cheezits ½ cup Pudding ½ cup of Animal Crackers & ½ cup Cinnamon Applesauce ½ cup of Gold Fish ½ cup of Milk ½ Cup Milk Raisins ½ cup of Milk ½ cup of Milk Poland Springs water

Week Five Fun Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day! Mix and Match Snack Day!

Water Tables and Water Play

Precautions are taken to ensure water play does not spread infectious disease and that no child drinks the water. Children with sores on their hands are not permitted to participate in communal water play. Fresh water is used and the water is changed daily (NAEYC Guideline 5.A.10). These rules also apply to any type of liquid, foam, gel, food, sand, or other substances used in water tables (or other pieces of equipment that hold substances for child play). After every use, all toys and items must be washed and sanitized in accordance with the “Cleaning and Sanitizing Frequency Table.”

Playground And Outside Safety

The playground is fun, but it can be a very dangerous place if not managed correctly. For outdoor play, the Team Members must interact with the children and remain constantly involved in games and group activities. Outdoor play should be a time for organized, group activities and constant supervision. Organization and structure during outdoor play will ensure fewer injuries.

Establish Team Member zones around the perimeter of the play area and have one or several Team Members “float” from side to side to interact with the children. Team Members can never group together and socialize at any time. You must interact and supervise the children directly at all times. You must bring a First Aid bag with you outdoors at all times. You must also keep a phone and the children’s emergency call cards on hand in case of emergencies.

The First Aid bag/kit must be labeled with all enclosed materials, fully stocked at all times, and has to accompany the children on all visits to the playground and to off-premises field trips. All Team Members must constantly monitor this kit and refill it as necessary. Every classroom must have its own complete kit at all times (NAEYC Guideline 9.C.10.B). The contents of this First Aid bag/kit must include Band-Aids, Bacitracin, ice pack, CPR shield, 4x4 bandages, eye wash solution, hand sanitizer, gloves, wound cleaner, and tape (NAEYC Guideline 9.C.10.A).

Do not allow children to climb, hang from, or play with the fence. This can pinch fingers and cause other injury. A Team Member can never be outside alone with the children. There must be a minimum of two Team Members outside with the children at all times. Each day, prior to allowing the children to enter the playground area, complete a review of the entire playground. Check everything carefully for any dangers, but be sure to pay special attention to the following:

1) Any metal, glass, tools, screws, or other dangerous objects in woodchips 2) Be sure the woodchips are the correct depth throughout and provide correct ground coverage

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 39 of 115 3) Any gaps (in fence, walkways, stairs, etc) 4) Any damaged fence 5) Any damaged toys or equipment 6) All equipment is a minimum of 6’ away from any other structure (including fence and other equipment) 7) Any standing water 8) Any ropes or strangulation hazards hanging from fences or other structures

If you discover any dangers in the playground, your classroom, or anywhere in or around the school, you must immediately notify the Director. Do not ever allow the children to come into contact with the hazard. It must be remedied before children can resume use of the area, equipment, or toy.

For indoor and outdoor water play, Team Members must find alternative activities for children with open cuts or other sores on their hands or arms and preclude them from any water activity.

Children cannot be allowed to play outside on ozone alert days or when the temperature or weather poses any kind of potential for harm to children or Team Members (NAEYC Guideline 9.D.03). Team Members must incorporate gross motor activities into the schedule during inclement weather (NAEYC Guideline 5.A.06.B).

Accessibility: The school is approved by the Department of Children, Youth, and Families (DCYF) for use as an early childhood program. In accordance with licensure, all state and local building and fire codes must be met along with ADA disability act requirements for proper facility furnishings and equipment that allow for accessibility through ramps, handrails, toilet access, sink access, and other required assistance devices as required by law (NAEYC Guideline 9.C.03).

All rooms that children use are heated and cooled and ventilated to maintain room temperature and humidity. The owners of the building maintain the facility in compliance with national standards for a facility in use by children (NAEYC Guideline 9.D.05).

Areas used by children are maintained to be free of dust and allergens (NAEYC Guideline 9.D.07).

If pesticides or herbicides are used, professionals will follow the manufacturer’s instructions and will not treat anything while the children are on the premises. The least hazardous means to control pests and unwanted vegetation must be used (NAEYC Guideline 9.D.08.b).

During transportation to and from the school for field trips or other activities, the teaching staff-child ratio is used to guide the adult-child ratio. Groups of children may be limited to one age or may include multiple ages (NAEYC Guideline 10.B.12.C).

Suspected Child Abuse

Report any suspected child abuse to DCYF immediately (regardless of how minor). If a Team Member suspects child abuse because of physical or behavioral signs, please consult with the Director or Nurse and explain your concerns. The Director or Nurse should contact DCYF immediately by calling (800) RI-CHILD. Police should also be notified. In all cases, you must document your findings and steps you have taken to report suspected child abuse (these notes are to be provided to the Director or Nurse for storage in the child’s folder).

No Personal Belongings, Medications, or Over The Counter Drugs Allowed

Purses and other personal belongings cannot be brought into the classroom. They must be stored in the Team Member lunch area or in your car.

Prescription drugs or over the counter drugs (including Tylenol, Advil, etc.) are not permitted to enter the school and especially never in a classroom where they could be around children. All medicine (prescription or over the counter) must remain in the Team Member’s locked car.

Furry pets, hot beverages, and poisonous plants are prohibited from the school at all times (NAEYC Guideline 9.D.08.A).

Sexual Abuse and Molestation

Notify the Director immediately if you suspect a child is the victim of sexual abuse or molestation (also call 800-RICHILD at once). The following is information provided by the American Academy of Child and Adolescent Psychiatry: Often there are no obvious external signs of child sexual abuse. Some signs can only be detected on physical exam by a physician. However, sexually abused children may also develop the following:

 unusual interest in or avoidance of all things of a sexual nature  sleep problems or nightmares

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 40 of 115  depression or withdrawal from friends or family  statements that their bodies are dirty or damaged, or fear that there is something wrong with them in the genital area  refusal to go to school  conduct problems  secretiveness  aspects of sexual molestation in drawings, games, fantasies  unusual aggressiveness, or  suicidal behavior

Child sexual abusers can make the child extremely fearful of telling, and only when a special effort has helped the child to feel safe, can the child talk freely. If a child says that he or she has been molested, parents should try to remain calm and reassure the child that what happened was not their fault. Parents should seek a medical examination and psychiatric consultation.

Team Members can prevent or lessen the chance of sexual abuse by:

 Telling children that if someone tries to touch your body and do things that make you feel funny, say NO to that person and tell a teacher or parent right away  Teaching children that respect does not mean blind obedience to adults and to authority, for example, don't tell children to, Always do everything the teacher or baby-sitter tells you to do

Again, the above information was provided by the American Academy of Child and Adolescent Psychiatry. Please note that thorough background checks are conducted on all Team Members through both the State of Rhode Island required methods and also a separate and additional series of background checks through ADP background check services.

 “If you leave a child with a positive attitude, you leave them with an estate of incalculable value.” Mac Anderson

While inside and outside the classroom, be sure to maintain your primary care groups. If the children ever leave the classroom for the playground, lobby area, or other activity area in the school, there is a very specific procedure that must be followed to be sure every child is always supervised and accounted for at all times.

Children can only leave the classroom with the entire class (Team Members cannot leave alone with just their primary care group).

The Lead Teacher must sign each child in upon arrival using the attendance roster as well as the Daily Student Log – this must be done IMMEDIATELY upon entering the classroom (do not hesitate with this). If the Lead Teacher is absent at any point, there must be an assigned Team Member who will complete this in their absence. This is up to the Lead Teacher to designate this person in their absence. A copy of this form is provided at the end of this section. If children are combined in the morning/evening, leave the classroom for an extracurricular activity, or leave the classroom for any reason at all, please use the first columns to record these movements. If a child in your classroom is participating in any extracurricular activities with a separate instructor, please complete the appropriate sections on the Daily Student Log as well as completing (with the cooperation of the extracurricular activity instructor) the “Extracurricular Activity Attendance Tracking” form.

Lead Teacher (or designated Team Member in absence of Lead): Complete the Daily Student Log each day along with the daily classroom roster and submit this form to the Director at the end of the day. When a child is attending another activity outside of the classroom, please refer to the “Extracurricular Activity Attendance Tracking” form for that scenario. These tools are very important to be sure each child is always supervised, accounted for, and that pick-up and drop-off of children is managed correctly and safely. This is also important when a teacher changes classrooms or helps in another classroom so all teachers know which children are present at all times.

Lead Teacher (or designated Team Member) Instructions: When children arrive, immediately write their name in the first column under “Child’s Name” and record the time of arrival in the next column. All children must remain in primary care groups in the classroom and in the playground. Use the “Other Trips” columns to record children moving to and from classrooms (if children are combined in morning/evening hours or when children leave and return for extracurricular activities). When you take the children outside in the morning (or any other location), count the children in the classroom and call out their names for attendance before leaving (check all bathrooms, behind/under furniture, and any other area a child could hide). Initial column 1 for each child present. When you arrive in the playground, count the children and call out their names for attendance. Initial column 2 for each child present. When ready to leave the playground, collect all children in a group, count, and call out each name for attendance. Initial column 3 for all children present (be sure to check all play equipment and other areas for hiding children). When you return to the classroom, count all children, call out each name for attendance, and place your initials in column 4 for each child in attendance. At lunch, count all children, call out each name for attendance, and place your initials in the “Lunch Count” column for each child in attendance. When children are going down for a nap, count all children, call out each name for attendance, and place your initials in the “Nap Count Sleeping” column for each child in attendance. When children are waking up from a nap, count all children, call out each name for attendance, and place your initials in the “Nap Count Waking” column for each child in attendance. Follow the same procedure for the afternoon playground trip as you did for the morning playground trip, but this time writing your initials in columns 5, 6, 7, and 8 to record each child present for the four attendance counts and name calls. When a child is picked-up by their authorized parent or guardian, write the time of pick-up in the “Child Picked-Up At This Time” column. If the children are not going to the playground because of inclement weather conditions, initial the attendance of each child in column 1 during the morning and in column 5 during the afternoon at around the time they would normally be going to the playground (in this scenario, you would write “weather” through columns 2-4 and 6-8). If ever there is a discrepancy in any of the attendance or information below, contact the Director immediately – this is an emergency situation. The safety of the children under your care is one of the most important aspects of your role – thank you for doing all you can to keep each child safe and healthy!

When traveling with the children, one Team Member travels at the front of the line, the children travel directly behind, and one Team Member travels in the very rear of the group to be sure EVERY SINGLE child remains in the line and follows the leader. Children can hold hands and make a chain if interested. Before leaving the classroom, be sure to check for “hiding” children in the bathrooms, in hidden spots in the room, behind shelves, under tables, behind cubbies, and other areas. Children like to hide everywhere – it is your most important responsibility to be sure each child is supervised at all times and that all children are accounted for at every moment. In addition to counting the number of children and recording their attendance, you must also call out each child’s name and match it with your Daily Student Log.

Be sure emergency information, the Daily Student Log clipboard, walkie talkies/phone, and first aid kits are brought every time you leave the classroom.

You can only leave the classroom when there are at LEAST two Team Members present to travel with the group (one Team Member CANNOT take the group while the other remains in the classroom).

During outside time, all primary care groups must remain together. Children cannot be exchanged individually to other play areas or with other teachers. Each Team Member must remain exclusively with their primary care group and fully aware of each of their children at all times.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 42 of 115 When outside time (or other location’s activities) is finished, all children must line up together for another count and name match. Be sure to check all play equipment, shrubs, blind spots, toys, and other structures to be sure all children are lined up and in the group. Be absolutely sure that all children are together prior to leaving the playground.

The same travel formation is again assembled with a leader in front and a Team Member at the rear to watch for all of the children to make the trip back to the classroom.

If the counts do not match OR if you are unable to match a child’s name at any of those check points, alert all Team Members and the Director immediately. This is an emergency situation. Remember, do not rely strictly on your COUNT of children. If a child is unexpectedly dropped off, this could alter your numbers. Be sure to call out each child’s name and confirm they are present at each check point. This is critically important.

The outside-of-classroom travel positioning should look like this:

O – Lead Team Member (can walk backwards to monitor children if walking area allows you to do so safely) | - child | - child | - child | - child O – Rear Team Member to watch for children

If there are more than two Team Members with the traveling classroom, the extra Team Members can join the middle or rear of the group to watch to be sure all children remain in the group.

The constant objective is to be sure a child is NEVER able to break free from the group and to be sure all children are accounted for at all times. Count the number of children and call out their names. Always be sure that you have checked any and all “hidden areas” in the classroom (bathrooms, under tables, around shelves/cubbies) and then also any hidden spots in the playground (in or under play equipment, around trees and shrubs, etc.) before moving to the next destination. ALWAYS BE CAUTIOUS ABOUT ACCIDENTALLY LEAVING A CHILD BEHIND. Double, triple, quadruple check your counts AND call out each child's name.

While in the playground, Team Members must carefully supervise and interact with children. Monitor inside play equipment and other areas that are not easily visible from a distance. Assist children on slides and provide direct, close supervision and assistance when they are climbing any structure.

This form (along with the separate Daily Classroom Roster and Extracurricular Activity Attendance Tracking form) must be accurately completed every single day and submitted to the Director each day for their review and permanent filing. When checking attendance, the children will say “here” or another identifying word (NAEYC Guideline 2.K.04).

Because of the page orientation of the Daily Student Log form and the Extracurricular Activity Attendance Tracking form, they were modified slightly to be included in this Handbook. Please request a copy from the Director so you can become familiar with these important documents.

Important reminder: It may seem like something that could never happen to you, but there have been many cases at other programs where children are accidentally left in a classroom after closing time, left outside when moving from the playground to the classroom, left inside when moving from the classroom to the playground, or accidentally left alone during any time children and Team Members migrate from one place to another.

Careful attention to the Daily Student Log will prevent one of these potentially life-threatening events from happening.

Most dangerous is when a child is left in the building after closing. This can occur when a parent is exceedingly late to pick up their child, the child is out of supervision, and the Team Member fails to accurately maintain the Daily Student Log. Of course, this should never occur since a child should never leave your sight or supervision by sound and the Daily Student Log needs to be diligently adhered to at all times without exception. However, even with these systems in place, it is still imperative that a full classroom inspection is conducted whenever the last Team Member exits the classroom/or other environment (when leaving for the playground, when leaving for the day, when leaving the playground, or any time all adults will leave the classroom or playground). Check all bathrooms, blind spots in the classroom (such as behind equipment, shelves, cabinets, other furniture, and any other structure or toy), and every single nook and cranny for a child.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 43 of 115 Daily Student Log – This form is the responsibility of the Lead Teacher (in their absence, they appoint another Team Member)

Lead Teacher (or designated Team Member in absence of Lead): Complete this form each day along with the daily classroom roster and submit this form to the Director at the end of the day. When a child is attending another activity outside of the classroom, please refer to the “Extracurricular Activity Attendance Tracking” form for that scenario. These tools are very important to be sure each child is always supervised, accounted for, and that pick-up and drop-off of children is managed correctly and safely. This is also important when a teacher changes classrooms or helps in another classroom so all teachers know which children are present at all times.

I confirm that all Team Members are following these procedures correctly at all times. Director’s Signature: ______Are all children abiding by their daily schedule (circle) YES NO Place in payment mailbox after confirming accuracy.

Lead Teacher (or designated Team Member in absence of Lead): Complete this form each day there is a child leaving your classroom for an extracurricular activity (such as foreign language study, yoga, music, or other activities that require the child to leave the classroom). This form is to be completed along with the daily classroom roster as well as the “Daily Student Log” and then submitted to the Director at the end of the day. These tools are very important to be sure each child is always supervised, accounted for, and that pick-up and drop-off of children is managed correctly and safely. This is also important when a teacher changes classrooms or helps in another classroom so all teachers know which children are present at all times.

Extracurricular Activity Instructor and Lead Teacher (or designated Team Member) Instructions: Children traveling from one location to another need to be carefully supervised and recorded. Children can quickly break free from a group and become lost in just a matter of seconds. This is a tremendous responsibility you are assuming and this tool must be carefully used to be sure every single child is always carefully tracked and supervised at all times without exception.

When the extracurricular activity instructor arrives in the classroom to bring the child to the activity destination, the Lead Teacher (or designated Team Member) must present the instructor with this form. The Lead Teacher (or designated Team Member) writes the name of the child in the “Child’s Name” column, records the time of the departure in the “Time Leaving the Classroom” column, and then initials the “Lead Teacher’s Initials” column. The Lead Teacher must also refer to the “Daily Student Log” and record the child’s departure in the “Other Trips” column. This allows for the “Daily Student Log” to accurately reflect the child leaving the classroom for their activity so that their attendance can be accurately tracked through the day. Most importantly, this is a reminder to the Lead Teacher that there is a child that should be returning to their classroom. If the child doesn’t return after the scheduled amount of time, this is an emergency situation and the Lead Teacher must immediately contact the Director.

The instructor, now assuming responsibility for the child, will then confirm receiving the child under their supervision by initialing Column 1. The instructor will then travel to the activity destination with the child. When arriving at the activity destination, the instructor must count the children in the group and call out their names for attendance. The instructor will then initial column 2 for all children present. After the activity is complete, the instructor will then collect all children in a group, count, and call out each name for attendance and initial column 3 for all children present (be sure to check all play equipment, furniture, and other areas for hiding children).

When the instructor returns to the classroom, they must again count all children, call out each name for attendance, and place their initials in column 4 for each child in attendance.

The Lead Teacher will then receive the child back under their supervision. The Lead Teacher must count all children, call out each name for attendance, and place the time of the child’s return in Column 5 and then their own initials in Column 6. The Lead Teacher must also refer to the “Daily Student Log” and record the child’s arrival in the “Other Trips” column. This allows for the “Daily Student Log” to accurately reflect the child returning from their activity so that their attendance can be accurately tracked through the day. The Lead Teacher will then retain this form and file it with the “Daily Student Log” for later submission to the Director.

If ever there is a discrepancy in any of the attendance or information below, contact the Director immediately – this is an emergency situation. The safety of the children under your care is one of the most important aspects of your role – thank you for doing all you can to keep each child safe and healthy!

Classroom Name: ______Today’s Date: ______Lead Teacher: ______Extracurricular Activity: ______Extracurricular Activity Instructor’s Name: ______

Departure From Extracurricular Instructor Now Has Return To The Classroom Classroom Supervision And Responsibility Of The Child (Lead Teacher Completes) (Lead Teacher Completes) Child’s Name 1 2 3 4 5 6 Time Lead Count In Count At Count At Count In Time Returning Lead Teacher’s Leaving The Teacher’s Classroom Activity Activity Classroom Back To The Initials Classroom Initials Before Destinatio Destination When Classroom Confirming Leaving n When Before Arriving In Return Of For Arriving Returning Classroom Each Child Destinatio To n Classroom 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16

I confirm that all Team Members are following these procedures correctly at all times. Director’s Signature: ______

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 45 of 115 Important reminder about tracking children at all times: It may seem like something that could never happen to you, but there have been many cases at other programs where children are accidentally left in a classroom after closing time, left outside when moving from the playground to the classroom, left inside when moving from the classroom to the playground, or accidentally left alone during any time children and Team Members migrate from one place to another.

Careful attention to the Daily Student Log will prevent one of these potentially life-threatening events from happening.

Choking Hazards – Please Read Carefully Especially for Children Under 3 Years of Age Or for any children with the tendency of putting things in their mouth

The previous “In the Classroom” section explains this in detail, but again please remember that all homemade projects or other items must be inspected and reviewed by the Director prior to being introduced into the classroom. This is for the safety of the children. Team Members cannot bring outside items into the classroom without first having them carefully inspected and approved by the Director.

There are many choking hazards, but the following are a few common ones to keep in mind so they can be eliminated from the classroom at all times: Balloons Coins Pieces of balloons Bottle caps Latex gloves Tops or caps from milk containers and other beverages Pieces of latex gloves Apple pieces Beads Raw carrots Bells Popcorn Buttons Celery Small toy bugs/animals Marshmallows Game pieces Fruit snacks Mr. Potato Head pieces Fruit roll ups – dangerous for ALL children Small magnets Hotdogs Stickers Sausage Hard candy Gum Peanuts/nuts Cheese sticks Chunks of peanut butter Small pieces that could break off larger toys/equipment Seeds Plastic and plastic bags Marbles Whole grapes Small balls Safety pins Caps of pens or markers Egg shells Regular and circular batteries Baby powder Vitamins Other powders or flour

We believe in a fool-proof system when it comes to keeping children safe. This means elimination of anything dangerous (not simply “placing it a little higher than a child can reach”). When it comes to cleaning chemicals, other liquid solutions, choking hazards, sharp objects, and anything potentially dangerous to a child – the very best policy is to eliminate it completely from the classroom.

If there are any items in your classroom that pose a risk to the children, please remove them immediately by bringing them out of the classroom and to the Director. It is better to be cautious and to keep the children safe, so if you are unsure about a certain item please remove it just to be on the safe side.

When a child is choking, it can be a very frightening experience. This is the exact reason why we require all Team Members to be fully trained in CPR and First Aid. With choking, it isn’t a question of “will it happen” it is a question of “when will it happen.” This is why you must be fully confident in managing a choking situation at any time. It will happen at some point and you must be ready for it at any time. You are encouraged to take as many CPR classes as necessary – you do NOT need to wait for your certification to expire to take a refresher course. If you aren’t sure of what to do if a child is choking, see the Director immediately and sign up for a CPR class at once. Your understanding of how to properly assist a choking child could save a child’s life.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 46 of 115 In addition to ensuring you are confident in CPR and how to manage a situation when a child is choking, there are additional steps that can be taken to lessen the chance of a child choking in your classroom. - Children should only be eating while sitting down. Children should never eat while standing, walking around, running, or doing any other activity. It is also important for Team Members to help children settle their bodies if they are overly active during eating. For example, a child with a lot of energy might change seating positions several times, sit on their leg, stand and sit multiple times, and so on. This can all increase the risk of choking. Again, it is very important that children eat only when they are sitting, still, and calm. Likewise, if a child is too sluggish and appears to be falling asleep, it is critical that feeding/eating is immediately discontinued. Children should never be eating while they are drowsy or falling asleep. - Team Members must carefully monitor children at all times while they are eating. A child mustn’t be too active or too sleepy and it is the Team Member’s responsibility to guide the child towards safe eating habits. It is also important to closely watch children while they eat to be sure they do not take bites that are too large or that they store additional food in other parts of their mouth while eating. A child who is choking might be silent – so, please remember to monitor each child carefully by sight and sound at all times while they eat. Close and constant supervision is absolutely critical at every second. - Always cut foods (such as meat, cheese, grapes, and raw vegetables) into small pieces and in shapes that will not block or conform to a child’s airway. o If a family would like for their child to eat hotdog meat, the following preparations must be made by the child’s parent so that the hotdog arrives at school already fully prepared according to these exact specifications. The hotdog must be sliced into round pieces that are ¼ of an inch in width. Each round piece must then be cut in half. Finally, each half must then be cut in half again (making four small triangles). If the hotdog is not prepared in this way, it must not be served to the child. Similarly, if a parent would like for their child to consume grapes, the grape must be cut in half and then each remaining half must be cut in half again (to create four tiny pieces out of each grape). - Although peanut butter is not permitted in the school, some children may bring in Soy Butter or other peanut butter alternatives that have the same sticky and thick consistency as peanut butter. Chunks of peanut butter (or peanut butter alternatives) can accumulate in a child’s throat and can block the airway. This is particularly dangerous because peanut butter (or peanut butter alternatives) are sticky and may not respond well to the Heimlich. Be sure children only eat small amounts of Soy Butter (or other peanut butter alternatives) and that it is thinly spread on their bread (or other food items). A child should never be given a container of peanut butter (or peanut butter alternative) for use to dip or dunk their food (such as celery, crackers, or other foods). A Team Member is responsible for taking the peanut butter (or peanut butter alternative) and applying just a thin layer to the food items (while double-checking that the food item – now with the increased sticky surface – does not pose a choking threat). - Never make games out of eating with children and if you see children participating in eating games with friends, please immediately discontinue the activity. Be especially certain children are not participating in races “to eat the fastest,” competitions of “who can fit the most food in their mouth,” games involving the throwing of food into their mouth or another child’s mouth, or anything similar. - Be sure to offer plenty of drinks to children during eating times. However, be sure they do not drink beverages and eat solid items at the same time.

Other hazardous items that should be kept from children’s reach at all times: - Any poisonous liquid or cleaner – bleach, floor cleaner, Windex, Purell - Glue, paint, crayons for children under three and sharp pencils from all children - Children of any age should be sitting calmly at a table whenever using any kind of writing instrument

General reminders: Do not bring hot fluids, drinks with straws, metal cans, drinks without lids, coins, or other choking hazards, burn hazards, or sharp objects into the classroom. Always be sure outlet covers are securely in place and that every outlet is covered properly. Never leave cords hanging from phones, CD players, computers, or other electronics. Be sure that any of the blinds or window shades do not have any hanging cords of any kind (if you spot anything like this, notify the Director at once so the cords can be cut and removed from the classroom – it is not sufficient to have cords simply tucked away; over time, they will undoubtedly fall at some point and could present a strangulation hazard to a child).

 Always consider your effect on others – through your actions as well as your inactions, through your words as well as your silence. The ripple effect from your behavior is immeasurable and just a glimpse of your love has the power to impact generations.

 CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 47 of 115 Choke Gauge – Print and Hang This Page In Your Classroom In Multiple Locations

If an object can fit in this shape, it should NOT be brought into any classroom younger than preschool. NAEYC lists the choke gauge size as 1 ¼ " x 2 ¼".

1 ¼”

2 ¼”

Choking and CPR Quick Reference Complete CPR and First Aid Training are available for you at all times whenever you feel that you need additional training. Just ask the Director and we will arrange to have a certified CPR instructor provide you with this training at no cost. There are also CPR and First Aid trainings available on our Team Member training web site, the American Heart Association DVD is offered in the Team Member area, and full length CPR and First Aid posters are visible in all classrooms. However, as a simple and quick reference, the following will help certified and currently trained Team Members remind themselves of these important life-saving techniques on a daily basis. These instructions are not complete; instead they provide the general framework for quick daily reference. Complete instructions including proper hand placement, how to check for objects in the mouth/throat, and other crucial steps are only available from the full CPR and First Aid training programs. Always be sure that someone contacts 911 as soon as an emergency situation arises.

Infant (Under 1 Year Old) 1 Year and Older Choking and CPR Choking and CPR Choking: Choking:

1. The infant is choking on an object. 1. The child is choking on an object. 2. Flip the infant over; face to the floor. 2. Begin the Heimlich Maneuver. 3. Rest their body on your forearm. 3. Stand behind the child, place your arms around their body, make 4. Support their neck and head with your hand. a fist with one hand and grab this fist with your other hand. 5. Using your free hand, deliver 5 back slaps with the heel of your 4. Deliver upward squeeze-thrusts into the abdomen with enough hand with enough force to dislodge the object from the infant’s strength to dislodge a foreign object from their throat. throat. 5. If the child is unresponsive, begin CPR. 6. If the child is unresponsive, begin CPR.

CPR: CPR:

1. The infant MUST be on their back resting on a hard, flat surface. 1. The child MUST be on their back resting on a hard, flat surface. 2. Tilt their head back. 2. Tilt their head back. 3. Pick out any visible obstruction from the mouth and nose. 3. Pick out any visible obstruction from the mouth and nose. 4. Seal your lips around the infant’s nose and mouth.

2 Breaths 2 Breaths 30 Pushes with the tips of two fingers on the center of infant’s chest (below nipple line) 30 Pushes with the palm of your hand on the chest (below nipple line) REPEAT UNTIL BREATHING REPEAT UNTIL BREATHING

This information was provided by the American Heart Association and Johns Hopkins Children’s Center Call 911 First

Cleanliness, a sanitary and germ-free environment, organization of all items, and an efficient classroom are imperative. A parent’s very first impression of your ability to care for their child is based on the appearance of the classroom.

Spills must be immediately wiped up, used diapers and leftover food must be quickly disposed of, and other paper scraps and trash must be removed. Naptime is to be used to refresh the entire school to its original appearance. Floors must be mopped, tables wiped down and sanitized, trash taken out, and toys reorganized to leave the room totally restored for the second half of the day. All toys and other items must be disinfected. Toys and other items are to be stored in bins on shelves. Nothing should ever be stored on the top of a shelf or on window sills (or other areas other than bins and insides of shelving). Team Members are to store their items in the office space or in bins/cabinets designated for their supplies.

Toys and Items That Have Bodily Fluids on Them

Mouthed Toy Procedure (NAEYC Guideline 5.C.03): Each classroom must have a “to-be-washed” toy bin to collect items in the classroom that have come into contact with saliva or other contaminating substances. A toy that a child has placed in his or her mouth or that is otherwise contaminated by any kind of bodily secretion must undergo the following before it can be reintroduced into the classroom and used by another child: a) It must be washed by hand using water and detergent. Then, it must be rinsed, sanitized, and air dried b) It must be washed and dried in a mechanical dishwasher

Nap Materials

Sleep sheets and covers are to be stored with the child’s cot separated by other cots (this provides a sanitary storage system and also the utmost in convenience for Team Members). Sleeping cots, handles, knobs, toys, equipment, and other frequently touched items need to be cleaned/sprayed with disinfectant. Sleeping cots need to be sprayed every single day.

Naptime should be used to plan activities, mop floors, and also restore the room to like-new appearance. For children sleeping on cots, there must be either a solid barrier or at least a three foot space that separates sleeping children from one another. Three feet of space is measured from one child’s face to another child’s face so placing children to sleep by alternating head and toe position may achieve three feet spacing.

Diaper Changing and Toileting

A sign describing proper diaper changing habits must be displayed in every changing table area at all times. All classrooms with children wearing diapers must have a hands-free garbage can specifically for soiled diaper usage. These garbage cans must always be kept securely closed and must not be accessible to the children (NAEYC Guideline 5.A.08).

Team Members must check children at least every two hours when children are awake and also when children wake up from naps for signs that diapers or pull-ups are wet or contain feces. Diapers must always be changed when wet or soiled. Team Members must change children’s diapers or soiled underwear in the designated changing areas and not anywhere else in the school. At all times during the diaper change, the Team Member must keep at least one hand on the child. When diapering a child, changing paper needs to be put down and discarded with each diaper change. Gloves must be worn with each diaper change and changed for each child.

After diapering, the changing table needs to be sprayed and cleaned with soap and water and then disinfected with a bleach solution. The solution must remain on the table for one minute before it is wiped off. Changing tables need to be disinfected after each child and then also fully sprayed down and sanitized daily (including the front of drawers, sides, etc. in addition to the top area that is sanitized throughout the day). Please refer to the Cleaning and Sanitation Frequency table for full instructions.

Diaper changing areas must not be used for any other purpose (including the storage of any items not related to diapering). Extra caution must be exercised to be sure that food and drink items (or items used in the preparation or serving of food and drink) are never in the vicinity of the diaper changing areas.

Team Members who are preparing food do not change diapers until food preparation duties are completed (the two activities can never occur concurrently; there must be a full separation in these two activities at all times).

If a toilet is used, it must be disinfected with bleach solution after each child uses it. The solution must remain on the toilet seat for one minute before it is wiped off.

Clean each child’s hands after diapering or toileting. Infant’s hands should be cleaned with a “Wipe.” All walkers should wash their hands with soap and water and dry their hands with a paper towel. Proper hand-washing technique should be followed.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 50 of 115 Team Members must wash their hands using the proper hand-washing technique after each diaper change or after toileting each child.

Procedure for changing the diapers of children who are older and may be toilet training: A child may stand (on solid, stable floor only) while diaper is being changed if it accommodates the child and the caregiver effectively. However, the following procedures (as outlined in the ITERS-R and ECERS-R) should still be followed: If using a special cot or other diapering surface, it must be cleaned with soap and water solution and dried, before being sanitized. The person doing the changing with the child must clean the child as is done in diapering younger children before putting on clean pull-ups, diaper, clothing. Hands of adult and child must be wiped after dealing with the soiled clothing/pull-ups/diaper. Hand-washing at end of procedure is required as usual. The floor cannot be contaminated in any way, and if contaminated, must be cleaned and sanitized immediately. A child with a wet or soiled bottom cannot sit on the toilet seat until properly cleaned. After use of the toilet seat, it must be sanitized.

Proper Hand-Washing Technique

Wet hands and wrists. Dispense a sufficient amount of soap. Lather soap and scrub hands vigorously. Scrub between and around fingers. Scrub the back of each hand with the palm of the other hand. Scrub fingertips of each hand with the opposite hand’s palm. Scrub each thumb by clasping it in the opposite hand. Scrub each wrist by clasping it in the opposite hand. Rinse hands and wrists thoroughly under water. Wipe and dry hands well with paper towel. Turn off water using paper towel. All hand-washing, for children and Team Members, should take 15-20 seconds (about the time it takes to sing the “Happy Birthday” song twice to a friend).

All Team Members and children must wash their hands with soap and water upon arrival. Team Members and children must also wash hands at the following times:

o After using the bathroom or helping a child in the bathroom o After diaper changing or toileting o After wiping or blowing your nose or a child’s nose o Before serving meals and snacks o After meals and snacks o After touching pets or being outside o After handling any cleaning solutions or other chemicals . Please refer to our OSHA documents regarding the safe handling of all chemicals

Hand-sanitizing stations are mounted throughout the school. These units dispense Purell so Team Members can sanitize their hands when hand-washing is not immediately accessible. All Team Members and other adults are encouraged to use these hand-sanitizing stations often.

Proper Way To Pick-Up A Baby

Picking A Baby Up Off Of A Surface Or From A Crib Get as close to the baby as you can. Slide the baby close to you. Then, pick the baby up while supporting their neck and head.

Picking A Baby Up Off The Floor Come all the way down to the floor on your knees, support baby’s neck and back, bring baby close to body. Then, stand up.

Picking A Baby Up Out Of A Stroller Remove any obstacles, kneel down, pick baby up, bring baby close to body, and stand using your legs (no lower back strain).

Feeding A Baby Sit in a chair, get as close to baby as possible, sit as close to baby as can, and then feed baby.

Bottle Feeding Scoot back in chair, lean your back against the chair to support your back, and place a pillow under baby while cradling baby in your arms and supporting their neck and back.

 Today, choose to be happy. It really is as simple as that.

 CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 51 of 115 Checklists that Can Be Used to Make Our School Beautiful, Healthy, and Safe

These checklists can be used as needed or modified to meet the changing needs of a specific classroom or the school overall.

General Closing Checklist Completed Duty Tables and chairs are cleaned and sanitized Floors are swept and mopped Bleach bottles are upstairs, in the bathroom, emptied with nozzles in separate bin Cubbies are clean and organized All surfaces are clean and sanitized Refrigerators are clean and sanitized Microwaves are clean and sanitized All materials are put away in cabinets or upstairs Trash cans are emptied, cleaned and new liners are in Rugs are vacuumed, stairs are swept or cleaned with dust-buster Windows are cleaned (free of fingerprints and tape) Ledges and other areas are dusted or free from dust

Closing Director Checklist Duty Completed Date 1. Director will come into your room at 3:00 to go over team member coverage 2. 3:30 Turn on the dishwasher 3. 3:30 Walk around to every room and check in on each class 4. 3:30 – 5:00 visit each room to help out where needed and to move Team Members if needed for coverage 5. Check into the office area periodically, checking messages and seeing if the parents have any questions 6. 5:00-5:30 Restore Team Member room to a clean and orderly appearance (daily cleaning should already be complete). Empty dishwasher and take out office garbage 7. Stock pile supplies if needed for teachers 8. Sweep, vacuum, and mop hallway 9. Make sure back hallway is organized and neat 10. Credenza and lobby are clean and orderly; dust free 11. Playground is organized; sides of ramps/stairs are organized/free of toys and cars are lined up 12. Backdoor key is taken out of the door 13. Check all sinks and make sure that there aren’t any faucets running; check all toilets to be sure all are still and that they aren’t running 14. Make sure each classroom has no children present and everyone is out of the school 15. Set alarm

Closing Director Checklist: 2 Duty Completed Date 1. Director will review afternoon coverage before she leaves 2. Head Teacher will move Team Members around if needed for ratio coverage 3. Team Members will stay with the children until ratio allows for cleaning 4. Head Teacher will brainstorm cleaning opportunities as needed 5. Check messages on the phone and check in with classrooms to see if any parents have questions 6. Restore Team Member room to a clean and orderly appearance (daily cleaning should already be complete). Be sure laminator is OFF and coffee pot is OFF 7. Replace any supplies needed in classrooms so they are ready for the next day 8. Make sure lobby is organized and neat 9. Make sure credenza is dust free 10. Be sure the playground is organized and cars/bikes are parked against the fence 11. Be sure the backdoor is locked and all gates and doors are secured 12. Check all sinks and make sure no faucets or toilets are running 13. Make sure there aren’t any children present and everyone has left the school. 14. Set Alarm

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 52 of 115 Cleaning and Sanitation Frequency Table (NAEYC Guideline 5.A.08, 5.C.01, 5.C.02, 9.C.06) The following is a presentation of the cleaning and sanitation requirements as outlined by NAEYC.

CLEAN: Removing dirt and soil with soap (or detergent) and water. SANITIZED: Removing dirt and certain bacteria so that the number of germs is reduced to such a level that the spread of disease is unlikely.

Area: Classrooms, child care, and food areas CLEAN SANITIZED Frequency

Countertops, tables YES YES Daily and when soiled Food preparation and service surfaces YES YES Before and after contact with food activity; between preparation of raw and cooked foods Floors YES YES Daily and when soiled Door and cabinet handles YES YES Daily and when soiled Carpets and large area rugs YES Daily: Vacuum when children are not present; clean with a carpet cleaning method consistent with local health regulations and only when children will not be present until the carpet is dry. Monthly: Clean carpets at least monthly in infant areas and at least every three months in other areas and when soiled Small rugs YES Daily: Shake outdoors or vacuum Weekly: Launder Utensils, surfaces, and toys that go into the YES YES After each child’s use; or if disposable, one-time mouth or have been in contact with saliva or use only for utensils and toys other body fluids Toys YES Weekly and when soiled Dress-up clothes not worn on the head YES Weekly Sheets and pillowcases, individual cloth towels YES Weekly and when visibly soiled (items are used (if used), combs and hairbrushes, washcloths, only by one child) and machine-washable cloth toys Blankets, sleeping bags, and cubbies YES Monthly and when soiled Hats YES After each child’s use (or use disposable hats that only one child wears) Cribs and mattresses YES Weekly or before use by a different child Mops and cleaning rags YES YES Before and after a day of use – wash, rinse, and sanitize mops and cleaning rags Area: Toilet and diapering areas CLEAN SANITIZED Frequency Hand-washing sinks, faucets, surrounding YES YES Daily and when soiled countertops Soap dispensers YES YES Daily and when soiled Toilet seats, toilet handles, cubicle handles, and YES YES Daily or immediately if visibly soiled other touchable surfaces, floors Toilet bowls YES YES Daily Doorknobs YES YES Daily Changing tables YES YES After each child’s use Potty chairs YES YES After each child’s use (use of potty chairs is discouraged because of high risk of contamination) Any surface contaminated with body fluids (i.e. YES YES Immediately saliva, mucus, vomit, urine, stool, or blood)

Source: National Association for the Education of Young Children.

A Child’s University conducts discipline through guidance and redirection while offering reflection time and positive reinforcement to each child. For children who are destructive or physically harmful, dismissal from the facility by contacting the parent and having them remove the child may be necessary. A meeting with the parent is to be coordinated so all parties can determine the best course of action to help the child. If a child’s behavior is considered harmful to others, A Child’s University reserves the right to terminate that child’s enrollment in the program.

Childhood Biting | There are specific guidelines in place to protect the health and well-being of children from biting. When a child is learning how to verbally communicate, often they communicate in many non-verbal ways: Crying, laughing, imitating, and biting. Most areas of non-verbal communication do not pose a potential risk to the well-being of the surrounding children and/or Team Members. Biting, however, does pose a significant risk for the child who bites and the child who is bitten. The following is our biting policy designed for the protection of all:

Biting that results in broken skin: If a child bites another child and skin is broken, both sets of parents will be notified. The child who has done the biting will be watched closely for the remainder of the day.

1. If the child bites a second time in one day (breaking the skin), then the child will be sent home and may return on their next scheduled day. - Please note: If the child bites again (breaking the skin) after returning to school from the two initial bites described above, then the parents of the child who has done the biting will need to meet with the child’s teachers and/or the Director to come up with a behavior plan to help the child learn other non-verbal communication methods.

2. If the child does not bite a second time in that same day (breaking the skin), the child will be monitored to see if biting is a reoccurring behavior or if this was an outlier in their behavior. If seven days of attendance elapse without any further instances of biting (that result in broken skin), then the child will require no further direct monitoring for biting. The “biting guidelines” outlined above will reset and the child will start again at the beginning. If the child does bite again within seven days (breaking the skin), then the parents will be asked to meet with the teachers and/or the Director to develop a behavior management plan for the child. The child does not need to be sent home on this day unless he/she bites twice in this same day (resulting in broken skin).

3. If the team and the parents are working together on a behavior management plan and the child bites for a third time (breaking the skin), then the parents will again be asked to meet with the team to discuss modifications to the plan. If the child bites a fourth time (breaking the skin), he/she will be dis-enrolled from the program.

Biting that does not result in broken skin: For a child who habitually bites (biting daily or at least three times per week) without breaking the skin, Team Members will closely monitor this child. After the child has accumulated ten incident reports of biting another child, the parents will be called and a meeting will be held to develop a plan to help the child learn other non-verbal skills. If the child continues to bite (resulting in five additional incident reports of biting) after developing a plan of positive reinforcement to end the biting, the child will be dis-enrolled from the program.

If biting ceases for a six month period, the child’s record will be internally cleared and prior instances of biting will not be taken into account when abiding by the above guidelines. All instances of biting are detailed in Incident Reports and placed in the child’s folder.

Challenging Behavior | Exclusion from the program may also be necessary for any challenging behavior. Challenging behavior is defined by the National Association for the Education of Young Children as any behavior that (1) interferes with children’s learning, development and success at play, (2) is harmful to the child, other children, or adults, [or] (3) puts a child at high risk for later social problems or school failure. Examples of challenging behavior: Physical aggression (hitting, biting, shoving, hitting with toys), relational aggression (“you can’t play with us,” verbal bullying), tantrums, whining, testing limits, and refusal to follow directions or observe classroom rules.

Team Members can never use any form of corporal punishment or exhibit loud voices, sarcastic statements, negative tones, or other reactions inconsistent with calm redirection techniques to manage child behavior. Team Members can never withhold food or snack as punishment to a child (NAEYC Guideline 1.B.10)

When Children Do Not Arrive At Their Scheduled Time| If a child has not been dropped off by 9:00AM, the Lead Teacher must contact the parent(s) until the child’s whereabouts are confirmed by a person responsible for the child (unless the school has been informed of a planned absence). If the Lead Teacher only receives voicemail greetings, they are to leave the following message:

“Hello this is [Team Member’s name] from A Child’s University and we noticed that [child’s name] has not been dropped off yet. We’re just concerned and want to make sure everything is all right. Please give us a call when you have a free moment. Our number is [school’s phone number]. Thanks so much and have a wonderful day.”

After the Lead Teacher places the phone call(s) as described above, the Lead Teacher will then notate on the attendance roster the status for that child (for example, “left voicemail and waiting for call,” “spoke with parent and child is sick,” and so on). Once the Lead Teacher hears from a parent regarding the child (in the event they leave a voicemail), the Lead Teacher will update the attendance roster and write in the status (for example, “spoke with parent and child is sick and will not be in,” etc.). If after thirty minutes following the voicemail(s) left for the parent(s) the Lead Teacher has still not heard from the family, then the Lead Teacher must meet with the Director to discuss next steps (which include calling each person again and even contacting the state licensing agency).

This important procedure is for the safety of the children and must be closely followed each day without exception.

Also, it is imperative that Team Members are careful to be calling the correct family. A parent could be burdened with immense panic if they accidentally received a phone call informing them that their child had not been dropped off when, in fact, the child was in school. To keep this organized, the responsibility of this phone call is on the Lead Teacher. In the absence of the Lead Teacher, the Director can make this phone call. If both the Lead Teacher and Director are absent, then the Lead Teacher or Director will appoint another Team Member to complete this important task.

It is also requested that parents kindly notify the Director or teaching team whenever a person other than the normal caregiver will be dropping their child off for the day.

Child Attendance and Release Policy

It is each Team Member’s responsibility to ensure parents sign their child in and out using the lobby computer each and every day. All Team Members must also maintain an accurate attendance record each day of the children who attend using the classroom roster and also signing each child in and out using the Daily Student Activity Log. There are absolutely no exceptions to this very important safety rule. This strict rule is for the safety of the children; please never forget to follow it.

A Child’s University must be provided with the names of emergency contacts and any person(s) granted permission to pick-up a child. Only people over the age of 18 may pick up a child. To qualify a person for picking up a child, their name, address, telephone number, and clear copy of their license must be provided. The license (with photo ID) must be matched to the license with photo ID on file in the child’s folder. The designated person must always provide picture identification at the time of pick-up. Further, a dated and signed note from the parent/primary caregiver must be provided to the Team Member for every day another person will pick up the child (this note must be placed in the child’s folder). Phone calls are not an allowable means to communicate this information. In an emergency pick-up, the child’s name, child’s birth date, secret code word (determined by the parent and listed in the registration guide upon enrollment), name of person picking up the child, and the person’s driver’s license number must be provided to the Director. The person must also present a photo ID at the time of pick-up. In the instance of custody disputes, Team Members must have in their possession copies of legal court ordered papers.

If a child’s caregiver/parent has not arrived to pick them up from the school, the parent must be contacted at the primary call number(s) listed on their emergency call card. If they are not accessible by these numbers, Team Members must then call the emergency contacts listed for child pickup. If the emergency contacts cannot be reached and it is beyond the school’s closing time, the local police and DCYF must be contacted. The child must stay with a Team Member at all times until the appropriate emergency contact or the authorities pick the child up.

If a child’s caregiver/parent arrives at the school apparently incapacitated or under the influence of drugs or alcohol, the Team Member must immediately contact the Director or Nurse who then must call the police before releasing the child. DCYF should also be notified after the police are able to manage the situation.

The goal of A Child’s University is to be recognized as the leader in child care and preschool with an offering of an outstanding program, top-tier Team Members, and an exceptional environment for children and their families. To achieve this, we all have to give 110% every single day to be sure that we all exceed the expectations of every parent who ever walks through the door of our school. Through our collective efforts, we will continue to ensure that A Child’s University is the number one source for child care and early learning. Team Members experiencing an unpaid leave from injury, maternity leave, or other reason, will continue to receive all benefits granted to them through their employment (including continuation of employee sponsored health coverage and paid days).

While being a Team Member at A Child’s University is a great accomplishment in itself, it is also important that Team Members are able to meet personal and professional goals through their career at A Child’s University. To support this goal, Team Members are offered a variety of benefits to promote a higher quality of life for our valued Team Members and to ensure our top performers grow with us over the years. Calling Out Sick

In the event of sickness, Team Members are required to call the Director as soon as possible to report the absence or (at the very latest) at least one hour before the start of the regularly scheduled arrival time on that day so an appropriate substitute can be contacted (you must speak to the Director by phone – voice messages are not acceptable). Please carefully read and understand the guidelines for unplanned paid time off in the following section. Remember that since Team Member absences burden the rest of your colleagues, excessive absenteeism will result in termination of employment. Note: Reliability is very important. Your colleagues and the children under your care rely on your presence every day. Therefore, habitual lateness, leaving early, or absences will result in your employment status being put in jeopardy. Management reserves the right to determine when a Team Member’s tardiness and absenteeism poses a problem for the children and Team Members at A Child’s University.

Team Members follow the same sickness policy as children (mandated by the Department of Health). If a Team Member is sick, they cannot enter the facility. This strict rule is for the protection of the children and also to limit the spread of germs (so other Team Members do not become ill which would result in a supervision shortage). The following table is provided by DCYF and the Department of Health as an exclusion period and symptom table outlining the necessary precautions when people become sick in an early learning school. This is to control the spread of germs and sickness throughout the school so all children and teachers can enjoy a safe and healthy environment.

Illness/Symptom Exclusion Period Fever of 101 degrees or more The remainder of the day and the following school day (fever free for 24 hours) Uncontained diarrhea – two or more instances The remainder of the day and the following school day Vomiting – one or more instances The remainder of the day and the following school day Pink eye, conjunctivitis, watery eyes, mucus in the eyes, itchy eyes, One full school day after treatment has begun redness in the eyes Strep throat: sore throat, white patches on throat and tonsils Must be fever free for 24 hours, one full day of antibiotics, and pain free Ear ache or ear infection The remainder of the day, the following school day, and treated for at least 24 hours Stomach ache/abdominal pain/severe pain that hinders the child’s Excluded until pain discontinues ability to participate Bronchitis Excluded until no trouble breathing, treated with antibiotics for at least 24 hours, and can fully participate Chicken Pox 6 days after onset of rash, all lesions must be crusted over and dry Coxsackievirus (hand, foot, and mouth disease): fever, sore throat, The remainder of the day, the following school day, and no new blisters appearing diarrhea, blisters Croup: strong-cough, fever, difficulty breathing The remainder of the day, the following school day, no trouble breathing, and able to fully participate Fifth disease: headache, body ache, fever, sore throat, red rash on body The remainder of the day, the following school day, and fever free for 24 hours and face Impetigo: red, oozing blister-like pimples on the face The remainder of the day, the following school day, and no new blisters appearing Lice, Scabies The remainder of the day, the following school day, 24 hours after treatment, and all nits are removed (must return with a doctor’s note for all cases) Measles 6 days after onset of rash and fever free for 24 hours Mumps 9 days after onset of swelling and fever free for 24 hours Scarlett fever or other rash The remainder of the day, the following school day, rash is faded, condition is treated, and fever free for at least 24 hours Ringworm: reddish, circular patches with raised edges and central The remainder of the day, the following school day, and no new patches appearing scaling Roseola The remainder of the day and the following school day Thrush: white patches in the mouth The remainder of the day, the following school day, and treated for at least 24 hours Tuberculosis Treated and fever free for at least 24 hours and a note from a health official stating that child is not contagious

Your wellness matters to us. If a Team Member is experiencing physical or mental illness for which they would like to seek additional medical treatment, please see the nurse for professional referrals.

Team Members receive paid time off in accordance with the following charts.

Paid time off consists of: - Planned paid time off (paid days that are requested and approved at least two weeks in advance) - Unplanned paid time off (paid days not requested and approved at least two weeks in advance)

Planned paid time off days must be requested and approved at least two weeks in advance. Remember, depending on the schedule of other Team Members as well as planned absences, a request for paid time off could be denied. Always get approval from the Director prior to making any plans that will require any absenteeism. In most cases, only ONE Team Member per day can be absent and granted the opportunity to receive a paid day off.

Unplanned paid time off days are limited to two days for any two consecutive calendar months. For example, if a Team Member uses two unplanned paid days in January, the Team Member will not be eligible to use unplanned paid days again until March. However, if a Team Member uses one unplanned paid day in January, it is acceptable for that Team Member to use one unplanned paid day in February (the Team Member cannot use two unplanned paid time off days in February, however, since a Team Member cannot exceed more than two paid days in any two consecutive month period). In this example, the Team Member would still be allowed to use one unplanned paid day in March or two unplanned paid days in April since they used their first unplanned paid day in January and then their second unplanned paid day in February (the Team Member cannot exceed more than one unplanned paid day in March because that would exceed two unplanned paid days for two consecutive months – the months of February and March. The Team Member could, however, use two unplanned paid days in April if they do not use any unplanned paid days in March or May). If a Team Member exceeds the number of allowable unplanned paid time off days in accordance with the above examples, the Team Member will not be paid for any of the days over the two unplanned paid days off and the three step Team Member reform system will begin (the first step being a verbal warning, the second step being a written warning, and the third step being termination of employment).

Unplanned paid time off rules can be overridden by a doctor’s note. If the Team Member presents a doctor’s note excusing them from work, then the Team Member is allowed to use more than two unplanned paid days off in consecutive months and the unplanned paid days off will not be counted in alignment with the above guidelines. Unplanned paid time off rules can also be overridden when used as bereavement days or for jury duty.

Please refer to the following charts to learn about the different paid time off categories for each position.

Full Time Team Members | Paid Time Off

For full time Team Members, the following paid time off is available:

After One Month of One Year Anniversary Two Year Anniversary Three Year Anniversary Employment 5 Paid Days Off 6 Paid Days Off 7 Paid Days Off 8 Paid Days Off

14 Paid Holidays * 14 Paid Holidays 14 Paid Holidays 14 Paid Holidays 19 PAID DAYS TOTAL 20 PAID DAYS TOTAL 21 PAID DAYS TOTAL 22 PAID DAYS TOTAL

Four Year Anniversary Five Year Anniversary Eight Year Anniversary Twelve Year Anniversary 9 Paid Days Off 10 Paid Days Off 12 Paid Days Off 14 Paid Days Off

14 Paid Holidays 14 Paid Holidays 14 Paid Holidays 14 Paid Holidays 23 PAID DAYS TOTAL 24 PAID DAYS TOTAL 26 PAID DAYS TOTAL 28 PAID DAYS TOTAL

*See the notes in the following section regarding the three month waiting period for new Team Members.

All paid time off will be paid in accordance with the long term schedule in place for the Team Member. For instance, if a Team Member is scheduled to work eight hours per day (and works eight hours per day prior to and after a paid day off), then their paid day off will be for eight hours; if a Team Member is scheduled to work five hours per day (and works five hours per day prior to and after a paid day off), then their paid day off will be for five hours.

For any long term absences from disabilities, injuries, maternity leave, jury duty, or other leaves of absences, the anniversary date is extended by the duration of the leave. The raise date still remains on February and August, with the raise amount being prorated based on the number of working weeks the Team Member can be evaluated for while they worked during their six months. The bonus opportunity for the unused paid time off is pushed forward by the duration of the leave of absence (a new annual anniversary date is then established by taking into account the duration of the absence).

After three months of employment, Team Members will be paid for recognized holidays (on days the school is closed) and for days when the school is closed because of excessive snow or other severe weather conditions (for Team Members on their first year of employment, paid time off can be used one month after the start of employment and paid holidays/weather closures will begin three months after the start of employment). Similar to paid days off, payment for these holidays or other closures will be based on the Team Member’s average number of work hours per day. The Team Member must work the business day before and the business day after to be paid for these holidays/other closures. The following is a list of recognized holidays and school closings:

 New Year’s Day  Martin Luther King Day  Presidents Day  Memorial Day  Independence Day  Victory Day  Labor Day  Columbus Day  Veterans Day  Thanksgiving Day (including the day after Thanksgiving)  Christmas Eve – 3pm closure  Christmas Day  Day After Christmas  New Year’s Eve – 3pm closure

If a holiday falls on Saturday, it will be observed on the preceding Friday and if a holiday falls on Sunday it will be observed on the following Monday.

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 58 of 115 Weather Cancellations: In the event of a substantial snowstorm or other weather event, there may be a delay or closing of the school. WJAR Channel 10 will announce this information on television and through their web site (www.TurnTo10.com).

Always call the Director if you are unsure of a closing. After three months of employment, Team Members are paid for days when the school is closed because of snow. Referral Bonus

Team Members are rewarded with $50 whenever they refer a child to the school who enrolls! Compensation

Wages are paid on an hourly basis. Team Members are eligible for salary increases in February and August of each year during the semi- annual performance review period (eligibility for a raise is based on evaluations, performance, accumulated training hours, write-ups, and many other factors). Training or furthering your education can also result in a pay increase. Payroll checks are distributed on Fridays at the end of the working day. The following is the Team Member Performance Review form (used for the six month Team Member evaluation):

 Begin each day by naming the things you are grateful for in your life. When you begin the day with gratitude, watch as your day unfolds with more and more things you can be grateful for.

 CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 59 of 115 A Child’s University: Team Member Performance Review This form is to be stored in each Team Member’s professional development binder as a tool to guide and work with each Team Member. This form along with an array of other sources will be used to determine each Team Member’s raise every six months. Evaluations occur on February 15 and August 15 with raises taking effect February 22 and August 22. If a Team Member’s evaluation occurs later than planned (because of scheduling conflicts with the evaluation period), the Team Member will still be paid back to the raise dates of February 22 and August 22. A progress evaluation will be completed May 15th and November 15th to discuss strengths and areas of growth prior to a Team Member’s formal evaluation. Team Members will be expected to complete this form as a self evaluation at each time period. For new Team Members or Team Members who were absent for an extended period of time, performance reviews will be modified to take into account the Team Member working for less than the full six months. Specifically, training hours, the calculation of the compensation amount, and so on will be pro-rated to account for the number of days actually worked within the six month period.

Team Member Name: ______Director’s Name: ______Date: ______

Evaluation Period (circle): February 15 August 15 Mid-Review Progress Report (circle): May 15 November 15

Evaluated Area Rating Comments on Evaluated Areas Rapport Communication Follow Through Educational Focus Environment Other

The Rating System 0 – Unacceptable 1 – Below Expectation 2 – Inconsistent Performance 3 – Meets Expectations 4 – Exceeds Expectations

Number of Days Absent

Training Programs at A Child’s University Mission Statement of Team Member Training Programs: Any coursework, classes, or other learning experience that will directly bring enrichment to the classroom. Total Training Hours in Six Months: ______Hours: ______Health (3 hour minimum) Hours: ______All other relevant training (12 hour minimum) 15 hours of total training must be completed every six months with at least three of these hours being health related (for a total of 30 or more training hours per year and a total of 6 or more training hours being health related).

Training examples: 1. Handbook Training Program (with exam questions) 2. Read an early childhood article and write a two paragraph response on your reaction (1 hour) 3. Attend a DVD training (2-4 hours) 4. Attend any early childhood conference (hours vary) 5. Participate in Care Courses (hours vary) 6. Continue or complete CDA work (hours vary) 7. Take an early childhood class (hours vary; it is possible to meet the entire year’s worth of training while completing) 8. CPR and First Aid training (class length)

Training Hours (30 hours or more required per year; at least 15 hours per every 6 month period). If at least 15 hours are not met by the six month scheduled review date, the Team Member will have to wait until their next review to be evaluated again (at which point 30 hours should be logged). This must be firmly adhered to for compliance with state licensing and our national accreditation - training hours can’t be even one day late (and there will not be any retroactive raises allowed). Meeting or exceeding training hours is essential to your success in the field of early childhood education.

The Team Member Re-Completes a “New Team Member Training” on the Following 2-Year Employment Anniversary Date: ______

Team Member’s Raise in Compensation: Every six months, a Team Member’s folder, professional development binder, overall performance, evaluations, review of any write-ups, days absent, feedback from enrolled families, feedback from co-Team Members, accumulated training hours, and more will be reviewed to determine the raise earned. Remember, if you receive a write-up (or other corrective action) during your employment or if you fail to meet the required training hours, you may not be eligible for a raise. It is important to remember that A Child’s University requires Team Members to attend trainings and to further their education (a minimum of 30 documented hours of training must be completed by every Team Member each year with 5 of these hours being from an outside source). These efforts will be reflected in raises.

Raise in Compensation

Raise Amount:: $ ______Effective Date: ______

We are honored to have you as a special member of our family at A Child’s University!

CONFIDENTIAL | © 2012 A Child’s University | Not Endorsed By, Approved By, Or Affiliated With NAEYC Or Any Other Organization Page 60 of 115 A Child’s University | Team Member Evaluation Customer Service______Team Member remains focused on providing a rich customer experience where they are frequently seen going above and beyond for families, greeting others warmly, conversing positively and enthusiastically with families, and bring joy and happiness to the school and their classroom.