Tree Hill Preschool Early

Childhood
Policies and Procedures
Handbook

2013-2014
Hayley Morgan

Table of Contents
Introduction
.Page 4
Mission
Statement
.Page 4
Staff
.Page 5
Important Phone
Numbers..Page
5
Address
.Page 5
Philosophy of Miss
Morgan..Page 5
Enrollment
Page 7
Equal Educational
OpportunityPage 7
Eligibility
.Page 8
Inclusion
Page 8
Admission and
Fees
Page 8
NAEYC Early Childhood Program Standards
.Page 9
Relationships
Page 9
Curriculum
.Page 9
Daily
Schedule
Page 10
Teaching..
..Page 11
Assessment of Child
Progress..Page 11
Health
.Page 12
Teachers
....Page 12
Families
..Page 12
2

Physical Environment.
..Page 13
Leadership and Management...
Page 13
Arrival and Departure of
Children..Page 14
Transportation..
Page 14
Attendance...
Page 15
Classroom Management ..
..Page 15
Room
Arrangement
Page 15
Technology
..Page 15
Field
Trips
Page 16
Child Guidance, Discipline and Challenging
Behaviors.Page 16
Challenging
Behavior.
Page 17
Food and
Nutrition..
Page 18
Snack
Page 18
Birthday Snack Guidelines...
.Page 18
Communication with Families..
.Page 19
Open Door
Policy.
Page 19
Grievance
Policy..
.Page 19
Family Involvement
..Page 19
Family Teacher
Conference..Page
20

Health and Safety

ProceduresPage 21
Health Records and
Immunizations.Page 21
Health and Safety Records...
..Page 21
General Health and Safety Guidelines for Teaching
Staff....Page 21
Illness Policy and Exclusion of Sick
Children..Page 22
Safety, Procedures in Classroom...
.Page 22
Outside
Play
.Page 23
Cleaning and
Sanitization
Page 23
Hand Washing
Practices..Pag
e 24
First Aid
Kit
..Page 24
Fire
Safety
.Page 25
Fire and Tornado Drills...
.Page 25
Emergencies and Notifications of
Accidents...Page 25
Building Emergency Plan (Lockdown)
...Page 25
Smoke Free
Facility
Page 26
Child Protection
Policies.Page
26
Appendix
..
.Page 27

Welcome to Tree Hills Early Childhood Preschool

Programs!
Introduction:
Tree Hills Early Childhood Preschool Program was awarded the
Gilly Hopkins Early Childhood Program of the Year Award in 2012.
Along with this, our mission is to allow families of children have a place
for their child to receive the nurturing and education they need at their
age for no extra cost. Families with diverse backgrounds and with
children that require special attention should not have to pay extra for
their child to receive education. We are all seen as equals here at Tree
Hill Preschool, and we will do whatever it takes to prepare your child
with the skills necessary to achieve in kindergarten and in life. We are
NAEYC (National Association for the Education of Young Children)
5

certified, meaning we follow their standards concerning the teaching of

early childhood education.
These topics include relationships,
curriculum, teaching, health and many more. The preschool classroom
provides an opportunity for all four-year-olds to take part in planned,
active learning experiences to build their readiness skills.
This
program also serves children on individualized education plans (IEP)
that are transitioning from Early Access Services into the public school
system. Classroom environment is essential for making the child feel
safe and comfortable while learning occurs. Technology such as iPads
and computers are implemented into the classroom to give the
children different experiences and to explore many things that the
Apps can provide for them. We have a daily schedule at the preschool
that will prepare the children for the schedules they will have in
kindergarten and elementary school. The teaching strategies in our
preschool are not the traditional ideas of teaching that are used in
classrooms. For our children, to teach them the ABCs we do not sit
them down and teach them the alphabet. We teach them the
alphabet by doing activities that will interest them such as reading
stories, talking about stars and playing with blocks. Many people do
not find it necessary to have their child enrolled into preschool. We
believe that preschool is the step that is necessary to transition
children into kindergarten. Preschool teaches kids how to be students,
learn to socialize with others, take turns, get the teachers attention
and give the children an upper hand on subjects such as numbers,
letters and shapes.

Mission Statement:
The mission of Tree Hill Preschool Early Childhood Program is to provide
all students the skills and tools necessary to be successful. We will
accomplish this by valuing each individual child and by providing a
caring environment that promotes personal growth. We will partner
with families and community partners to provide high quality education
through hands on learning experiences, predictable routines, and a
preschool curriculum that is directly aligned with the NAEYC Standards.

Staff:
Principal:
Diana White
Secretary:
Stacey Carr
Teachers:
Hayley Morgan
Kelly Brennan

Tyler Zimmer
Teacher Assistant:
Sydney Geyer
Mary Kate Gallagher
Jamie Boden
School Nurse:
Ashley Emrich

Important Phone Numbers

Tree Hill Preschool- (724) 724-4213

Transportation Office: Director Rick Payne- (412) 235-8763

Address
123 Tree Hill Drive
Tree Hill, PA 15044

Philosophy of Miss Morgan:

Miss Morgan has been a teacher here at Tree Hill Preschool for two
years now. Here is her philosophy for her classroom and what she
believes teaching is all about:
My philosophy of education is that students will learn not only in
the classroom, but also by outside experiences. Facts and numbers are
only a part of education; learning to be yourself, and morals and
opinions are all a part of what I want my students to learn from being
in my class. Learning is equal for all students. Someones background
and how he or she are raised should have no effect on the education
he or she receives. We should all be treated with the same amount of
respect, care and attention, which all students will receive. I believe in
as much play as possible in the preschool environment.
At this age, play is vital for the children to express themselves
and to understand concepts in the world. We vitalize play as much as
possible in the classroom. Each day, I set aside a time for free play.
Free play allows the students to play with any of the toys in the room
for thirty minutes. During this time, social skills are being formed
between interactions with other students, and the children are opening
their minds by creating situations between the toys.
As a teacher, it is my responsibility to be a good role model for
my students. I am patient with them, so they will learn to be patient
with each other; I am kind, so they will learn to be kind; and I have an
enjoyable classroom, so they will learn to have fun in life and to make
7

the best out of the worst situations. What I have come to learn from
the past is that people learn from example. You could tell someone
how to live and what to do, but if you yourself are not taking your own
advice, then they will surely not take it either. I teach with the
philosophy of leading by example.
Firstly, our role as teachers in the 21st century is to incorporate
technology into the classroom. Teachers that do not take advantage of
these tools are depriving their students from learning in new and
exciting ways. I have my students playing APPs on iPads, reading
storybooks from the Kindle, and watching iMovies in order for different
types of learning to stimulate the brain. These advanced machineries
keep students more interested and enthused by learning in the
classroom compared to using the chalkboard all the time. I stay up to
date by taking classes of new trends in technology and also by
receiving newsletters and magazines to keep up with the passing of
laws and trends in education. The purpose of preschool education is to
prepare children for kindergarten and eventually the real world, and
integrating technology into the classroom is doing just that. I send
home educational Apps that parents can download onto their iPads or
iPhones for their children to play at home that are energizing and
enthusing. These everyday Apps allow the children to learn even
outside of the classroom. Apps make learning more accessible. For
example, a child can now play an App on their parents iPhone while
they drive to the grocery store. In a world where everyone is busy
rushing around trying to get things done, learning and teaching
children should not have to suffer. These Apps allow even the busiest
of families, some time for their child to learn out of school.
Based off of Stephen Coveys book, 7 Habits of Highly Effective
People, the purpose of education is to have a win-win mentality. As
human beings, we are naturally competitive; if someone is failing, we
think we are succeeding. The purpose of education is to learn to be
cooperative and not competitive. This theory does not mean that
trying your hardest to accomplish is bad; win-win can mean
agreements or solutions are mutually beneficial and satisfying. My job
as a teacher is to make every student in my classroom succeed to the
greatest of his or her ability. It is also my job to encourage the
students that are ahead of others to never forget to cheer on their
peers to reach the same level as them. I implement this attitude by
reading childrens stories that encourage children to treat others they
way they would want to be treated. I also do the tactic of if you were
in their shoes to get the children to think outside their situations and
try to see the points of views of others. In order to achieve this goal
one must have integrity, maturity and an abundance of mentality. He
or she must stick to their morals and commitments, express thoughts
and ideas with the consideration of others in mind and believe that
there is more than enough for everyone. Teachers need to set an
8

example for their students in the classroom as well as in society to not

be selfish and encourage others who are lacking. Having a win-win
attitude is a frame of mind and heart that constantly seeks mutual
benefit in every area of life.
Communication is key when it comes to involving parents in the
education of their child. I have a blog available for all
parents/guardians called, Miss Morgans Extraordinary Students. This
blog includes all activities we are doing in the classroom. On this blog,
I also post what upcoming events are happening for the month and
how the parents can help get involved. I am always open for
suggestions, there is a comment section that parents can choose to
write in anonymously if they have any suggestions. This way, parents
stay connected in what their child is being taught and can collaborate
ideas for school events. For more personal information about the
progress of their child, email, phone calls and parent meetings are all
ways I will keep parents updated. During this time, parents can
mention or relay concerns they have, and I can inform them on
observations I have witnessed.
Children are like flowers; they are varied and need care, but
each is beautiful alone and glorious when seen in the community of
peers. That quote was by Friedrich Froebel and is what I would like to
base my teaching off of. Too many teachers do not appreciate the
blessing that each child brings to the classroom. I make it my goal to
never take advantage of that blessing and to give each child the care
and attention he or she need in order to succeed. Based off of
observations and personal experiences, students do the most learning
when they are encouraged in a positive way instead of being belittled.
If students are not encouraged to learn, they will shut down and give
up. Jean Jacques Rousseau once said, I may be no better, but at least
I am different. Teaching styles should include the positive attitude of
Rousseau. I teach my students to have good morals and self-worth and
to learn to be different. Froebels idealistic approach and appreciation
that children should be free to express themselves through play and to
develop their spiritual growth should also be a part of any teachers
teaching approach. My philosophy of teaching at Tree Hill Preschool is
to allow the children to be themselves through play, teach them how to
treat others fairly and to encourage learning any time of the day.
https://www.stephencovey.com/7habits/7habits.php

Enrollment
Equal Educational Opportunity
It is the policy of Tree Hill Preschool that all children receive equal
opportunities to receive education. We do not discriminate against

students based off of sexual orientation, race, religion, color, national

origin, marital status or disability. Students are educated about people
with different backgrounds to gain knowledge, respect and
appreciation for diverse cultural groups, research various roles that
men and women have in society and discuss family situations that may
be different than their own.

Eligibility
In order to attend Tree Hills Preschool Program, the child must be four
years of age by September 10th, 2013, excluding those who are on an
Individualized Education Plan. For students on IEPs, transitioning from
Part C Early Access to Part B can e enrolled into this preschool program
at three years old. Registration requirements are available either
through Tree Hills secretary, Stacey Carr, or on the preschools
website, www.treehillprek.edu, under Registration. Registration is
available until all spaces are filled.

Inclusion:
Tree Hill preschool includes all children, including those with disabilities
and unique learning needs. Modifications are made in the environment
and staffing patterns in order to include children with special needs.
Each teacher and teaching assistant has at least a minor in special
education, so they are fully equipped to teach the student for their full
potential. Staff members are aware of the identified needs of
individual children and are trained to follow through on specific
intervention plans. It is our belief that inclusion not only benefits the
student with the special needs, but also benefits the other children.
Studies have been made known that inclusion has long-term benefits
to preschoolers who are included in those classroom. Inclusion allows
the typical developed child to have a greater understanding for other
children who are different from himself/herself. By being exposed to
specially needed children at a young age, he/she is able to develop
empathy at a young age. We believe that inclusion benefits all who
are involved for the better.

Admission and Fees:

The tuition-based half day preschool admission is on a fist-come, firstregistered basis unless a child is on an IEP. If for any reason, a family is
10

not able to pay the full price of tuition, the Pennsylvania Grant will
provide the means for the child to attend Tree Hill Preschool. If a child
meets the criteria of the grant, they attend preschool at no cost. Part
of the Pennsylvania Grant required free and reduced lunch. To register
your child for preschool, parents need to call the Tree Hill Preschool
office. Registration is held in both the spring and fall. All paperwork
must be completed and submitted before your child can attend
preschool.
Preschool Tuition:
4 days/week
$25.00/month

5 Days a week
$30.00/month

(For children who do not meet the criteria of the Pennsylvania Grant)
Reduced fees are available upon request with proof of income. A copy
of your monthly paycheck stub needs to be attached to the
free/reduced application to be turned in on or before the first day of
preschool if you wish to apply for reduced preschool fees.

NAEYC Early Childhood Program Standards:

Tree Hill strictly follows the standards that NAEYC requires. NAEYC is
concerned for the overall well-being for all young children and that is
the standard we follow. Each requirement and area of achievement is
covered and established in the classroom. These include relationships,
curriculum, health, teachers, community and the areas of development
that each young child should have developed in preschool.
Relationships:
The program promotes positive relationships among all children
and adults to encourage each childs sense of individual worth
and belonging as part of a community and to foster each childs
ability to contribute as a responsible community member
We believe that preschool is a place to introduce the idea of
socialization. This is a place for the child to learn how to play with
others. This is a skill that the children will carry with them for the rest
of their lives. Even as an adult, you have to learn how to work with
others and to get along. We encourage individualism by reviewing
families with different backgrounds and family life. For example, we
will read stories, watch videos and sing songs about people in various
countries, different skin colors and diverse family lives. This will help
children to see the several points of views and to experience how it
feels to be someone else other than himself or herself. We also
11

encourage parent/guardian and child relationships by having an annual

Family Night. Family night is open to everyone in the childs
immediate family and includes games, food, prizes and other fun
activities that help promote the idea of families working together as a
team. Lastly, we encourage children to see themselves in a positive
way. We exemplify the fact that each child is special and important in
this world. Children who see themselves as highly valued are more
likely to feel secure, thrive physically, get along with others, learn well,
and feel part of a community.
Curriculum:
The program implements a curriculum that is consistent with its
goals for children and promotes learning and development in
each of the following areas: social, emotional, physical,
language, and cognitive.
Curriculum is a framework for learning opportunities and
experiences. It is a process by learners to obtain knowledge and
understanding, while developing readiness and life skills. It should not
be set in stone; it will be adjusted and revised according to the learners
to make learning fun, exciting and valuable. Learning will not be
forced; it is self-initiated and is done in group activities as well as
individually. Curriculum addresses language arts, math, social studies,
science and comprehensive arts such as music, art and drama while
developing the areas of social, emotional, physical, and cognitive
development.
Social:
Socially, the children will develop this skill by playing with the other
children. Sharing is strongly advocated at Tree Hill so the children
learn how to get along well with others. If there are problems with
sharing, we either set amounts of time for each child to play with the
object or if that does not work, we allow neither to play until they learn
to share.
Emotional:
On the emotional scale, all preschool teachers treat the children in a
positive and encouraging manner to build up the childs self-esteem.
Every accomplishment is noted and the children become more
confident in their achievements.
Physical:
Physically, we focus on fine motor skills and gross motor skills. Fine
motor skills focus on the smaller muscle development, this can be
established through coloring, using scissors and managing buttons.
Gross motor skills include the development of larger muscles that have
to do with skipping, running and balancing. Our outdoor playground
including swings, a jungle gym, monkey bars and many more all
encourage gross motor development. Everyday, weather permitting,
12

the children are given thirty minutes outside to release energy and to
mature these larger muscles.
Language and Cognitive:
Language and cognitive development are both encouraged through the
use of formal and informal conversations, assessments from activities
and the use of childrens literature in the classroom. Formal and
informal conversations between staff members and students allow the
child to think in terms of the real world as well as learn how to have
conversations. Each areas of curriculum is addressed everyday. There
is a daily schedule that all children follow to keep learning consistent
and prepare them for the schedule kindergarten follows:
Daily Schedule:

Large and Small Group Activities

Self-initiated Play
Learning Center Activities: (Art, Science, Writing Table,
Manipulatives, Block Center, Books Center, Dramatic Play,
Computers, Sensory, Listening Center
Story Time
Individual Activities
Outdoor Activities
Music and Movement
Lesson plans for each week are available in the classroom showing how
these activities are incorporated into the daily schedule. Daily notes
and newsletters will be sent home to families in childrens backpacks.
They will also be posted on the teachers blog for further information.
Teaching:
The program uses developmentally, culturally, and linguistically
appropriate and effective teaching approaches that enhance
each childs learning and development in the context of the
programs curriculum goals.
The teaching staff uses multiple instructional approaches to optimize
childrens opportunities for learning. Depending on the children in the
background, the teacher decides which instructional strategies will
most benefit the students in the classroom.
These can include
different interests, backgrounds, learning styles, needs and capacities.
The teachers consideration of these differences when selecting and
implementing instructional approaches helps all children succeed.
Many classrooms, depending on the students, will include teacher
assistants or teacher aids and specialized teaching and support staff.
Whether one teacher works alone or whether a team work together,
13

the instructional approach creates a teaching environment that

supports childrens positive learning and development across all areas.
Assessment of Child Progress:
The program is informed by ongoing systematic, formal, and
informal assessment approaches to provide information of
chidrens learning and development. These assessments occur
within the context of reciprocal communities with families and
with sensitivity to the cultural contexts in which children develop.
Assessment results are used to benefit children by informing
sound decisions about children, teaching and program
improvement.
Assessment of the children relies on the knowledge of each child on a
personal level. Tree Hill preschool teachers get to know each and
every child on this personal level by formal and informal talk.
Informally, teachers ask about the childs interest, disinterests and
favorite things. Formally, the teachers observe and document all
development to record improvements they detect.
Systematic
assessment is essential for identifying children who may benefit from
more intensive instruction or who may need additional developmental
evaluation. This information ensures that the program meets its goals
for childrens learning and developmental progress.
At the beginning and ending of each school year, each child is given an
assessment. This form asks questions the child to do things such as
count from one to the however high they can count. The teacher fills
out the form and compares the childs progress from the year. An
example of this test can be found in the appendix.

Health:
The program promotes the nutrition and health of children and
protects children and staff from illness and injury.
In order for the child to receive as much learning as possible, the
children must be as healthy as possible. Health is a state of complete
physical, oral, mental, and social well-being. Children rely on adults to
make healthy choices for them and to teach them to make healthy
choices for themselves.
We promote healthy practices such as
washing hands, brushing teeth and bathing. Nutritionally, we teach
the children the food pyramid and how certain foods affect their health.
We promote healthy foods such as fruits and vegetables by having
them available for snack time. As teachers, teaching by example, we
have all made oaths to be as healthy as possible. That way, when a

14

child sees us eating an apple instead of a candy bar, they are

encouraged to eat the same way as well.
Teachers:
The program
educational
commitment
development
interests.

employs and supports a teaching staff that has the

qualifications,
knowledge,
and
professional
necessary to promote childrens learning and
and to support families diverse needs and

Teachers either inhibit the childs learning, or allow it to blossom. The

Tree Hill Preschool Program makes sure that each student will reach his
or her full learning potential. Hiring the best and most qualified
teachers starts this. All teachers listed, Miss Morgan, Miss Brennan and
Mr. Tyler as well as the teacher assistants all graduated from Seton Hill
University with a early childhood education major and special
education minor.
Seton Hills education program requires their
students to start observations as early as freshman year to become
familiar with the consistencies of the child. They have been trained to
recognize developmentally appropriate steps for the children, how to
organize their classrooms and how to involve the families in the childs
learning. Although they have received the highest amount of training
in the state of Pennsylvania, they are not finished with their learning.
All teachers and teaching assistants make it part of their personal
growth to participate in ongoing professional development to ensure
their knowledge and skills reflect the professions ever-changing
knowledge base.
Families:
The program establishes and maintains collaborative
relationships with each childs family to foster relationships with
each childs family to foster childrens development in all
settings. These relationships are sensitive to family composition,
language, and culture.
Families are also another huge contributor to the learning of the child.
The family is the support system that the child is motivated from to
continue their learning and to improve on skills they have
accomplished. At Tree Hill, we develop relationships with the family by
getting to know how they operate. At the beginning of the year, we
ask that each family fill out a questionnaire about their family and their
child. Along with that, we have parent teacher conferences to start
developing that relationship. We establish relationships with families
based on mutual trust and respect. We also ask the families to fully
participate in the program. This includes asking for parent volunteers
on field trips and having parents with interesting professional careers
15

come into the preschool to share more about what they do for a living
with the students. By creating relationships with families, the children
are encouraged at school and at home to learn and evolve their skills.
Physical Environment:
The program has a safe and healthful environment that provides
appropriate and well-maintained indoor and outdoor physical
environments. The environment includes facilities, equipment,
and materials to facilitate child and staff learning and
development.
A well-organized and equipped classroom allows for the child to learn
as much as possible. Each classroom is set up to allow for a soothing
and calm environment. Overwhelming the child can be harmful to the
learning experience by being stressful and overbearing. Each area of
development in the room is strategically organized and set up so that
the loud areas such as blocks do not disturb the peaceful areas such as
the book center. We make sure that there are no hazardous objects
and placements in our classrooms as well. Each plug has a stopper so
the childs fingers will not go in the socket, and chairs and desks are
placed at appropriate lengths from each other to prevent tripping and
stumbling.
Leadership and Management:
The program effectively implements policies, procedures, and
systems that support stable staff and strong personnel, fiscal,
and program management so all children, families, and staff
have high-quality experiences.
Leadership and management are both vital to the requirements Tree
Hill Preschool Program promises. Teachers are leaders not only for the
children, but for families. Leaders provide examples for their followers
and they lead by example. Teachers require leadership skills by
attending conferences to improve on these skills and also from their
experiences of being teachers. Management is of upmost importance
for it reflects the success of our preschool. Excellent preschool
programs
require
government
structures,
competent
and
knowledgeable leadership and well- functioning administrative policies,
procedures and systems. Effective leadership and management create
environment for high-quality care and education.
Information found on:
http://www.naeyc.org/files/naeyc/Position%20Statement%20EC
%20Standards.pdf

16

Arrival and Departure of Children:

Full Day Preschool: 8:00-3:30 Monday-Friday
Half Day Preschool: 8:00-11:30 a.m. and 12:30-3:30 p.m. MondayThursday
There is NO school on Friday for the Half Day Preschool
When bringing your child to school, we ask that you park your car in
the parking lot and turn off the engine before entering the building no
sooner than 8:00 a.m. to assure supervision is available. Please hold
your childs hand as you enter the building to decrease the possibility
of an accident. Parents or legal guardians must either accompany
children to the classroom at the beginning of the day or leave their
child in the care of one of the teaching staff. No child will be permitted
to leave the building without an adult.
All motor vehicles transportation provided by parents, legal guardians
or others designated by parents or legal guardians will include the use
of age-appropriate and size-appropriate seat restraints.
Other than parents or legal guardians, only persons with prior written
authorization (Parent Consent Form) will be allowed to pick up a child
from the school. Anyone who is unfamiliar to teaching staff, including
authorized individuals, will be asked to present photo identification
before a child is released to them.
A sample of the Parent Consent Form can be found in the appendix.

Transportation:
Transportation is offered to students in the Tree Hill Community School
District.
Arrangements can be made through the Tree Hill
Transportation Office.
Making a smooth transition from home, daycare, or a bus to preschool
and back is important for your childs safety and well-being. It is very
important that you, as a parent, communicate with your child and your
childs teacher about his or her arrangements for getting to and from
preschool. Tree Hill Community School District Bus Transportation may
be available based on eligibility. Prior arrangements need to be made
with your childs teacher so that the bus route can be established.
Parents may also choose to bring children to and from preschool.
When you register your child, you need to indicate who may or may

17

not pick up your child. It is very important that this information of your
childs records is updated regularly to ensure your childs safety.
For children who have special needs for transportation, the facility will
use a plan based on a functional assessment of the childs needs
related to transportation. Any accommodations indicated in the childs
IEP would be implemented as described.

Attendance:
Students who have enrolled for classes at Tree Hill preschool are
expected to be in school for the full session and are expected to be
punctual in their arrival and departure. Students are not expected to
be absent any more than is necessary for health reasons or
appointments. Irregular attendance interferes with the progress of
your child and others as teachers find themselves taking class time to
repeat information and make adjustments for those students who have
been absent.
Please call the Tree Hill Early Childhood Preschool Program office with
the reason for an absence no later than 8:00 a.m. For safetys sake, if
a student is absent without notification, the school teaching staff will
attempt to contact the family to verify the childs absence from school.

Classroom Management
Room arrangement:
Room arrangement is vital to the atmosphere of Tree Hill Preschool.
When space is well organized, with open pathways that clearly lead to
activities that offer enough to do, children manage on their own. They
can move freely from one activity to another, giving the teacher an
opportunity to attend to individual children according to their needs.
Space not well organized creates problem areas. To avoid this, we
separate the noisy areas of the class from the peaceful, meditative
ones. For example, the reading center is far away from the play dough
center and block station.

Technology:
As a modern and relevant preschool, Tree Hill believes that technology
helps the child flourish in ways that a regular lesson cannot always do.
At the preschool age, the children are exploring the world through a
variety of media (crayons, paints, markers, blocks, dramatic play
materials, etc.) and digital technologies provide one more outlet for
18

them to demonstrate their creativity and learning. Technology allows

children to freely explore touch screens loaded with a wide variety of
developmentally appropriate interactive media experiences that are
well designed and enhance feelings of success. We use technologies
such as iPads for the use of their Apps, iBooks and assistive
technologies.
Apps:
Apps allow the children to explore subjects addressed in class into a
further level. For example, after learning a lesson on science about the
formation of rainbows, we use the Preschool Science App (available
in the App Store) to let the children further explore that subject.
iBooks:
iBooks are an opportunity to let the children explore stories and
content in a different form than paper-back. The rising of Kindles and
other tablets have the future of ordinary books questionable, so we
make sure the children are familiar with technology-based books.
iBooks also allow children to create and draw their own storybooks.
We allow each child during their free time to create iBooks that can be
printed out and read to the class.
This celebrates childrens
accomplishments and encourages them to use technology.
Assistive technologies:
Assistive technologies include assistive, adaptive and rehabilitative
devises for people with disabilities. There are many qualities on the
iPad that can be used to adjust to a persons needs, such as enlarging
the font size and a read-back voice to read aloud what is on the screen.

Field Trips:
Field trips are an important and exciting time for the children to learn
and explore outside their usual environments. All field trips are
relevant and reinforce what has been taught or will be taught in the
classroom. Tree Hill Preschool provides time and funding for field trips.
Parents are informed of each field trip through a newsletter and
calendar well in advance. A parent or legal guardian must sign an
informed consent form for trips. Adult family members or school
employees may be asked to volunteer to go on these trips to provide
increased supervision and support adult/child ratios. A notice posting
the dates, time of departure, time of return, and the destination
location will be given at least 48 hours before the field trip. Each child
will be assigned to an adult in a small group for every part of the trip.
A first aid kit, emergency contact information, and emergency
transport authorization for the children in the group will be taken on all
trips. Children will be counted every 15 minutes while on the field trip
to ensure safety. Children will never be left alone in a vehicle or

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unsupervised by an adult. At least one staff member on the trop will

have a cell phone available at all times.

Child Guidance, Discipline & Challenging Behaviors

Teaching staff will equitably use positive guidance, redirection and
planning environmental and instructional supports to prevent
problems. Teaching staff will encourage appropriate behavior through
the use of consistent clear rules and expectations, involving children in
problem solving to foster the childs own ability to become selfdisciplined, and the use of positive behavior support strategies.
Teaching staff will encourage children to respect other people, to be
fair, respect, property and learn to be responsible for their actions.
Teaching staff will use discipline that is consistent, clear,
developmentally appropriate and understandable to the child. They
will help children learn to persist when frustrated, play cooperatively
with other children, use language to communicate needs, and learn
turn taking.
Discipline is a part of teaching. It helps children better understand
inner control and appropriate behaviors when interacting with others in
a group setting. Our preschools support children participating in
activities without disruptive behavior from others, though we know
there will be conflicts. Our goal is to support children during conflicts
by giving them strategies that help them resolve conflicts. Another
goal is to provide positive behavior supports in the form of social
stories, visual supports, environmental supports, and friendship skills
to prevent behaviors before they can occur.
Healthy self-esteem is reflected in appropriate behavior choices. A
discouraged child may act out and provide us with clues we can use
to help this child regain more positive feelings. We base our guidance
decisions on what we believe best meets an individuals needs without
sacrificing the needs to the group.
The following conflict resolution strategy is used in your childs
preschool program. We have found this to be effective in helping
children resolve conflicts.
1. Approach calmly
2. Acknowledge feelings
3. Gather information. You seem to be upset. Talk to one
child/person and then the other.

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4. Restate the problemaccording to what the child said, not what

you think. Be specific.
5. Ask for ideas for solutions and choose one together. What do
you think we could do?
6. Be prepared to give follow-up support.
With adults as models, children learn to talk through their problems
with each other. Teaches help, as needed, to guide children to reach
fair and mutually respectful conclusions to their conflicts. If a solution
cannot be reached, both children may be given teacher-directed
choices to help them resolve the conflict. Over time, the goal is for
children to become independent problem-solvers.

Challenging Behavior:
The teaching staff is highly trained, responsive, respectful and
purposeful. The teachers anticipate and take steps to prevent
potential challenging behaviors. They evaluate and change their
responses based on individual needs. Teachers promote pro-social
behavior by interacting in a respectful manner with all children,
modeling turn taking and sharing as well as caring behaviors, helping
children negotiate their interactions and many more. Teaching staff
will guide children to develop self-control and orderly conduct in
relationship to peers and adults. Children will be taught social,
communication and emotional regulation skills. If a child displays
persistent, serious and challenging behavior, the teaching staff,
parents and Tree Hills support system will work as a team to develop
and implement an individualized behavior plan that supports the
childs inclusion and success.
Aggressive physical behavior toward staff or children is unacceptable.
Teaching staff will intervene immediately when a child becomes
physically aggressive to protect all of the children and encourage more
acceptable behavior.
For acts of aggression and fighting (biting, scratching, hitting) staff will
set appropriate expectations for children and guide them in solving
problems. This positive guidance will be the usual technique for
managing children with challenging behaviors rather than punishing
them for having problems they have not yet learned to solve.
In addition, staff may:
1. Separate the children involved
2. Immediately comfort the individual who was injured
3. Care for any injury suffered by the victim involved in the incident
4. Notify parents or legal guardians of children involved in the
incident
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5. Review the adequacy of the teaching staff supervision

Food and Nutrition

Snack:
A snack is served midmorning and/or mid-afternoon daily. Two food
groups will be represented at each snack time as outlined in USDA
guidelines. The preschool serves a wide variety of nutritional snacks,
and encourages children to expand their tastes by at least trying a
portion of the food offered. Snacks and meals are at least two hours
apart but no more than three hours apart. Please visit with your childs
teacher to discuss your childs food costs.

Birthday Snack Guidelines

Birthdays are an important and significant event in the life of a child.
They afford the opportunity for children to be given special recognition.
Accordingly, students who wish to bring treats for the class on their
birthday may do so. Our District Wellness Policy recommends that
students consider nutritious snacks as an alternative to candy. Food
that comes from home for sharing among the children must be either
whole fruits or commercially prepared packaged foods in factory-sealed
containers. The teacher will provide families a list of foods meeting the
USDAs Child Care Food Program guidelines. Those who have summer
birthdays are welcome to choose a school day to celebrate with their
class. Invitations to parties outside of school that do not include the
entire class will not be distributed at school.

Communication with Families:

This program promotes communication between families and staff by
using written notes as well as informal conversations or e-mail.
Families are encouraged to send written notes with important
information so all the staff who work with the child can share the
parents communication. Teaching staff will write noes for families no
less than weekly. Staff will use these notes to inform families about the
childs experiences, accomplishments, behavior and other issues that
affect the childs development and well-being. Parents are encouraged
to maintain regular, on-going, two-way communication with the
teaching staff in a manner that best meets their needs. They can
communicate by email, notes, phone calls or in person.

Open Door Policy:

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Parents and legal guardians are always welcome to visit the preschool
classroom. As a safety feature, all parents and visitors will enter
through the designated doors, which remain locked during school
hours. A buzzer is in place to assure safety. Visitors are asked to
please use discretion with regard to bringing babies and toddlers to
school as young children may disrupt class sessions. Please check in
with the office staff and wear a Tree Hill Preschool visitors badge while
in the school building.

Grievance Policy:
Open and honest communication between families and the preschool
program is an essential component of a high quality early childhood
program. We want you to be confident that your child is being well
cared for and is having a quality experience. If there is ever a time you
have a concern regarding your child, we want to encourage you to
address your concern to your childs teacher. From there we can
receive additional help from the Tree Hill principal if needed.

Family Involvement:
Tree Hill Preschool Program encourages families to be very involved in
their childs education by observing their children during the day when
possible and meeting with staff. Family members are welcome to visit
at any time during the day. Teachers use a variety of formal and
informal ways to become acquainted with and learn from families
about their family structure and the way their family works. We
encourage all children and families to share their racial, religious and
cultural backgrounds if they would wish to share. Families are
surveyed in enrollment paperwork and through other questionnaires
during the year regarding their family, beliefs and preferences. Staff
members communicate with families, on at least a weekly basis,
regarding childrens activities and developmental milestones. Family
teacher conferences are held in both the fall and spring semesters, as
well as when either party requests. There is also the annual Family
Night we host every year.
There are many ways families can get involved with their childs
education. We invite you to become involved in one or all of the
following ways, and welcome other ideas as well.
1. Attend family meetings.
2. Support your childs transition to school by sharing information
about your childs interest and abilities.

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3. Keeping the teacher informed of changes and events that might

affect your child. This allows the teacher to be more responsive
to your childs needs.
4. Take time to read the classroom parent bulletin board.
5. Return all forms, questionnaires, and so on, promptly.
6. Check your childs folder in his/her backpack each day.
7. Participate in field trip activities and Family Night
8. Share any of your families cultural traditions, celebrations or
customs.
9. Help with special events. This can include preparing materials at
home, making phone calls, preparing flyers, cleaning afterwards
or etc.
10.
Ask questions!

Family Teacher Conference:

The preschool program will have two formal parent teacher
conferences, one during the fall and the other during the spring. The
teacher will send home a sheet before the conference asking you to
consider what new skills you see your child developing at home, to
think about what youd like more information about the classroom, and
whether you have new or different goals for your child. During the
conference the teacher will share results of classroom assessments
and samples of your childs work. Together you can make a plan to
continue to encourage your childs growth and development.
A translator will be provided for ELL families.
1. Sign up for a meeting time. This can be done on the classrooms
blog site. Phone calls are also available to set up a meeting.
2. Plan for the conference. Before you go, write out questions you
would like to ask. For example, does my child get along with
others? What are my childs strengths and weaknesses?
3. Keep an open mind. Your goal is to work for cooperation
between you and your childs teacher.
4. Ask to see your childs work.
5. Ask for suggestions. If your child is doing well, ask what you can
do to keep on a positive track. If there are problems, ask what
you can do to help.
6. Clarify and summarize as you go. Teachers sometimes use
educational buzzwords, if you do not understand something, just
ask.
Please make every effort to attend your conference, and if you
absolutely cannot, contact your childs teacher to line up another time.

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Health and Safety Practices & Procedures:

The Tree Hill Early Childhood Preschool Program is committed to
promoting wellness and to safeguard the health and safety of children
and adults who participate in our program. In order to provide a safe
and secure environment for every child and adult, we follow guidelines
required by the NAEYC and other regularity agencies in the field.

Health Records and Immunizations:

Before a child begins the program, health records that document the
dates of services shall be submitted that show the child is current for
routine screening tests and immunizations according to the schedule
recommended by the Pennsylvania Department of Public Health.

Health and Safety Records:

Health and safety information collected from families will be
maintained on file for each child in the school nurses office. Files are
kept current by updating as needed. Health records document the
dates of routine screening tests and immunizations. The content of the
file is confidential, but is immediately available to administration or
teaching staff that have consent from a parent or legal guardian for
access to records.

General Health and Safety Guidelines for Teaching

Staff:

All staff must be alert to the health of each child, known

allergies, or special medial conditions.
All staff must be alert to the whereabouts of all children. This
requires the accounting for children at regular intervals
especially during periods of transition.
All staff are to follow proper procedures for hand washing, using
disinfectant and following universal precautions to prevent
infections.
All staff is familiar with evacuation routes and procedures.
All staff members are certified to preform CPR if needed.
All staff members are required to complete a training session
once a year on how to prevent the spread of germs in the
classroom.

Illness Policy and Exclusion of Sick Children:

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For the health and safety of all children, it is mandatory that sick
children not be brought to school. If your child has any of the following
symptoms during the night, he or she will not be admitted the
following morning for the safety of the other children.

The

Fever greater than 100 degrees F

Vomiting
Diarrhea
Pink eye
Cough with congestion and excessive nasal discharge
child will be allowed to return after:
Fever free for 24 hours
Chicken pox: one week after onset
Strep: 24 hours after initial medication
Vomiting/Diarrhea: 24 hours after last episode
Conjunctivitis: 24 hours after initial medication or when without
drainage

Upon arrival at school, each child is observed by teaching staff for

signs of illness or injury that could affect the childs ability to
participate in the daily activities. When a child develops signs of an
illness during their day at preschool, parents, legal guardians or other
person authorized by the parent will be notified immediately to pick up
the child. While you are making your way to pick up the child, we
provide him/her with a place to rest until whomever arrives. If the
child is suspected of having a contagious disease, then, until he or she
can be picked up, the child is located where new individuals will not be
exposed.

Safety Procedures in the Classroom:

Before children arrive at school, the preschool teacher and/or
custodian will complete the following daily safety checklist indoor and
outdoor:

All safety plugs and electrical outlets are covered, heat/AC, water
temperature, and toilets are in working order
All cleaning supplies/poisons are out of reach for children and
stored properly
Classroom materials checked for cleanliness/broken parts
including playground.
Daily monitoring of environment-spills, sand, etc. Other serious
problems are reported to head custodian.
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Upon entry into the classroom from outside, children and adults
wash their hands.
Upon arrival, each child is observed by the teacher for signs of
illness or injury that could affect the childs ability to participate
in the daily activities.
First Aid Kids are available for use in the classroom and taken
outdoors at all times.
No child will be left unsupervised while attending preschool.

Outside Play:
We have daily opportunities for outdoor play as the weather permits
and environmental safety conditions do not pose a threat. This allows
children the opportunity to develop their large muscle skills, get
exercise and be active. In cases when we cannot go outside, children
are given the opportunity to use indoor equipment for similar activities
inside and are supervised at the same level as outdoor equipment. For
example, tumbling mats may be offered for upper body activities or
rolling across the mat.
In order to make sure that your child can play comfortably outside, it is
important to dress him/her according to the weather. When it is cold
outside he/she needs a warm coat, mitten or gloves and a hat. These
items should all be labeled with your childs name. For warmer days,
dressing your child lightly is just as important. For the days when the
weather is in-between, dressing your child in layers is a practical idea.
It is expected that all students will go outside unless there is a doctors
note indicating the reason why the child cannot go outside. We
encourage you to bring a hat or other clothing for your child to wear as
protection fro the sun. Sunscreen or sunblock with UVB and UVA
protection will be applied to your childs exposed skin (if permitted).

Cleaning and Sanitization:

The facility will be maintained in a clean and sanitary condition. When
a spill occurs, the area will be made inaccessible to children and the
area will be cleaned immediately. The staff will clean the rugs and
carpeting by blotting, spot cleaning and with a detergent-disinfectant.
Staff will use ventilation and sanitation rather than sprays, air
freshening chemicals or deodorizers.
Toys that have been placed in a childs mouth or that are otherwise
contaminated by body secretion or excretion will be removed
immediately and disinfected after they are cleaned with soap and

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water. This also applies to other surfaces in the classroom. Toys will
be cleaned with soap and water then air-dried.
Staff will be trained in cleaning techniques, proper use of protective
barriers such as gloves, proper handling and disposal of contaminated
materials. Routine cleaning will be supervised by the preschool
teacher and will follow the NAEYC standards. Nontoxic substances will
be used whenever possible. Staff members are trained yearly prior to
the start of the school year.

Hand Washing Practices:

Frequent hand washing is critical to preventing the spread of infectious
diseases. The teachers at Tree Hill preschool teach children how to
wash their hands effectively. Posters of children using proper hand
washing procedures are placed by each sink. The program follows
these practices regarding hand washing:

Staff members and children who are developmentally able to

learn personal hygiene are taught hand-washing procedures and
are periodically monitored.
Hand washing is required by all staff, volunteers and children.
Staff assist children with hand washing as needed to successfully
complete the task.

Proper hand-washing procedure are followed by adults and

children include:
Using liquid soap and running water
Rubbing hands vigorously for at least 10 seconds
This includes the back of hands, wrists, between fingers, under
and around any jewelry and under fingernails
Rinse well
Dry hands with the hand dryer until hands are completely dry
Children and adults wash their hands:
Upon arrival for the day
After diapering or using the toilet
After handling body fluids
Before meals and snacks
Preparing or serving food
Handling any raw food that requires cooking
After playing in water
After handling pets and other animals such as sand, dirt or
surfaces that might be contaminated by contact with animals
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First Aid Kit:

The first aid kit is inaccessible to children, but readily available for
adult use. It is fully equipped with Band-Aids, tape, wrappings,
disinfecting wipes and etc. Following each use of the First Aid kit, the
contents will be inspected and missing or used item replaced
immediately. The First Aid kit will be inspected monthly. It is taken
during outdoor playtime as well as on field trips and outings away from
the site.

Fire Safety:
A fire extinguisher is installed in the preschool classroom with a tag
indicating its annual service date. The fire alarm system is serviced
annually. Smoke detectors, fire alarms and carbon monoxide detectors
are tested monthly. A written log of testing dates and battery changes
is maintained and available upon request. Fire drills are conducted
monthly.

Fire and Tornado Drills:

Drills are held monthly so the preschool students may become familiar
with and practice the proper safety procedures. Fire exit plans and
tornado safety locations are posted in each classroom.

Emergencies and Notification of Accidents:

The Tree Hill Preschool Program has in place a Crisis Management Plan
that describes the following situations and procedure to follow:

Emergency phone numbers

Fire procedures
Utility failures (electric power, water line, gas line)
Severe weather
Bomb threats
Armed intruder
Evacuations
Crisis Intervention Plan
Accidental Injury or Illness

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School crisis team members and a checklist to use

List of CPR/First Aid experienced persons in each building

This plan is posted by the telephone and included in the first aid kit.
Each staff member at the beginning of each school year will review the
booklet and when changes are made to it.

Building Emergency Plan (Lockdown):

As a part of our ongoing progress to help make our school a safer place
for children, we will have lockdown practice drills periodically. Teachers
and students will practice our lockdown procedures to keep up to date
on our Building Emergency Plan.

Smoke Free Facility:

Tree Hill Preschool buildings and grounds are smoke free. A No
Smoking sign meeting the saws requirements is posted at the
entrance to the building to inform people that they are entering a nonsmoking place. No smoking is allowed on the school grounds or within
sight of any children.

Child Protection Policies:

The health and well being of every child in our care is of the utmost
importance and the protection of children is our responsibility. No
person with a report of child abuse or neglect will come in contact with
children in the program or have responsibility for children. The
program has written school board policy for reporting child abuse and
neglect. The policy includes requirements for staff to report all
suspected incidents of child abuse, neglect or both by families, staff,
volunteers or others to the appropriate local agencies. The school
district does not tolerate employees physically or sexually abusing or
harassing students. Students who are physically or sexually abused or
harasses by an employee should notify their parents, legal guardians,
teacher, principal or another employee.

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Appendix

31

Child Assessment Form

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Parent Consent Forms

Childs Name: _________________________________________________________
Who is picking up the child?
_______________________________________________
Reason for new pick-up?
__________________________________________________
Parent Signature:
_____________________________________________________________

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