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Lancaster School District

Early Childhood Education

2016-2017

Preschool Program

Handbook

LANCASTER SCHOOL DISTRICT: EARLY CHILDHOOD EDUCATION

PRESCHOOL PROGRAM

TABLE OF CONTENTS

Topic

Pg(s) S

ecti

on

1

Wel

com

e to

Pre

sch

oo

l

Welcome to Preschool

Preschool Vision, Mission, and Philosophy 2

Welcome to Preschool – from the Director 3

Program Eligibility Information 6

Terms and Conditions and Program Requirements

7

Sec

tion

2

Fa

mil

y

Inv

olv

emen

t

Family Involvement

Family Involvement

9

Volunteering at Preschool 10

Sec

tion

3

Pro

gra

m I

nfo

rmati

on

Program Information

Care and Supervision 12

Celebrations/Birthdays 12

Classroom Activities 13

Confidentiality 13

Donations 13

Field Trips 13

Open Door Policy 13

Personal Items 13

Preschool Parent Conferences 13

Qualifications of Classroom Staff 14

Regular School Board Meetings: Board of

Trustees

14

School Pictures 14

Student Emergency Cards 14

Student Success Team Process 14

Year-End Celebrations 15

Sec

tion

4

Cu

rric

ulu

m:

PB

IS,

Gu

idan

ce,

Pro

ject

-Ba

sed

Lea

rnin

g, N

utr

itio

n a

nd

Ph

ysi

cal

Ed

uca

tion

Curriculum: PBIS, Guidance, Project-Based Learning, Nutrition

and Physical Education

Curriculum 17

PBIS - Positive Behavior Interventions and Support 18

Guidance: Guiding Children’s Behavior 19

Project-Based Learning 22

Interest/Discovery Areas: Art, Blocks, Cooking, Dramatic Play, Literacy,

Mathematics, Music and Movement, Outdoor Play, Science, Technology

23

Nutrition and Physical Education

Information

27

Alphabet and Second Step Schedule 28

Topic

Pg(s)

Sec

tion

5

Pre

sch

oo

l P

rog

ram

Poli

cies

an

d

Pro

ced

ure

s

Preschool Program Policies and

Procedures

Admission and Termination Policy 31

Claiming Single Parent 32

Attendance Policy 33

Late Arrival/Tardy Policy 34

Late Pick-Up Policy 35

Dress Code Policy 36

Emergencies and Disaster Preparedness Plan 37

Health and Illness Policy 39

Sec

tion

6

Sch

ool

Dis

tric

t an

d B

oard

Poli

cies

:

Cali

forn

ia E

du

cati

on

Cod

es

School District and Board Policies: California Education Codes

Academic, Language, and Health Screenings 43

Administration of Medications 43

American with Disabilities Act 43

The Asbestos Management Plan 43

Assault on a School Employee 43

Child Abuse Reporting 43

Complaint Procedures 43

Discrimination and Harassment 44

District Property 44

Disturbance of School 44

Drug Free School Policy 44

Freedom From Religious Instruction and Worship

44

Medical and Hospital Insurance and Services 45

Physical Examination 45

Use of Profanity 45

Right to Due Process 45

The School Accountability Report Card 45

Sexual Harassment 45

Student Records 46

Uniform Complaint Procedure 47

Community Complaint Procedure 48

Instruction for Filing An Appeal to CDE 50

Licensing: Parent Rights 51

Licensing: Personal Rights 52

Sec

tion

7

Fam

ily R

esou

rces

Family Resources

Understanding Child Abuse

54

Pedestrian Safety

56

School District Pesticide Notice

58

Family Resource Guide

59

1

Section 1

Welcome to Preschool


PRESCHOOL PROGRAM

2

VISION

ECE: Building Foundations

for Life!

ECE’s MISSION

The Lancaster School District preschool program is committed to establishing and

maintaining a safe and positive learning environment in which children receive

appropriate guidance while being introduced to a wide variety of Project-Based

Learning experiences designed to develop personal responsibility and the cognitive,

physical, social and emotional skills necessary to experience success in future

learning experiences.

ECE PROGRAM PHILOSOPHY

The Lancaster School District’s Early Childhood Education Program focuses on the

"whole" child offering a developmentally appropriate program to address his/her

needs in the areas of cognition, social-emotional, motor, language, and self-help

skills. We believe that each child learns best when actively involved and

experiencing success, therefore we are committed to providing Project-Based

Learning experiences through meaningful, relevant instruction encouraging the

hands-on manipulation of highly engaging materials. We believe that

communication between families and teachers is vital to the learning process as it

promotes generalization of skills between home and school. We believe each child

should be accepted and appreciated as an individual as he/she interacts within a safe,

healthy, highly engaging, and developmentally appropriate learning environment.


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This is such an exciting time of learning for your child. Your child is starting his/her journey to

becoming a lifelong learner. The vision for our Lancaster School District’s Early Childhood

Education (ECE) Program is “Building Foundations for Life”. Over the next year your child will

be introduced to many new Project-Based Learning experiences that will build strong

foundations for later learning such as:

Sharing

Making new friends

Following directions

Cooperating with others

Taking turns

Communicating effectively and appropriately

Beginning math, pre-literacy, and pre-writing skills

Increasing their self esteem

Trusting in adults

Separating from parents

Problem solving

Playing with others

Developing their motor skills

We would love to have you participate in your child’s learning. You are encouraged to attend our

Family Events, your classroom Parent Meetings, and our Preschool Parent Advisory Committee.

You may also volunteer to work in your child’s classroom on a regular basis. All you need is to

fill out some paperwork at our ECE office and have proof of a current TB test. If you are unable

to work in the classroom, you may talk with your child’s teacher about other ways that you can

support the preschool classroom.

Check with your classroom teacher and watch for postings on the “Parent Board” inside your

child’s classroom for upcoming events. Your child will enjoy having you participate in our family

activities.

Parents are always concerned about their child’s preparation for kindergarten. For many families,

this is the sole purpose for enrolling their child in preschool. Many people view getting ready for

kindergarten as learning academic skills such as letters and numbers. Some people feel that the

preschool classroom should be drilling children on these concepts and providing worksheets for

them to complete. Our philosophy does not agree with this early focus on academic tasks. We

believe such an early academic focus will lead to children who have not built the necessary

foundation of social, emotional and physical skills that are essential for the later learning of higher

academic concepts. There are many skills that the children need to learn before they go on to the

more formal learning of reading and writing.


PRESCHOOL PROGRAM

4

Before children can read they must have an understanding of the words and language that they will

be using. Children will learn what words mean through play and the exploration of objects. For

example, while playing with blocks, children

develop an understanding of long, longer, and

longest, as well as the physics of building and

motion. Once children have experienced the

trial and error of building with various shapes

of blocks, when reading a story about shapes,

they will have a practical understanding of the

story. Your child won’t be drilled on facts and

complete workbooks but I guarantee your child

will build a strong foundation that will support

all later learning as well as leave our preschool

classrooms with a strong desire and love for

learning!

Prior to learning to read, children need many positive experiences with written language. The Early

Childhood Education Preschool classroom is a print and language rich environment providing

opportunities for interesting and purposeful interactions with print. The classroom is full of a wide

variety of books, from fairytales to science topics, which encourages children to explore and

become familiar with written language throughout their daily routines. Children tell stories about

their own experiences and teachers write them down. Teachers read stories to children on a daily

basis. Teachers demonstrate pre-reading concepts such as reading from left to right and words

carry the meaning of a story (rather than the picture). Through a systematic focus on phonemic

awareness and phonics, children begin to develop an understanding that words are made up of

sounds. This phonemic awareness provides them with a basic knowledge of phonics, which is

building a strong foundation for reading and will make decoding (reading) a far easier task when

it is formally introduced in elementary school.

Before children can write they need to have experiences that allow them to develop their fine motor

skills (the ability to control their fingers and hands). The preschool classroom provides children

with experiences such as playing with play dough, cutting, pasting, stringing beads, buttoning,

dressing up, pouring, squeezing, and drawing that allow children to develop these muscles. Once

children have developed this small motor coordination, they will have developed the foundational

motor skills necessary to successfully complete the small motor tasks that they will be expected to

complete in Kindergarten, such as printing and cutting.

In order for children to learn math concepts, they need to be able to do more than to memorize

facts. Math requires logical thinking which is developed through many experiences with materials,

such as counting objects, comparing objects, arranging things in a pattern, finding relationships

(big, bigger, biggest), adding to piles and taking away. When children have had the opportunity

to explore objects in this way, they will have a far deeper, practical understanding of math concepts

such as addition, subtraction, and multiplication.

Most importantly for our preschool children, our goal is for each child to develop a love for

learning. Play has been proven repeatedly through research to be the most effective way for

children to learn. Children enjoy actively exploring topics and materials that they find interesting.

Children are enthusiastic, excited, and passionate about their play. By providing children with the

materials for learning pre-literacy, pre-writing, science and pre-math concepts within their play,

they will be more active learners, and learn far more than if we placed a paper and pencil in front


PRESCHOOL PROGRAM

5

of them. We are committed to providing the highest quality learning environment for your child

in which he/she has many daily opportunities to explore, discover and experience a wide variety

of highly engaging, interesting, child-centered learning activities.

To help your child learn and develop, there are many things that you can do at home.

Read to your child daily. This will have a tremendous impact on your child’s

development of reading skills.

Take them to the library to gather books on their favorite topics.

Listen to your child when they talk to you.

Ask open-ended questions such as: “Tell me your favorite part of the story”

“Explain how you completed this project.” “Tell me about your art project.”

Talk with your child, converse with them regarding their interests.

Let your child make up stories to tell you.

Encourage your child to talk about their feelings, ideas, dreams, wishes and fears.

Ask your child to sing the songs that they sing at school.

Recite nursery rhymes with them.

Don’t expect your child to be perfect, they learn from their exploration and mistakes.

Encourage your child to try new things and encourage his/her efforts.

Celebrate your child’s development and learning. Your approval and encouragement

means everything to your child. Your encouragement builds your child’s confidence

and self-esteem.

We look forward to getting to know you and your child. Thank you for this opportunity to partner

with you to provide this wonderful preschool experience for your child. If you have any questions

or concerns regarding your child’s progress, please ask to schedule a conference with your child’s

teacher.

Please review this parent handbook and keep it handy for reference throughout the year. It is filled

with valuable information regarding all aspects of our preschool program.

At ECE, we are . . . “Building Foundations for Life!”

Kelly Fountain

Director: Early Childhood Education

Lancaster School District


PRESCHOOL PROGRAM

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Program Eligibility Information

Lancaster Early Childhood Education Program provides a high quality preschool program to

families in our community. We offer a part day preschool program (8:00AM - 11:00AM, and

12:30PM - 3:30PM) for four-year-old children whose families meet income eligibility

requirements. Priority enrollment is granted in the following order (**for specific CSPP admission

priorities see attached document from CDE):

Foster children/children in Child Protective Services/Homeless families as defined by the

McKinney-Vento Act/Families receiving public assistance (TANF or SSI)

Income eligible four year old children with IFSPs or IEPs

Income eligible four year old children

Over income four year old children with IFSPs or IEPs

Over income four year old children

Preschool classrooms are located at various elementary schools throughout the Lancaster School

District. We welcome students with disabilities.

Interested families are encouraged to visit our Early Childhood Education office and complete an

information form, Monday through Friday from 8:00 a.m. – 11:30 a.m. and 1:00 p.m. – 4:00 p.m.

Families will need to bring in the following documents to complete the prescreening process:

Birth Certificate (for all minor children in the family)

Immunization records

Proof of income (pay stubs for at least one month, most recent)

If claiming single parent you will need Single Parent Verification form (per title 5)

Address verification (utility bill-gas, or electric)

Physical screening

An application packet and an appointment will be given to families who complete the prescreening

process. Once an application packet has been completed families will be placed on a waiting list.

Families from the waiting list will be offered placement as openings become available.

If you would like more information about our Preschool Programs, please call (661) 723-0351

ext.1 for our State Preschool Program or ext. 205 for our Special Education Preschool Program.

Our office hours are:

Monday through Friday: 8:00 a.m. – 4:00 p.m.

Our Preschool office is located at 808 West Avenue J, Lancaster, CA 93534.


PRESCHOOL PROGRAM

7

TERMS AND CONDITIONS AND PROGRAM REQUIREMENTS FOR

CHILD DEVELOPMENT PROGRAMS

**IV ADMISSION PRIORITIES (EC 8261, 8263(b) and 5CCR 18106)

A. First priority: Families whose age eligible children are receiving child protective services

or families whose age eligible children are at risk of being abused, neglected, or

exploited. Within this priority, children receiving protective services through the local

county welfare department shall be admitted first.

B. Second priority: All CSPP eligible four-year-old children shall be admitted before CSPP

eligible three-year old children in accordance with family income ranking, with the

lowest income ranks being admitted first. For purposes of determining the order of

admission, public assistance grants are counted as income, and shall be ranked

accordingly. When two or more families have the same income, the family that has a

child with exceptional needs shall be admitted first. If none of the families with the same

income ranking has an exceptional needs child, the family that has been on the waiting

list the longest shall be admitted first.

C. Contractors shall not deny service to nor assign a lower priority to a family that needs less

than full-time services.

D. In accordance with EC Section 8263(b) (3), the CDE may grant a waiver to the priorities

specified above in order for the contractor to serve specific populations. Requests may

not include waiver of the fee schedule or admission of ineligible families. Waiver

requests shall be submitted to the CDD and approved prior to implementation.

(California Department of Education, July 1, 2011, CALIFORNIA STATE PRESCHOOL, PART-DAY AND FULL-

DAY, CSPP FUNDING TERMS AND CONDITIONS AND PROGRAM REQUIREMENTS FOR CHILD

DEVELOPMENT PROGRAMS, page 65)

8

Section 2

Family Involvement


PRESCHOOL PROGRAM

9

Family Involvement is the Key to your Child’s Success!

OUR PART… Lancaster School District, Early Childhood Education preschool program’s goal is to provide

an environment filled with people, objects and experiences that stimulate each child’s

curiosity and learning. We encourage each child to develop his/her unique interests, talents,

and skills. We know that children learn best through interaction with people and objects,

and it is primarily through play that they will be introduced to the key concepts of our early

childhood curriculum. While we recognize that each child grows and develops at different

rates, our program will focus on the following for each child:

Develop a positive self-worth and feeling of confidence and competence

Expand language and communication skills

Strengthen physical skills using large and small motor skills

Be introduced to many curricular areas (literacy/reading, science, math, art, social

sciences, healthy living and nutrition) through an integrated, Project-Based learning

curriculum presented as hands-on, developmentally appropriate activities

Be curious – wonder, explore, and ask questions

Learn to work and plan independently and to develop problem-solving skills

Trust others and learn to work and share with them

Develop self-control through use of problem-solving skills and conflict resolution

strategies (words to generate cooperation and peace)

Expand an understanding of the world through interaction with community helpers,

staff members, children, and parents volunteering in the classroom

Understand, celebrate and respect diversity in others through a variety of hands-on

experiences within everyday routines

Be introduced to and practice healthy, safe, nutritious habits

Experience many opportunities to succeed every day

YOUR PART… Children need to be well rested; 10-12 hours of sleep is recommended for preschoolers.

Provide a nutritious breakfast or lunch to your child before arriving at school so that

he/she is healthy and ready to learn.

Please dress your child for the weather. Wearing layers is recommended for comfort

throughout the day.

Create opportunities for learning at home; utilize the parent check out libraries and

other school-family connection activities.

Please keep your child home if they are not feeling well.

Please label your child’s clothing.

Please bring your child to class on time and ready to learn daily.

Be an active participant in developing goals for your child’s education.

Make it a priority to be involved in your child’s preschool

experience.

We need you – please volunteer in the classroom, attend a

class, participate in parent meetings, and find other ways

to be an active partner in your child’s education!


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VOLUNTEERING AT PRESCHOOL

What are some ways I can volunteer

to support the preschool program? Attend Preschool Parent Advisory

Committee meetings

Facilitate and help plan parent meetings

Contribute to your classroom newsletter

Attend and help with special events

Ask the classroom teacher how you can

help support the classroom.

Volunteer to help at Preschool Events

Take a project home

Repair toys, books, or equipment

What are some things I will do as a

volunteer in the classroom? Contribute to the classroom

curriculum/learning plans

Ask the classroom teacher how

you can help

Read or tell a story

Get materials ready to use

Play a game

Play a musical instrument

Help children in an activity

Help to design a bulletin board

GUIDELINES FOR PARENT VOLUNTEERS

Effective parent volunteers play an important role in the development of a

successful preschool program. The following are the guidelines our parent

volunteers are asked to follow prior to volunteering in the classroom.

Parent volunteers agree to:

turn in a copy of a current TB test (not more than 4 years old) to the Early

Childhood Education office before volunteering in the classroom.

follow the Lancaster School District Dress Code.

sign in and out of the preschool classroom and elementary school office

and wear a visitor badge at all times while on campus.

follow all State, LAUP, and Lancaster School District guidelines.

treat all students and staff with respect and use appropriate language while in the classroom and follow

the teacher’s directions at all times.

leave all discipline to the teacher and agree to not be left alone with any of the children or interact with

any children unless under the supervision of an ECE staff member.

not leave the preschool area and enter the elementary campus without first signing in at the elementary

office.

maintain confidentiality regarding student behavior and achievement when I leave the classroom.

treat his/her child as they would other children in the classroom to help him/her achieve maximum

development and not become overly dependent on the parent.

receive official clearance from the Lancaster School District Early Childhood Education office prior

to volunteering in the classroom. Volunteering in your child’s classroom

is rewarding and FUN!


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Section 3

Program Information


PRESCHOOL PROGRAM

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PROGRAM INFORMATION

CARE and SUPERVISION (California Code of Regulations: Title 22: 101229)

Responsibility for Providing Care and Supervision:

(a) the licensee shall provide care and supervision as necessary to meet the children’s needs.

(1) No child(ren) shall be left without the supervision of a teacher at any time, except as specified in

sections 101216.2(e)(1) and 101230 (c)(1).

Supervision shall include visual observation. (Health and Safety Code: Reference: Sections

1596.72, 1596.73, 1596.81, and 1597.05).

Please note that our staff are mandated to maintain ‘visual observation’ of children at all times, this

includes while children are in the restroom. Preschool restrooms may be occupied by more than one

child at a time as they are multi-use facilities (toileting and hand-washing). All children will be in the

line of sight of a staff member at all times in order to provide the appropriate care and supervision to

ensure each child’s safe and positive experience while at school.

CELEBRATIONS (Board Policy 6115.2)

Throughout the year students will celebrate events of culture or historical

significance or to acknowledge the contributions of outstanding individuals. All

food must be pre-packaged and store bought; no food prepared at home can be

brought into the classrooms. Please choose healthy food options (fruits,

vegetables, whole grains) over junk food and/or sugary items when contributing

to a classroom event.

Birthdays: Recognizing the importance of each child’s birthday, birthdays will be

celebrated in the classroom as follows:

The birthday child will choose an activity for the class to participate in to celebrate

his/her birthday.

o Each classroom will have a list of possible ‘birthday’ activities

such as: playing a game outside, a favorite song/music activity,

a favorite story, etc.

o The birthday child will also create a birthday crown and

receive a book in honor of his/her birthday.

Please note: We will NOT be celebrating birthdays with ANY FOOD items.

NO birthday food items will be accepted or distributed by classroom staff. There will

be NO exceptions to this practice in the preschool classrooms.

o The children will have their regularly scheduled snack items and the birthday

activities will be scheduled by the classroom staff according to their schedule

for the day.

o Birthday treats or birthday goodie bags of any type will NOT be

accepted by classroom staff to be distributed to children in the

classroom.

o Each classroom will follow these birthday practices as we strive to recognize and

celebrate each child’s birthday while still promoting a healthy lifestyle.


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13

CLASSROOM ACTIVITIES (Title 22)

Each child must be given the opportunity to work and play both inside and outside every day.

CONFIDENTIALITY

Information is gathered so the preschool program can completely understand the needs of your

child/family, and work together to meet those needs. All information obtained from you is completely

confidential. Except for your local school district, records will only be sent to another agency with written

permission of the parents or legal guardian. Only the parent or guardian signing the enrollment form will

have access to the records.

DONATIONS (State Preschool Guidelines)

Donations will not ever be required from families. Parents are welcome to offer items/gifts to support

and enhance the classroom curriculum. Please check with your child’s teacher for ideas of items if you’d

like to donate to the classroom.

FIELD TRIPS

Our preschool classrooms may visit the library, cafeteria, classrooms, playground, and other rooms on the

elementary school campus occasionally throughout the school year. The correct adult to child ratio will

be maintained at all times and the children will always be directly supervised by preschool staff members.

Depending on the location of the preschool, walking field trips may be planned to destinations near the

preschool classrooms. Parents will be required to turn in permission slips in order for their child to

participate in a walking field trip to a destination that is not located on the elementary school campus.

OPEN DOOR POLICY (Licensing: Parent Rights)

Parents/guardians are welcome to visit and inspect the classroom at any time. We request that you check

with the teacher and class schedule for the best times to visit. If a parent/guardian does become disruptive

or behaves inappropriately, then he/she will be asked to leave.

PERSONAL ITEMS (School District Policy)

We recommend that your child does NOT bring a backpack from home. Personal items not required for school use will NOT be permitted on campus.

This includes, but is not limited to, radios, cell phones, CD players, cameras,

rubber bands, balloons, water guns, electronic games, permanent markers,

trading cards, skates, skateboards, scooters, large sums of money, etc. We will

not accept responsibility for the care and safety of items brought to school. A

child’s personal items are best kept at home to ensure that they are safe and do

not create unnecessary anxiety or conflict for your child in the classroom. Each

classroom has a wide variety of interesting and engaging materials for the

children to utilize throughout the day. Children may be asked to bring in personal items to their classroom

as part of “share time” to build public speaking skills. On those occasions, please label the personal items

with the child’s name and the classroom teacher will have a safe place to keep them until it is ‘share time’.

PRESCHOOL PARENT CONFERENCES Parent conferences are an important part of our preschool program. Teachers will be scheduling

conferences two (2) times this school year. Results of research-based developmentally appropriate

assessments will be shared with families at the conferences. The conferences provide an opportunity for

parents and teachers to discuss the child’s progress and future goals.


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QUALIFICATIONS OF CLASSROOM STAFF The Early Childhood Education Program employs highly qualified staff. Each classroom

is staffed by a team of professionals: a lead teacher (Child Development Teacher), an

associate teacher (Child Development Associate Teacher), and a paraprofessional (Child

Development Para Educator). All staff members are required to hold the following permits and/or degrees:

Child Development Teacher – must have a Child Development Teacher Permit* (or higher Child

Development Permit) from the State of California.

Child Development Associate Teacher - must have a Child Development Associate Teacher

Permit* (or higher Child Development Permit) from the State of California.

Child Development Para Educator – must have completed a minimum of six units in Early

Childhood Education courses.

* Requirements for State Permits can be found on the California Commission for Teacher Credentialing

website: www.ctc.ca.gov

REGULAR SCHOOL BOARD MEETING: BOARD OF TRUSTEES

All meetings will be held the 1st and 3rd Tuesday of every month at 6:00 PM at the District Office, 44711

N. Cedar Ave. The meetings are open to the public and provide information regarding the on-going

activities of our school district. Visit the Lancaster School District website at the beginning of the school

year to view the schedule of meetings (http://www.lancsd.org). The schedule is also posted in the board

outside of the District Office.

SCHOOL PICTURES

School pictures will be taken during the school year. The picture schedule will

be available in the classroom once it has been confirmed with the photographer.

Check with your teacher or the Preschool Office for exact dates and times. Please

follow the information that is sent home with your child from the photographer

and return any necessary paperwork and payment by the day the pictures are

scheduled. ALL photo orders must be prepaid.

STUDENT EMERGENCY CARDS (Licensing and School District Policy)

It is imperative that the classroom has current emergency phone numbers for all students that will enable

the school staff to contact someone in case of accident or severe illness. Parents must be certain that an

emergency card is completed and the information is up-to-date. The emergency information should

include at least two alternate local contacts in case the parent/guardian is unavailable. If you change

contact information, please notify your child’s teacher AND our ECE office. In case of any issue

regarding a change in guardianship, please advise the classroom and ECE office immediately.

STUDENT SUCCESS TEAM PROCESS

The Student Success Team is a general education process that uses a team

approach designed to identify and assist students who are having

learning/academic, and/or behavior difficulties in the school setting. The process

provides support to teachers as they adapt the regular education program to help

these students become more successful. The goal of the SST process is to provide

appropriate levels of interventions and modifications that will result in a

student’s success. The SST team always includes the student’s classroom staff

and the student’s parents. Other team members may include an Education

Specialist, speech-language pathologist, school psychologist, school nurse and

administrator or administrative designee.

http://www.ctc.ca.gov/


PRESCHOOL PROGRAM

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YEAR-END CELEBRATIONS (ECE Philosophy)

A child completing preschool and being prepared for kindergarten is a wonderful accomplishment for both

the child and family. It is a wonderful beginning to your child’s educational experience and learning.

Each teacher will plan a special activity at the end of the year to celebrate the end of a successful year in

preschool. Based on our philosophy that preschool is just the beginning of a wonderful journey we do

not provide a “graduation” for our preschool children.


PRESCHOOL PROGRAM

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Section 4

Curriculum PBIS, Guidance: Guiding your Child’s

Behavior, Project-Based Learning,

Nutrition and Physical Education


PRESCHOOL PROGRAM

17

CURRICULUM

Our early childhood education program uses Creative Curriculum. This curriculum was originally

published in 1979, (updated in 2013), and has become one of the most widely used curriculums

in early childhood classrooms. In addition, California Preschool Learning Foundations “provides

an overall approach for teachers to support children’s learning through environments and

experiences that are: developmentally appropriate, reflective of thoughtful observation and

intentional planning, individually and culturally meaningful, and inclusive of children with

disabilities or other special needs”(C.D.E., California Preschool Curriculum Framework,

Volume 3, (Sacramento, CA, 2013) Children in programs using Creative Curriculum and

California Preschool Learning Foundations have consistently developed a strong foundation for future learning.

We are very confident that our curriculum promotes each child’s optimum development of his/her social, emotional,

physical and cognitive skills and ultimately provides successful experiences for every child.

This curriculum focuses on social and emotional development, how children think, how children learn, and how

children develop physically. Research has repeatedly shown that young children learn best through play, therefore;

play is also an important aspect of a classroom using Creative Curriculum. Our program also utilizes the Second

Step program to encourage the social/emotional development of each child as they are introduced to healthy ways

to express themselves and respond appropriately in social settings.

Teachers encourage Project-Based Learning through interest/discovery areas (i.e. block, dramatic play, math,

writing, art, outdoor play, library and science areas), the daily schedule, and carefully planned activities. This means

that they are playing, singing, touching, manipulating, and experimenting, rather than simply listening to a teacher

talk to them. For example, teachers don’t just hold up a flashcard with the letter A on it and tell children “This is

the letter A”. Instead, children are able to explore letters through scribbling on a paper using real and imagined

letters, and reading it to a teacher or peer. They also explore letters through songs, puzzles, names, books and in

print found all around the classroom. When learning this way, they learn not just the name of the letter, they learn

the sound that it makes, that words are made up of sounds, and that print carries meaning and helps us to

communicate. These are all concepts that lead to strong reading skills, and will be more helpful in helping a child

learn to read than simply learning the name of letters.

As we seek to prepare your children for success in Kindergarten, we will be introducing your children to Alpha

Friends, which is a systematic introduction of the alphabet with a phonics component that will be extended in

Kindergarten. Your children will benefit by already being familiar with these literacy concepts prior to starting

Kindergarten.

Literacy backpacks are an important aspect of our home-school connection and will be available beginning the

second month of school. These backpacks come with everything that you will need to complete an activity with

your child at home. Please return the backpacks with all of their contents promptly, so they will be available for

the next child’s use. More information regarding our literacy backpacks will be presented at your first parent

meeting.

Please be sure to read the monthly parent newsletter to learn more about what your child is learning at school and

how you can support their learning at home. The newsletter will give you specific ideas for activities, and

information on how to reinforce concepts that are introduced at school. It is only when we are working as partners

in your child’s education that your child will reach their full potential. We value your partnership as we work

together to provide the best preschool program possible for your child.


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Positive Behavior Interventions and Support

The preschool program is implementing a program-wide framework for using positive

interventions and strategies to assist children in developing their social and emotional skills. This is in

alignment with our philosophy of guidance that provides the framework for providing guidance to children

as they develop their social and emotional skills. The following three behavioral expectations have been

developed to provide a focus for all of our preschoolers.

Early Childhood Education

“We are ALL learning!”

Everyone is important

Play together

Take turns

Greet others

Listen

Care for others and be safe

Gentle hands and feet

Help each other

Follow directions

Listen

Everyone shows respect

Use words

Ask for help

Talk to others

Listen

Please discuss these guidelines with your child and help to reinforce these behaviors at home. Ask your

child to sing the PBIS song – it’s to the tune of ‘If you’re happy and you know it, clap your hands’. We

are excited to be partnering with you as we implement these strategies to encourage and develop these

positive behaviors.


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Guiding Children’s Behavior (Discipline Philosophy)

Our goal is to guide each child as he/she builds the life skills

that will be necessary for success in the future. Our

philosophy is based on research that supports the fact that

each child is gaining experience and developing valuable

social, emotional, cognitive and physical skills each day.

Children in our program will receive guidance that will

encourage them to make appropriate choices understanding

that social skills are complicated and children are in the

learning process to develop those skills.

Our staff will guide your child using a wide variety of

guidance strategies that are all geared toward developing your child’s self-discipline skills. We understand

that preschool children are likely to display mistaken behavior as they are interacting with others and

being introduced to a wide variety of learning experiences and social situations. It is our guidance in the

classroom that will direct each child toward developing the appropriate social and emotional skills so that

he/she will learn how to respond appropriately in a wide variety of situations.

The following guidance strategies will be implemented as children are receiving the necessary guidance

to develop the social, emotional and cognitive skills necessary to develop self-discipline:

Positive Reinforcement: Children will be encouraged to continue to make

appropriate choices as their positive actions are acknowledged by the facilitators

in the classroom.

For example: A child may be told: “You are doing a great job cleaning up your area!” Instead

of giving attention to negative behaviors, positive behaviors will receive reinforcement in our

preschool classrooms.

Redirection: Children will be directed to use an item correctly or direct their actions to an

acceptable activity.

For example: A child who kicks a block may be encouraged to use the blocks for building. A

child who is running inside will be asked to, “Use your feet to walk inside”

Children who are using items inappropriately will be guided toward alternate acceptable activities

in which they can be successful.

For example: A child who is throwing toys will be redirected to throw an object designed to be

thrown such as a bean bag or ball.

Logical Consequences/Loss of Privilege: Children will experience logical consequences when

they have been redirected and continue to make unacceptable choices with materials in the classroom.

For example: A child throws a block and is redirected to sit down and build with the blocks. The

child continues to throw the blocks; the logical consequence is that the child will lose the privilege

of using the blocks for a fixed amount of time (10 minutes). The loss of privilege (no blocks) is

connected to the behavior (throwing blocks) which allows the child to make the connection

between his/her action and the consequence. At the conclusion of the time, the child will be


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20

guided by the facilitator to return to the blocks and use the blocks for building. This ensures that

the child has the opportunity to be successful using the materials in the acceptable way.

Conflict Resolution: Children will receive guidance in resolving conflicts

in an acceptable manner. When a conflict has taken place between children,

a facilitator will guide the children through the steps of conflict resolution.

The children will be asked to verbally express how they feel about the

conflict, identify what was done, what should be done and what will be done

next time.

For example: One child is playing with a car and a 2nd child approaches him and grabs the car. A

facilitator asks the child who had the toy first to tell the 2nd child, “I don’t like it when you grab a

toy away from me; you need to ask for a turn.” The 2nd child asks,” Can I have a turn next?” and

states,” Next time I’ll use my words when I want a turn.” The first child states,” Okay you can

have a turn when the timer goes off.” Both children involved in the conflict will participate in the

conflict resolution process to build each child’s ability to express him/her as well as gain

confidence as he/she learns to resolve conflicts independently.

Here are a few examples of other guidance techniques that will be utilized in the classrooms to encourage

children to develop the social skills necessary to be successful when interacting in group situations:

Class Meetings/Guidance Talks: Children will be part of class discussions regarding safety guidelines,

the proper usage of materials, playground guidelines, etc.

For example: Outside on the playground children have been needing reminders to be careful and

not run into other bikes when riding the bikes. The facilitator would discuss bike safety with the

whole class reinforcing the safety guidelines. The use of puppets or other props may be utilized

to engage the children through role play to further reinforce the guidelines regarding bike safety.

Talking Stick: Children will be encouraged to use a ‘talking stick’ (microphone, rain stick, etc.) when

they would like to solve a problem with a classmate. This is usually implemented along with a ‘peace

place’ where the children go to resolve their conflicts independently.

For example: Two children both want to play with the same puppet. Child #1

suggests they go to the peace place and make a plan to solve their problem.

They take turns using the ‘talking stick’ to express their feelings to each other.

While one child has the ‘talking stick’ the other child needs to listen, then they

switch roles. Child #2 suggests that they get a timer and after 5 minutes, Child

#1 gives her a turn with the puppet. They agree and leave the peace place

returning to the puppet area.

Understanding that all children are at different places developmentally and that all children are developing

their social and emotional skills, there may be times in which a child requires more intensive support due

to behavior concerns. In those circumstances, the families will be contacted and in partnership with the

classroom staff, as well as support staff, the team will develop a Student Study Team (SST) plan to best

meet the needs of the child. In order for this early intervention to be successful, the entire team will work

together to provide the support agreed upon as part of the Student Study Team (SST) plan for the child.

Families play a vital role in the success of this process and it is expected that the families will be active

and consistent in the implementation of the Student Study Team (SST) plan. On rare occasions it may be


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necessary to terminate a child from our preschool program if it has been determined that a child’s behavior

creates an unsafe environment for her/himself, children or adults in the program.

The ultimate goal is for each child to develop self-discipline as a result of the guidance provided to

him/her in our preschool program. Children who are developing self-discipline are able to express

themselves verbally, are developing appropriate social skills, and are choosing to resolve conflicts using

acceptable strategies. Families are encouraged to actively partner with your child’s preschool teacher as

you work together to reinforce the development of the skills your child will need to build his/her self-

discipline. This foundation your child is building will greatly enhance his/her success in future life

experiences.


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Project-Based Learning spells:

S elf-selected

U tilize resources

C reativity

C ritical Thinking

E ngaging relevant learning

experiences

S kills for organization

S ocial learning


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INTEREST/DISCOVERY AREAS to

Promote PROJECT-BASED LEARNING

Art at Preschool

Art is an important part of our curriculum. Every day, children find a variety

of art materials available on our shelves. Drawing, painting, pasting, molding

and constructing are not only enjoyable but also provide important

opportunities for learning. Children express original ideas and feelings,

improve their coordination, learn to recognize colors and textures, and develop

creativity and pride in their accomplishments by exploring and using art

materials. Each child will have an area available to display his/her artwork in

the classroom.

Art at Home

Art is something your child can do at home in almost any room. You might designate a drawer in the

kitchen or living room as an art drawer, or use a bookshelf or sturdy cardboard box. Your child’s art kit

may include: crayons, pens, paper, child-size scissors, glue, and a separate box for collage materials.

Block Play (Engineering) at Preschool

Children often use blocks to recreate the world around them- a road, a

house, the zoo. They work together and learn to cooperate and make

friends. We encourage children to talk about what they are doing to

promote language development. We also talk with children and ask

questions to expand on their block play. Block play is the ideal connection

for children to engineering, as they are working to solve problems as they

develop structures and figure out the best way to build a wide variety of

items.

Block Play (Engineering) at Home

You can encourage your child to learn through block play. When you take a walk in your neighborhood,

point out roads and interesting buildings. You may want to purchase table blocks to have at home. You

can make a set out of milk cartons, cans and food boxes that come in different sizes. Identify a place

where your child can build and play with the blocks safely. Props such as clothespins, small plastic

animals, and cars will extend your child’s play and inspire new ideas.

Cooking at Preschool

When children cook, they have an opportunity to learn about nutrition and prepare their own healthy

snacks. Children are introduced to many literacy, math and science concepts as they follow picture

recipes, measure ingredients, and experiment with a variety of different foods.

Cooking at Home

Since cooking is already a part of your home life, think about involving your

child. Including your child may take extra time, and there may be more of

a mess than if you cooked alone, but there are many rewards. Your child

will be learning literacy, math, and science skills just by helping you. In

addition, cooking sets the stage for lifelong healthy eating habits. When

children help prepare their meals, they are more eager to eat and try new

foods.


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Dramatic Play at Preschool

The ability to pretend is very important to your child’s development. Children who know

how to make-believe develop a good vocabulary, which is important for reading. They

learn to cooperate with others, solve problems, and are able to think abstractly. These are

all important skills for success in school. When children pretend, they have to recall

experiences and re-create them. To do this, they need to picture their experiences in their

minds. For example, to play the role of a doctor, children have to remember what tools a

doctor uses, how a doctor examines a patient, and what a doctor says. While playing in

dramatic play children are developing social skills, problem solving, creativity, vocabulary

and many more skills.

Dramatic Play at Home

You can encourage the same kind of pretend play at home that we do at school simply by playing with

your child and providing some simple props. A sheet over a table creates a house or a hideout. A large

empty cardboard box can become almost anything-a pirate ship, a doghouse, a castle or a train. The nice

thing about dramatic play is that it requires only your imagination.

Literacy at Preschool (speaking, listening, reading and writing)

Developing your child’s literacy skills is a very important part of our

classroom and of your child’s life. Children gain the foundation for reading

and writing through exploring written and spoken language. We encourage

children to look at books, listen to taped stories, and “write” throughout the

day. Every preschooler has a writing journal and is encouraged to practice

expressing his/her thoughts and ideas through print (drawing and writing). Children may dictate stories

to us, which we record into “books”. We read stories to children every day. Reading introduces new ideas,

helps children learn how to handle problems that come up in life, and most importantly, encourages them

to develop a love for books. Speaking and listening are equally important aspects of literacy. Our

classrooms provide your child with many opportunities to ask questions, engage in conversations and

increase his/her vocabulary by studying a wide variety of topics throughout the year.

Literacy at Home (speaking, listening, reading and writing)

Research has shown us the important role that families play in helping children learn to read and write.

The single most important thing you can do to promote school success is to read to your child every

day. When your child sits next to you as you read, he/she begins to connect books with good feelings.

Each classroom has a check out library available for families to check out books to take home and read

with their children. Literacy backpacks are also available on a regular basis in each classroom to provide

families with a literacy activity to complete at home with their children and provide a home/school literacy

connection. Look for ways to introduce your child to new vocabulary and encourage your child to ask

questions and explore new items and experiences. Make it a goal to have meaningful conversations with

your child and you will be helping your child develop his/her speaking and listening skills which are

foundational to developing reading and writing skills.


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Mathematics at Preschool

There is evidence of mathematics in all aspects of our lives. In our preschool

program there is an emphasis on providing a variety of math activities as part

of our daily routines in each classroom. Your child will be introduced to math

concepts, for example he/she will graph, count, identify shapes, measure, sort

items, create patterns, and use timers. When math concepts are connected to

real life experiences there are much more easily understood and able to be

applied in everyday situations. Children will be asked to count out napkins,

create patterns when exploring different types of manipulatives,

identify the shapes of the blocks they are using to build, use timers to self-monitor taking turns

for items, etc. These are just a few examples of how math will be integrated into the everyday

experiences for your child.

Mathematics at Home

We use math every day in a wide variety of ways such as: to pay our bills, to tell time, to measure items,

to prepare food, and to count items. Your child will enjoy the opportunity to help with some of these

items at home. Encourage your child to practice counting items and people as you go about your everyday

activities. Talk about time and give your child a frame of reference for time by giving him/her a 3 minute

warning prior to changing activities. Use a timer to allow your child to monitor

his/her time at home. Practice identifying shapes in the home, go on a shape

hunt (How many things can you find that are the shape of a triangle?). Making

math a part of your child’s everyday activities will greatly increase your child’s

understanding and application of math concepts.

Music and Movement at Preschool

We do a lot of singing and creative movement in our program. Singing and moving to

music give the children a chance to hear and appreciate different kinds of music, express

themselves through their movement, and practice new skills. The children love our

daily time for singing together, and it helps them learn to cooperate in a group. We are

implementing a wonderful healthy living curriculum; “I Am Moving, I Am Learning”

which focuses on music, movement, nutrition and healthy habits.

Music and Movement at Home

You don’t have to play an instrument or sing on key to enjoy music with your child.

Taking a few minutes to sit together and listen to music can provide a welcome break

for both of you. Sharing music with your child is a wonderful way to build a warm,

loving relationship. It’s a gift that will last forever.

Outdoor Play at Preschool

We take children outdoors every day so they can run, jump, swing, climb and use all

the large muscle groups in their bodies. We also talk about the things children see,

hear, touch, and feel so they become aware of changes in the weather, the seasons,

the growth of plants and the animals. This year we are adding some outdoor classroom

features that allow children to experience activities in all areas that are similar to

what they experience inside the classroom. While we want to provide an opportunity

for large muscle movement, we also want to acknowledge the amazing opportunity the

outdoor classroom provides for learning and language development.


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Outdoor Play at Home Fresh air and exercise are very important to your child’s health and to yours. Take walks in your neighborhood,

go to the park and explore nature with your child.

Science at Preschool

Children are natural scientists! They love to explore and discover the world

around them. Our preschool classrooms provide children with a wide variety

of science activities that will encourage your child to experiment and develop

a love for science. Magnets, magnifying glasses, rocks, plants, shells, and

many more items are available to your child daily in the science discovery

area in each classroom. Your child will develop their critical thinking skills

as they experiment in the science discovery area.

Science at Home

There are many commonly found and inexpensive household items that are easily

utilized for science experiments in the home. Mixing colored water, planting seeds,

and experimenting with magnets are just a few examples of the types of science

experiments that you can enjoy with your child at home.

Technology at Preschool Recognizing that technology is a vital component to 21st Century learning, each classroom will have a

“WePlaySMart” table available for the children to use in cooperative groups. The “WePlaySmart” tables

encourage collaboration as children work together cooperatively to achieve research based, developmentally

appropriate tasks. The tables are child friendly and have a variety of early literacy, math and science

programs installed for the children to access. This is an early introduction to the use of technology in the

classroom. Classrooms also have listening centers, cameras, and other types of technology available for

children to explore.

Technology at Home

Children are very interested in all forms of technology (phones, iPad, computers, video games) and they

are very quick to learn how to utilize those resources. Encourage your child to explore developmentally

appropriate forms of technology and always limit the amount of time

your child is allowed to use technology. Please preview any games or

other software programs before your child uses them to ensure that the

content is appropriate. Remember that although technology is highly

engaging, children need to be well-balanced and be encouraged to

develop all of their developmental areas (physical, emotional, social

and cognitive). Make it a point to sit with your child and use the

computer or other form of technology with your child, encouraging

social/interactive skills as well as technological skills.


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NUTRITION AND PHYSICAL EDUCATION INFORMATION

The district’s nutrition education and physical education programs shall

be based on research, consistent with the expectations established in the

state’s curriculum frameworks, and designed to build the skills and

knowledge that all students need to maintain a healthy lifestyle.

All students shall be provided opportunities to be physically active on

a regular basis. Opportunities for moderate to vigorous physical

activity shall be provided through physical education/recess.

To encourage consistent health messages between the home and

school environment, the Superintendent or designee may disseminate

health information to parents/guardians through district or school

newsletters, handouts, parent/guardian meetings, the district or school

web site, and other communications. Outreach to parents/guardians

shall emphasize the relationship between student health and academic

performance.

Nutrition Guidelines for Foods Available at School

The Board shall adopt nutrition guidelines selected by the district for all foods available on each campus

during the school day, with the objectives of promoting student health and reducing childhood obesity.

School staff shall encourage parents/guardians or other volunteers to support the district’s nutrition

education program by considering nutritional quality when selecting any snacks which they may donate

for occasional class parties and by limiting foods or beverages that do not meet nutritional standards to no

more than one food or beverage per party. Class parties or celebrations shall be held after the lunch period

when possible. The Superintendent or designee shall encourage school organizations to use healthy food

items or non-food items for fundraising purposes. He/she also shall encourage school staff to avoid the

use of non-nutritious foods as a reward for students’ academic performance, accomplishments, or

classroom behavior.

Preschool Snack

Preschool students will be encouraged to participate in a nutritious snack

activity each day. The snack is posted in each classroom daily and a menu

for the year is posted on the parent board. Children will be asked to

participate and will be encouraged to take part in preparing the snack item.

This is a ‘snack’ and not a full meal, therefore all children need to eat a full

meal prior to arriving at preschool. Your child should eat breakfast before

arriving for the AM session and eat lunch before arriving for the PM session.

Children will all be encouraged to participate in the snack activity although

children will have the option of declining participation and will never be

forced to eat snack.

Please note: Our preschool is a peanut-free zone! We

want to ensure the safety of every child and ask that

NO PEANUT products are brought into the

classrooms.


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Alphabet and Second Step Schedule

2016 – 2017

Week Letter Alpha Friend and words from

Alpha friends’ poems

Second Step Weekly Theme

Aug. 8 Introduce the alphabet as a whole with the Alpha

friends and other visual cues

Welcoming

Aug. 15 Listening

Aug. 22 Focusing Attention

Aug. 29 Aa

Bb

Andy Apple, ant, acrobat

Benny Bear, basket, bee

Self-Talk

Sept. 6 Oo

Xx

Ozzie Octopus, otter, olive

Mr. X-ray, box

Review

Sept. 12 Cc

Mm

Callie Cat, candy, cornbread, cookies

Mimi Mouse, mud, milk

Following Directions

Sept. 19 Hh

Pp

Hattie Horse, hay, home, hungry

Pippa Pig, pit, penguin, pizza, peach

Asking for what you need or want

Sept. 26 Zz

Ii

Zelda Zebra, zigzag, zoom

Iggy Iguana, insect, instrument

Identifying Feelings (Happy, Sad)

Oct. 3 Ll

Kk

Larry Lion, lemon, lettuce, lunch

Keely Kangaroo, kite, kick, kazoo

More Feelings (Surprised, Scared)

Oct. 10 Gg

Vv

Gertie Goose, garden, gate, goat

Vinny Volcano, valley, valentine

Review

Oct. 17 Ee

Jj

Edna Elephant, eggs, elk, elm

Jumping Jill, joy, July, jump

Identifying Anger

Oct. 24 Rr

Uu

Reggie Rooster, rocket, radio

Umbie Umbrella, under, up

Same or different feelings

Oct 31 Tt

Ss

Tiggy Tiger, toes, turn, tickle

Sammy Seal, sea, seagull

Accidents

Nov. 7 Nn

Yy

Nyle Noodle, noodles, nap

Umbie Umbrella, under, up

Caring and Helping

Nov. 14 Ww

Qq

Willie Worm, wiggle, wood, watermelon

Queenie Queen, quickly, quit

Review

Nov. 28 Ff

Dd

Fifi Fish, family, fun

Dudley Duck, dive, dance, day

We Feel Feeling In Our Bodies

Dec. 5 Gg

Ss

Gertie Goose, garden, gate, goat

Sammy Seal, sea, seagull

Strong Feelings

Dec. 12 Review Introduced letters Review

Jan. 9 Pp

Vv

Pippa Pig, party, penguin, pizza

Vinny Volcano, valley, Valentine

Review

Jan 17 Tt

Dd

Tiggy Tiger, toes, turn, tickle

Dudley Duck, dive, dance, day

Naming Feelings

Jan. 23 Mm

Bb

Mimi Mouse, mud, milk

Benny Bear, basket, bee

Managing Disappointment


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Week Letter Alpha Friend and words from

Alpha friends’ poems

Second Step

Weekly Theme

Jan 30 Review Introduced Letters Managing Anger

Feb. 6 Ww Willie Worm, wiggle, wood, watermelon Managing Waiting

Feb. 13 Rr Reggie Rooster, rocket, radio Review

Feb. 21 Aa

Cc

Andy Apple, ant, acrobat

Callie Cat, candy, cornbread, cookies

Fair Ways to Play (Play together,

Trade, Take Turns)

Feb. 27 Jj

Xx

Jumping Jill, joy, July, jump

Mr. X-ray, box

Having Fun With Friends

March 6 Ee

Qq

Edna Elephant, eggs, elk, elm

Queenie Queen, quickly, quit

Review

March 13 Kk Keely Kangaroo, kite, kick, kazoo Inviting to Play

April 3 Oo

Ff

Ozzie Octopus, otter, olive

Fifi Fish, family, fun

Joining in with Play

April 10 Review Introduced Letters Saying the Problem

April 17 Hh

Ii

Hattie Horse, hay, home, hungry

Iggy Iguana, insect, instrument

Thinking of Solutions

April 24 Zz Zelda Zebra, zigzag, zoo Review

May 1 Nn

Ll

Nyle Noodle, noodles, nap

Larry Lion, lemon, lettuce, lunch

Learning in Kindergarten

May 8 Uu Umbie Umbrella, under, up Making New Friends in

Kindergarten

May 15 Yy Yetta Yoyo, yellow, yak Review

May 22 Teacher’s Choice Review

May 30 Teacher’s Choice Review

June 5 Teacher’s Choice Review

Second Step website: www.secondstep.org

Activation Key: SSPE FAMI LY68 - provides access to parent pages on

various topics.

http://www.secondstep.org/


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Section 5

Preschool Program

Policies and Procedures


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ADMISSION & TERMINATION POLICY

Parents/guardians must comply with the following requirements in order for their child to be admitted and remain

enrolled in the State Preschool Program.

1. A parent/guardian must apply for the preschool program and complete all the required paperwork

before a child will be officially enrolled.

2. A parent/guardian is required to attend a parent orientation meeting prior to their child’s first day of

preschool.

3. A parent/guardian must sign their child “In” and “Out” daily on the attendance sheet. (A person signing

a child in or out must be at least 18 years old.)

4. Parents/ guardians must respond promptly when requested to pick up their child from class due to

child’s illness or late pick-up.

5. The ECE office and classroom staff must be notified of any change in the following: address, phone

number(s), medical conditions and/or work or class schedule.

6. Parents will agree to obtain a physical exam for their child.

7. Parents/guardians (18 years or older) are encouraged to volunteer in the classroom. All volunteers

must provide proof of a negative TB test or negative chest x-ray completed within the past four (4)

years prior to volunteering in the classroom.

8. Parents are encouraged to attend regularly scheduled informational site meetings that address a wide

variety of topics including but not limited to: child development, health/ nutrition, literacy, parenting

skills, child abuse, pedestrian safety, etc.

A CHILD IS SUBJECT TO TERMINATION FROM THE PRESCHOOL PROGRAM FOR ANY

OF THE FOLLOWING REASONS:

1. Irregular attendance.

2. A total of three (3) unexcused absences.

3. A total of ten (10) tardies or three (3) late pick-ups.

4. If a child’s behavior creates an unsafe environment for her/himself, children and/or adults in the

program, the child may be terminated immediately.

5. If a parent/guardian makes a false statement or provides false documentation in regards to enrollment,

admission or retention of a child in the Preschool Program.

6. If a parent/guardian, or adult (acting on behalf of the parent/guardian) conducts himself/herself

toward staff, adults and/or children in an abusive, profane, threatening or intimidating manner, the

child may be terminated immediately.

I, ________________, have read, understand, and will comply with the Admission & Termination policy.

Parent/Guardian Printed Name

____________________________________ ___________________________________

Parent/Guardian Signature Date


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Lancaster School District Early Childhood Education

Pre-Screening Checklist – Single parent Verification Lista de Pre-inscripción-Verificación para padre/madre soltero/a

Phone 661-723-0351 Ext. #1 Fax 661-723-1362

Parents claiming SINGLE parent on the California State Preschool Application please provide additional information and documentation per Title 5 Regulations as follows: _____ Records of marriage, divorce, domestic partnership or legal separation; _____ Documentation of court ordered child custody arrangements; _____ Evidence that the parent signing the application is receiving child support payments from that person, has filed for child support with the appropriate local agency, or has executed documents with the agency declining to file for child support; _____ Rental receipts or agreements, contracts, *utility bills or other documents for the residence of the family indicating that the parent is the responsible party; or _____ Any other documentation, excluding a self-declaration except as provided in subdivision (a)(3), to confirm the presence or absence of a parent of a child in the family. *a utility bill alone is not sufficient documentation to file as a single parent Los padres que se declaren SOLTEROS en la Aplicación para el Pre-Escolar del Estado deben proporcionar información adicional y documentos de acuerdo a las regulaciones del Título 5: _____ Registro o formas legales de matrimonio, divorcio, compañerismo doméstico, o separación legal; _____ Documentos de la corte que ordene arreglos de la custodia del niño/a _____ Evidencia que conste que el padre que está firmando la aplicación está recibiendo pagos de apoyo para el niño/a de esa persona, ha aplicado para manutención del niño/a con la agencia local apropiada, o ha llenado documentos con la agencia declarando que no quiere aplicar para la manutención de su hijo/a; _____Recibos de renta o acuerdos, contratos, *recibos de servicios públicos u otro documento para la residencia de la familia indicando que el padre/madre es la persona responsable; o _____ Cualquier otro documento, excluyendo una declaración de sí mismo/a excepto como lo proporciona la subdivisión (a) (3), que confirma la presencia o ausencia de un padre de un niño/a en la familia. *Un recibo de sus servicios públicos no es suficiente prueba de documentos para declarar su estado

civil de soltero/a.


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ATTENDANCE POLICY

Parents/guardians must comply with the following requirements in order for their child to remain enrolled in the

Preschool Program.

1. Parents/Guardians are required to call the teacher each day their child is absent. A signed absence

form is required when the child returns to class.

2. Parent/guardian must complete and sign an absence form for each absence. Any absence of five (5)

or more consecutive days due to illness may require a doctor’s note prior to the child returning to class.

3. A student with a total of three (3) UNEXCUSED ABSENCES during the program year is subject to

termination from the program.

4. Students are allowed ten (10) “Best Interest Day” absences. “Best Interest Day” absences include

observance of a holiday or ceremony of his or her religion, vacation or other reasons as determined by

the parent/guardian.

5. An “excused absence” includes illness, primary caregiver illness (a maximum of 3 days, additional

days will be considered unexcused), medical appointment for the child, appointment with outside

agency, court visitation (court order must be on file in the ECE office and classroom), school district

closure, family emergency, death of an immediate family member, DCFS placement (documentation

from DCFS on temporary placement must be on file in the ECE office and classroom), or unforeseen

emergency.

6. If the parent/guardian fails to communicate with the teacher regarding an absence, the teacher will call

to verify the absence.

7. A child with irregular attendance (excessive absences) will be subject to termination from the

Preschool Program.

I, ____________________, have read, understand, and will comply with the Attendance policy.


______________________________ _________________________________



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LATE ARRIVAL/TARDY POLICY

1. A student is considered tardy if he/she arrives in his/her classroom sixteen (16) minutes after the scheduled

start time.

2. If the student is tardy, then parents will need to enter through the elementary school office to gain access to

their child’s preschool classroom. To maintain a secure and safe campus, the preschool gates will be

unlocked and locked according to the following schedule:

Gate

Unlocked

Start Time Tardy Gate

Locked

Morning Session Preschool Classrooms

7:50 AM

8:00 AM

8:16 AM

8:20 AM

Afternoon Session Preschool Classrooms

12:20 PM

12:30 PM

12:46 PM

12:50 PM

The gates are unlocked ten (10) minutes prior to the actual start and dismissal times to

allow families time to drop off and pick up their children.

3. The teacher will document each time a student is tardy to school.

Number of Late

Arrivals

Action Taken

5

Family receives a warning letter

7

Family receives a warning letter/phone call

10

Subject to removal/termination from the program

At five (5) tardies a warning letter will be sent home from the classroom teacher.

At seven (7) tardies, a warning letter will be sent home from the classroom teacher and a staff member

will contact the family to discuss tardiness and strategies for improvement.

At ten (10) tardies, the child will be subject to termination from the Preschool Program.

Class Schedule Tardy


8:00 AM – 11:00 AM

8:16 AM


12:30 PM – 3:30 PM

12:46 PM

I, _____________________, have read, understand, and will comply with the Late Arrival/Tardy policy.

Parent/Guardian

___________________________________________ ______________________



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LATE PICK-UP POLICY

1. A student is considered a late pick-up if the parent or guardian arrives in his/her classroom six (6) minutes

after the scheduled dismissal time. To maintain a secure and safe campus, the preschool gates will be

unlocked and locked according to the following schedule:

Gate

Unlocked

Dismissal

Time

Late Pick

Up

Gate

Locked


10:50 AM

11:00 AM

11:06 AM

11:10 AM


3:20 PM

3:30 PM

3:36 PM

3:40 PM

The gates are unlocked ten (10) minutes prior to the actual dismissal time to allow families time to pick up

their children by the dismissal time (between 10:50 and 11:00 AM & between 3:20 and 3:30 PM).

2. If the parent/guardian fails to pick-up their child at the appropriate time and fails to communicate with the

teacher, the teacher will begin calling the emergency contacts listed on the student’s emergency card in

efforts to contact the child’s parent/guardian.

3. If the parent/guardian is unable to pick up their child, the parent/guardian must have notified the

classroom teacher (verbally or in writing) of the person that will be picking up the child and that

person must be at least 18 years old, and have a valid photo identification. If an adult arrives without

parent permission and proper identification, the child will not be released even if the adult is listed as an

emergency contact on the child’s emergency card.

THERE WILL BE NO EXCEPTIONS.

4. The teacher will document each time a student is picked up late from school.

Number of Late Pick-ups Action Taken

1 Family receives a verbal and/or written warning

2 Family receives a warning letter

3 Subject to removal/termination from the program

At the first (1st) late pick-up, the family will receive a verbal and/or written warning from the classroom

teacher.

At the second (2nd) late pick-up, the family will receive a warning letter from the classroom teacher.

At the third (3rd) late pick-up, the child will be subject to removal/termination from the State Preschool

Program.

5. If the student has not been picked up within an hour of the scheduled dismissal time and the parent has not

communicated with the classroom staff or the Early Childhood Education Office, then office staff will

contact the Sheriff’s Department and Children’s Services for further assistance.

Class Schedule Late Pick Up


8:00 AM – 11:00 AM

11:06 AM


12:30 PM – 3:30 PM 3:36 PM

I, __________________________, have read, understand, and will comply with the Late Pick- Up policy.


__________________________________________ ______________________



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DRESS CODE POLICY (District Policy)

California Administrative Code Title 5, Education, Section 302 states: “A pupil who goes to school

without proper attention having been given to personal cleanliness or neatness of dress may be sent home

to be properly prepared for school or shall be required to prepare himself for the school room, before

entering.”

Lancaster School District Policy (Policy 5132) states that “students reflect pride in themselves and in

their school by wearing clothing that enhances their appearance. Students’ dress is expected to be

conducive to a positive school climate and to an orderly educational program. All clothing and

accessories shall reflect good taste.” Those students who persist in violating the District’s standards may

be suspended or expelled in accordance with legal provisions.

CLOTHING

Clothing is to be neat and clean. Students shall always keep in mind good taste concerning clothing.

Clothing with logos of alcohol, tobacco, firearms or containing inappropriate language are not to be

worn to school. Parents will be called for a change of clothes or the students may be asked to turn

their clothing inside out in order to keep the logo out of view.

Makeup is not to be worn at school. False fingernails are not permitted.

For safety reasons, it is strongly recommended that long earrings,

necklaces and/or bracelets not be worn to school. If the teacher is

concerned the jewelry will interfere with the child’s safety, then the

teacher may ask the child to remove the items.

Hats or caps are not to be worn in class at any time. On hot or cold days

they may be worn on the playground.

Please dress your child for the weather: coats in cold weather, hats and sunscreen in hot weather.

SPECIAL CONSIDERATIONS FOR PRESCHOOLERS: There are special considerations when choosing clothes for your child to wear to preschool. Preschoolers

will be running and playing throughout their school day, and should have the freedom to fully participate

in the activities that are available without being concerned about their clothes causing them harm, getting

in their way, or getting dirty. Remember a child’s work is play and often play includes using materials

that may be ‘messy’. Each day before you leave for preschool, ask yourself, “Will I be upset if my child

comes home with a stain on his/her clothes?” If the answer is yes, choose another play outfit for your

child that he/she can wear without the fear of getting ‘dirty’. Children will then be able to fully

participate in all the activities in his/her preschool classroom.


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Closed toe and closed heel shoes must be worn at all times. A closed toe shoe with a strap around

the heel is acceptable.

Pants/shorts are to be worn around the waist. Sagging pants or

oversized and baggy pants are not allowed.

HAIR

Hairstyles must not distract from the learning environment.

No temporary spray-in hair color, hairnets, curlers, handkerchiefs,

skullcaps or bandanas are allowed.

OTHER ITEMS

Items that are distracting to the educational process and tend to disrupt

others are to be left at home. This includes, but is not limited to:

phones, music players/recorders, toys, candy, or money.

If your child is wearing pockets, please check to be sure they are

not bringing to school items that are not appropriate.

Also, be aware of new toys that appear at home at the end of the school day. Children often want to

bring home a favorite toy from school.

Students frequently bring personal items to school for sharing. We are unable to accept responsibility for

the care and safety of these items. Please use discretion as to what items are brought to school and instruct

your child as to how to care for them.

EMERGENCIES AND DISASTER PREPAREDNESS PLAN

Lancaster School District Policy 6114.1 states that the school district must be prepared to

respond immediately and responsibly to events that may be threatening or disastrous. A

plan must be written to facilitate an immediate and appropriate response. The plan should

be reviewed and updated annually. The disaster plan shall include, but not be limited to:

Fires (fire drills shall be sounded not less than once every calendar month per Ed. Code 32001).

Bombs (threats or actual bomb detonation).

Disasters such as floods, heavy snows, torrential rains, earthquakes, and tornadoes.

Disasters such as riots, chemical accidents, airplane crashes.

Our preschool classrooms routinely conduct drills with the elementary schools to prepare for emergencies.

Teachers and staff members are assigned specific responsibilities to ensure student safety. When the alarm

sounds or the shaking stops, students are to exit in a quiet, orderly line from their classroom according to

the posted evacuation map. Attendance will be taken at the classroom evacuation site. After the disaster

is assessed, students may be moved to a safe area on the playground.

In the event of a disaster, a parent or someone designated on the student’s disaster release card will sign

that student’s disaster release card enabling them to remove the student from the school grounds with

proper identification. Checkout is critical to prevent school staff members from entering dangerous

buildings to search for students who are safe at home.

No students are to leave campus without a parent/designee. Students are not allowed to go home alone

to situations that may be worse, especially in the case of an earthquake when there may be live electrical

wires or leaking gas lines.

School District Closure

The district will close for any of the following disasters: earthquakes, fires, flooding, snow days,

tornadoes, and any other disaster that the district determines is necessary to close school.


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For school closure information due to inclement weather check the district website

(www.lancsd.org) and/or listen to one of the following local radio stations:

103.1FM 105.5FM 97.7FM 1380AM.

The decision on whether or not to close the school district is made by the Superintendent.

School Safety Plan (SB187) Senate Bill 187 requires schools to identify appropriate safety strategies and programs that will address the school’s

procedures for complying with existing laws related to school safety. Each school site must maintain the

Comprehensive School Safety Plan in the school office and make the plan available for public review. The School

Safety Plan Committee shall meet annually to review the plan and amend as necessary.

Code Blue: When an emergency occurs which necessitates the locking of the entire campus, the words “Code Blue”

will be announced over the PA system. If students are at lunch, they are to return to their homeroom immediately.

If students are away from class, they are to go into the nearest classroom after showing their pass to that teacher.

All teachers will lock their doors. Other staff members will lock the remainder of the campus’ doors and gates. At

the end of the emergency, an “all clear” announcement will be made.

http://www.lancsd.org/


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HEALTH AND ILLNESS POLICY

A child’s health status directly affects his/her productivity, academic progress and

interpersonal relationships with peers and adults. The following guidelines are provided

to assist staff and parents regarding attendance and health concerns in the pre-school

environment.

Preschool attendance is based on the following considerations to maintain a safe and

illness free environment for our students and staff.

Students who are symptomatic with acute or chronic illness or medical conditions will be identified and

referred to the District Nurse in a timely manner to prevent complications.

Students will be protected from the spread of communicable disease by early detection and reporting for

treatment of signs and symptoms.

Students with special needs will be identified and appropriate accommodations will be provided to ensure

optimal success in his/her preschool experience.

Students absent five or more consecutive days may require a doctor’s note when returning to school.

Preschool children frequently present with symptoms that require them to be sent home or to the doctor for

treatment. Children must be free of symptoms of illness for at least 24 hours without over the counter

medications to return to school. Please review the guidelines for acute/chronic illness or medical conditions that

interfere with academic success and increase the risk of transmission to peers and staff as follows:

Fever greater than 100 degrees.

Inflamed, itchy eyes with or without discharge

Asthma complications

Upper respiratory infections, colds/flu

(symptoms include fever, fatigue, irritability, sore

throat, copious nasal discharge, persistent cough,

ear ache and poor appetite).

Headache/ Stomachache/ Toothache

Seizure Episodes

Abdominal pain, nausea/vomiting,

Diarrhea (frequent, foul odor, watery stools)

Undiagnosed skin conditions or rashes that may

be infectious

Head Lice (NO NIT Policy. Check with District

Nurse before student returns to class)

*Children with prescription antibiotics/anti-fungal medication may not return to school for 24-48 hours

based on present symptoms and severity of illness. *

Food Allergies Parents who have students with food allergies must disclose this information to the staff and District Nurse at the

time of enrollment. The Meal Restriction/Substitution form must be completed by the District Nurse or physician

prior to starting school to determine the symptoms and severity of allergic reaction. IF YOUR CHILD HAS HAD

AN ALLERGIC RESPONSE THAT AFFECTS THEIR BREATHING PLEASE REPORT THIS

INFORMATION TO THE STAFF AND DISTRICT NURSE. A TREATMENT PLAN FOR ALLERGIC

REACTION IS REQUIRED BEFORE THE STUDENT STARTS PRESCHOOL.

Medication Prior authorization and forms must be completed if your child requires medication during school hours. Written

permission and instructions must be obtained by the doctor and parent. This form can be obtained from the Nurse

at the Preschool Office. This form must be completed prior to starting school. Parents must

bring all medications to the Preschool Office. The school nurse or health clerk will confirm the

doctor's order, complete a medication log for the student, and then deliver the medication to the

classroom. All medication in the classroom will be stored in a locked cabinet, out of the reach of

children.


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Immunization/Tuberculosis Test

California Law States: “No shots, No School”. Your child must have ALL required immunizations

completed with enrollment. TB (Mantoux) test is no longer required for school entry unless

determined by your child’s Primary Physician’s assessment of risk factors identified on the back of

the physical exam form. Immunization exceptions will be discussed with the District Nurse to ensure

that parents are making an informed medical decision.

If your child becomes ill or injured while at school:

While we encourage students to maintain perfect attendance, it is counter-productive for students to be at school

when they are not feeling well. If your child becomes ill during regular school hours, your child will receive

basic care to keep him/her as comfortable as possible until parents/guardians are contacted and until they arrive

to pick up their child. It is imperative that the information on your child’s emergency card be up-to-date.

In the situation of a student accident/injury, the school will provide basic first aid only. If an injury requires

more than basic first aid, the parent will be notified immediately. In the event of a serious injury, paramedics

will be called first, as the safety of the child is of primary importance. Parents will be notified as soon as

possible.

Caring for your child when he/she is ill: 1. Give your child extra rest, fluids, and TLC. See your medical provider if symptoms do not improve, get worse or if

requested to do so by the nurse/health clerk. Parents may be asked to provide a doctor’s note related to the child’s

illness and treatments prior to your child returning to school.

2. Seek medical attention if your child has a fever greater than 103 degrees or symptoms become worse over a period

of 2-3 days; complications of dehydration can develop quickly for children of preschool age and the doctor’s

evaluation is important. 3. Please notify your teacher and nurse if your child is hospitalized, scheduled for surgery or returning to school

after surgery. You will be asked for a doctors’ note prior to your child returning to school following a

hospitalization, surgery and/or if your child has been absent from school for a period of four days or more. The

doctor’s note must include the reason for the absence and restrictions, if any.

Non-compliance with any of the above policies will result in your child being subject to

termination from the program.

The Early Childhood Education (ECE) program is designed to enrich your child’s learning experience and well-

being in a safe and productive environment. Please feel free to call the ECE office if you have any questions (661)

723-0351 x 211.

Sincerely,

Lauri Carpenter BSN RN

Lancaster School District Nurse

I, _____________________, have read, understand, and will comply with the Health and Illness Policy.

Parent/Guardian

_____________________________________ ___________________________



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Section 6

School District and

Board Policies: California Education Codes


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SCHOOL DISTRICT AND BOARD POLICIES

CALIFORNIA EDUCATION CODES

ACADEMIC, LANGUAGE AND HEALTH SCREENINGS: On-going developmentally appropriate, research-based formative assessments are conducted for each

child twice each year. Further academic, language and/or health screenings will be performed by district

staff as the need indicates. Parents will become part of the Student Study Team and help decide if formal

assessment is necessary. (IDEA)

ADMINISTRATION OF MEDICATION: Medication prescribed by a physician or over-the-counter (OTC) medication for a child during the school

day may be administered by a nurse, or other staff member, if designated, under detailed instructions of a

physician, but only upon written parental request. (E.C. 49423)

AMERICAN WITH DISABILITIES ACT

All classrooms and staff abide by the rules and regulations created by the Americans with Disabilities Act

(ADA) of 1990 that prohibits discrimination on the basis of disability.

THE ASBESTOS MANAGEMENT PLAN A copy is available in the Office of the Assistant Superintendent of Business Services. (Title 40 CFR)

ASSAULT ON A SCHOOL EMPLOYEE

When an assault is committed on school property against any person, the assault is punishable by a fine

not exceeding two thousand dollars ($2,000.00) or by imprisonment in the county not exceeding one year,

or both such fine and imprisonment. (Penal Code 241.6) Students suspended or sent home from school

are required to keep up their schoolwork and return it to their instructors immediately upon returning to

school to receive credit.

CHILD ABUSE REPORTING

All staff members are required by California State Law to report any suspected or identified child abuse.

Preschool staff will support families who have an involvement with Department of Protective Services.

We in the preschool program will preserve absolute confidentiality of all records pertaining to a report in

accordance with state law. If the Sheriff or a Department of Children and Family Services (DCFS) worker

comes to school to interview your child, we are obligated under law (Welfare and Institution Code Section

600) to provide for that interview.

We recognize that accidents happen and children are sometimes rough with each other. If something

happens to your child, please explain to the teacher what happened. If you know someone who is hurting

children, you can report this situation on a confidential hotline. The number is 1-800-540-4000.

COMPLAINT PROCEDURES: A complaint procedure has been established to address all complaints that allege that the District has

violated Federal or State laws regarding educational programs. It is the policy of the Lancaster School

District that racial/ethnical discrimination is unacceptable and will not be tolerated. The purpose of this

complaint procedure has been established to secure an equitable solution to all complaints of racial/ethnic

discrimination or harassment. (Policy 5150.5) The Lancaster School District does not discriminate on the

basis of race, color, national origin, sex, or disability. The District provides reasonable accommodations

appropriate to a disabled person’s needs (Title VI Civil Rights Act) (Title IX 1972 Education Act).


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DISCRIMINATION AND HARASSMENT

The Lancaster School District policy regarding Discrimination and Harassment (Policy 5150.5) is as

follows:

The Lancaster School District Board desires to provide an orderly, caring and nondiscriminatory learning

environment in which all students can feel comfortable and take pride in their school and their

achievements.

It is the policy of the Lancaster School District that discrimination and harassment are unacceptable and

will not be tolerated.

Acts of discrimination and harassment are inflammatory to those victimized by such acts and

jeopardize the safety and well-being of students and staff.

Students who harass other students shall be subject to appropriate discipline.

District programs and activities shall be free from discrimination, including harassment with respect

to ethnic group, religion, gender, color, race, national origin and physical or mental disabilities.

DISTRICT PROPERTY

The parent or guardian of a Lancaster student shall be liable to the district for all property belonging to

the district and loaned to the student and not returned to the district upon demand of an employee of the

district. Records may be withheld from students and/or parents pending compensation for damaged or

missing school property. (E.C. 19910, C.C. 1714.1)

DISTURBANCE OF SCHOOL (E.C. 32210)

Any person who willfully disturbs any public school or any public school meeting is guilty of a

misdemeanor, and shall be punished by a fine of not more than five hundred dollars ($500.00).

Any person who unlawfully fights within any building or upon the grounds of any school, community

college, university, or state university or challenges another person within any building or upon the

grounds to fight, or maliciously and willfully disturbs another person within any of these buildings or

upon the grounds by loud and unreasonable noise, or uses offensive words within any of these

buildings or upon the grounds which are inherently likely to provoke an immediate violent reaction is

guilty of a misdemeanor punishable by a fine not exceeding four hundred dollars ($400) or by

imprisonment in the county jail for a period of not more than 90 days or both. (Penal Code 415.5)

DRUG FREE SCHOOL POLICY

The law requires us to make the community, parents and students aware of the dangers of using drugs,

alcohol and tobacco. The Lancaster School District policy is as follows: (Policy 3515.3)

Drugs, alcohol and tobacco possession, sales, or use is not permitted at any school or District site or any

activities, athletic events and meetings. This includes employees, students and visitors.

FREEDOM FROM RELIGIOUS INSTRUCTION AND WORSHIP The Lancaster School District refrains from religious instruction or worship in the classrooms or on

campus (Board Policy 6141.2 and Licensing-Personal Rights).


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MEDICAL AND HOSPITAL INSURANCE AND SERVICES: The Lancaster School District does provide Student Accident Insurance for injuries incurred while school

is in session and while attending or participating in school sponsored and supervised activities. This

insurance is SECONDARY to any accident or medical insurance the student’s family may have and will

be on a reimbursement basis ONLY by claim forms available at the school office.

PHYSICAL EXAMINATION: Immunizations and physical screenings are required for school entry; however, these may be waived by

parent request. The child may be sent home if, for some reason, he/she is believed to be suffering from

certain contagious or infectious diseases. (E.C. 49451)

USE OF PROFANITY

As per Penal code Sections 415(2) and 415(3), the use of profanity on school premises or in the school

office is prohibited by law and is punishable by imprisonment in the County Jail for a period of not more

than 90 days, a fine of not more than $400.00, or both such imprisonment and fine.

RIGHT TO DUE PROCESS: Federal law requires that a free and appropriate education in the least restrictive environment be offered

to all handicapped students. A parent and a pupil may initiate procedural due process to any decision

regarding the pupil’s identification as an individual with exceptional needs; the pupil’s assessment and

implementation of the individualized educational program; and the denial, placement, transfer, or

termination of the pupil in a special education and related services program, and the child’s placement.

Further information is available at the local school. Uniform Complaint Procedures (Title 5 CCR) are

available upon request from the Department of Student Services Director. (E.C. 56329, 53680, 56506,

PL94-142, PL 101-476)

THE SCHOOL ACCOUNTABILITY REPORT CARD A copy is available upon request from your school or from the Educational Services Department at the

District Office (E.C. 35256).

SEXUAL HARASSMENT

Sexual Harassment can be an expellable offense (E.C. 212.5, 48900.2) (Board Policy 5145.7). The Board

of Trustees prohibits unlawful sexual harassment of or by any student by anyone in or from the District.

Teachers shall discuss this policy with their students in age-appropriate ways and should assure them that

they need not endure any form of sexual harassment. Any person who engages in the sexual harassment

of anyone in or from the District may be subject to disciplinary action. The Board expects students or

staff to immediately report incidents of sexual harassment to the principal or designee, or to the Assistant

Superintendent of Personnel Services. Any student who feels that he/she is being harassed should

immediately contact the principal or designee, or the Assistant Superintendent of Personnel Services, in

order to obtain a copy of Policy 1312.3 Uniform Complaint Procedures. Complaints of harassment can

be filed in accordance with these procedures. The District prohibits retaliatory behavior and any complaint

of sexual harassment shall be promptly investigated in a way that respects the privacy of all parties

concerned.

Notifications

A copy of the District’s Sexual Harassment Policy shall:

Be included in the notifications that are sent to parents/guardians at the beginning of each school year.

Be displayed in a prominent location near each school principal’s office.


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Be provided as part of any orientation program conducted for new students at the beginning of each

quarter, semester or summer session.

Appear in any school or District publication that sets forth the school or District’s comprehensive

rules, regulations, procedures and standards of conduct.

Enforcement

The principal or designee shall take appropriate actions to reinforce the District’s Sexual Harassment

Policy. These actions may include:

Removing vulgar or offending graffiti.

Providing staff in-service and student instruction or counseling.

Taking appropriate disciplinary action as needed.

STUDENT RECORDS: Student records are available in our preschool office. You have the right to inspect and review any and all

records, files, and data related to your child at any time. If you have any concern regarding the accuracy

or appropriateness of any information or record maintained, please do not hesitate to inform the office.

The school district does not release information or records concerning your child to non-educational

organizations or individuals without your consent. Directory information, to include student’s name,

address, date and place of birth, participation in officially recognized sports, dates of attendance, awards

received, and the most recent previous public or private school, may be released to the following persons

or agencies: representatives of the news media, including but not limited to newspapers, magazines, radio

and television stations, parent organizations serving the school from which the information is requested.

The district may limit or deny access to the aforementioned information based upon a determination of

the best interest of the pupils. No directory information shall be released regarding any pupil when a

parent has notified the school district that such information shall not be released. (E.C. 49060, 49063,

49069, 49073)


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UNIFORM COMPLAINT PROCEDURE

FOR EDUCATION CODE 35816 COMPLAINTS

The governing Board believes that the quality of the educational program can improve when the district listens to complaints,

considers differences of opinion, and resolves disagreements through an established, objective process.

The Board encourages complainants to resolve problems early and informally whenever possible. If a problem remains

unresolved, the individual should submit a formal complaint as early as possible in accordance with district procedures. District

procedures shall be readily accessible to the public.

Individual Board members do not have authority to resolve complaints. If approached directly with a complaint, however,

Board members should refer the complainant to the Superintendent or designee so that the problem may receive proper

consideration.

The Governing Board recognizes that the district has primary responsibility for insuring that it complies with state and federal

laws and regulations governing educational programs. The District shall investigate and seed to resolve complaints at the local

level. The district shall follow uniform complaint procedures pursuant to state regulations when race, color, ethnic group

identification, religion, age gender, sex, sexual orientation or physical or mental disability in any program or activity that

receives or benefits from state financial assistance. The District shall also follow uniform complaint procedures when

addressing complaints alleging failure to comply with the law in adult basic education, consolidated categorical aid programs,

migrant education, vocational education, childcare and development programs, child nutrition programs, and special education

programs.

The Board prohibits retaliation in any form for the filing of a complaint, the reporting of instances of discrimination, or for

participation in complaint procedures. Such participation shall not in any way affect the status, grades, or work assignments of

the complainant.

The board acknowledges and respects student and employee rights to privacy. Complaints shall be investigated in a manner

that protects these rights. The identity of any complainant alleging discrimination shall be kept confidential as appropriate.

The Superintendent or designee shall ensure that employees designated to receive and investigate complaints are

knowledgeable about the laws and programs for which they are responsible. Such employees may have access to legal counsel

as determined by the Superintendent or designee.

The Board recognizes that a neutral mediator can often suggest any early compromise that is agreeable to all parties in a dispute.

The Superintendent or designee may initiate a mediation process before beginning a formal compliance investigation, provided

that all parties to the complaint agree to try resolving their problem in this way. (optional)

Education Code 35186 created a procedure for the filing of complaints concerning deficiencies related to instructional materials,

conditions of facilities that are not maintained in a clean or safe manner or in good repair, and teacher vacancy or

misassignment. The complaint and response are public documents as provided by statue. Complaints may be filed

anonymously. However, if you wish to receive a response to your complaint, you must provide the following contact

information.

Response requested: □Yes □ No

Name: Address: _____________________________

Phone Number Day: Evening:

Issue of complaint: Please check all that apply.

Textbooks and Instructional materials:

□ A pupil, including an English learner, does not have standards-aligned textbooks or instructional materials to use

in the class.

□ A pupil, including an English learner, has insufficient textbooks or instructional materials to use in the classroom.


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COMMUNITY COMPLAINT PROCEDURE

Community Complaints should be addressed to:

Kelly Fountain, Director

Early Childhood Education (ECE)

808 West Avenue J

Lancaster, CA 93534

(661) 723-0351 X1

Complainants are encouraged to resolve problems early and informally whenever possible. If a problem

remains unresolved, individuals should submit a formal complaint in accordance with district procedures.

The following procedures shall be used to address all complaints:

Filing of Complaint Complainants may file a community complaint report of alleged noncompliance to the State

Preschool/LAUP Program Administrator(s).

If a complainant is unable to put a complaint in writing due to conditions such as illiteracy or other

handicaps, district staff shall help him/her to complete the report.

Investigation of Complaint All parties involved shall be notified when a complaint is filed.

Investigations of complaints shall be conducted in a manner that protects confidentiality of the parties and

the facts.

The Program Administrator(s) shall hold an investigative meeting within five (5) days of receiving the

complaint. This meeting shall provide an opportunity for the complainant and/or his/her representative

and the district's representative to present information relevant to the complaint. Parties to the dispute may

discuss the complaint and question each other or each other's witnesses.

The Program Administrator(s) and the complainant may ask other individuals to attend this meeting and

provide additional information.

Response

Within ten (10) days the Program Administrator(s) will:

1. Provide a written response to the complainant within ten (10) days of receiving the initial complaint.

The response shall include the following:

The findings and disposition of the complaint,

Corrective actions, if any

Rationale for the disposition

2. Request for a hearing, our agency will notify the parent(s)/guardian(s) of the time and place of the

hearing. The time and place of the hearing shall, to the extent possible, be convenient for the

parent(s)/guardian(s).

a. The hearing shall be conducted by an administrative staff person who shall be referred to as “the

hearing officer.” The hearing officer shall be another staff member that is not directly involved in

the complaint.


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b. The parent(s)/guardian(s) or their authorized representative is required to attend the hearing. If the

parent/guardian or their authorized representative fails to appear at the hearing, the

parent(s)/guardian(s) will be deemed to have abandoned his or her appeal. Only persons directly

affected by the hearing shall be allowed to attend.

c. Our agency will arrange for any interpreters at the hearing, if requested by the parent(s)/

guardian(s).

d. The hearing officer shall explain to the parent(s)/guardian(s) the legal, regulatory, or policy basis

for the intended action.

e. During the hearing, the parent(s)/guardian(s) shall have an opportunity to explain the reason(s)

they believe the agency’s decision was incorrect. The agency’s staff shall present any material

facts omitted by the parent(s)/guardian(s).

f. The hearing officer will mail or deliver to the parent(s)/guardian(s) a written decision within ten

(10) calendar days after the hearing.

If a parent/guardian threatens the health and safety of program staff and children,

either verbally or physically, the intended action is effective IMMEDIATELY, and

necessary steps to secure the health and safety of staff and children will be taken.


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INSTRUCTIONS FOR FILING AN APPEAL

If you disagree with the action set forth on the reverse side of this NOA, you may appeal it to a hearing officer, who shall

be higher I authority than the person issuing this NOA. Your request for a local appeal hearing must be received by the

agency on or before the DEADLINE: _____________________. If you file an appeal, the intended action will be

suspended and any services you currently receive will continue until the review process has been completed. **If you do

not submit an appeal request before the deadline listed above, you will lose your appeal rights and the action will

become effective on the date listed on the reverse side of this NOA.**

STEP 1: To request a local appeal hearing, please fill in the boxes: Parents Name: Phone Number:

Address City/State Zip Code

Optional- Explain why you believe the action indicated on the reverse of this NOA is incorrect (you may attach additional pages if necessary):

Check box if you have an authorized representative (another person

who will attend the hearing on your behalf). Check box if you need an interpreter at the hearing. Language needed:

Name of authorized representative: Parent Signature Date

STEP 2: Make a copy of this page and fax, mail or hand deliver to the agency as follows:

FOR AGENCY USE ONLY LSD/ECE Agency Name 831 East Ave K2

Lancaster 93535

Mailing Address City/State Zip Code

Agency Contact (name) Estela Ayala Contact E-mail

[email protected]

Contact Telephone # 661-723-0351 x 201 Fax 661-723-1362

If you prefer, you may provide the appeal information to the agency in a separate document or by telephone. You may

also request that your hearing be recorded.** Please keep a copy of both sides of this form for your records.**

STEP 3: The agency will notify you of the time, and location of your hearing within 10 days of your request. If the time

and place of the hearing are not convenient for you, please contact the agency immediately to reschedule.**If you do

not get written notification of the date, time and location of your appeal hearing within 10 calendar days of

submitting your request, please contact the local agency listed above immediately.**

STEP 4: Arrive at the scheduled hearing at least 10 minutes in advance. You shall have an opportunity to explain the

reason(s) you believe the NOA was incorrect. **If neither you nor your authorized representative appear at the time

and location of the scheduled hearing, you will be deemed to have abandoned your appeal, the intended action on

the NOA will no longer be suspended and the action will become effective.**

STEP 5: Within 10 calendar days after your local appeal hearing, you will be issued a local hearing decision letter. **If

you do not receive the decision letter, please contact the local agency listed above immediately.**

STEP 6: If, after your local hearing, you disagree with the local hearing decision letter, you may ask for a review by the

Child Development Division (CDD). To request a review, write a letter explaining why you believe the local agency’s

decision letter is incorrect. Your request must include: 1) your letter, 2) a copy of this NOA, and 3) a copy of the

agency’s decision letter. The CDD must receive the request within 14 calendar days from the date on the written

decision letter. Mail or fax your appeal to:

California Department of Education Child Development Division

1430 N Street, Suite 3401

Sacramento, CA 95814

Attn: Appeals Coordinator

FAX 916-323-6853

You may contact the CDD at 916-322-6233 for additional assistance.


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LICENSING: PARENT RIGHTS

PARENTS’ RIGHTS

As a Parent/Authorized Representative, you have the right to:

1. Enter and inspect the child care center without advance notice whenever children are in care.

2. File a complaint against the licensee with the licensing office and review the licensee’s public file

kept by the licensing office.

3. Review, at the child care center, reports of licensing visits and substantiated complaints against the

licensee made during the last three years.

4. Complain to the licensing office and inspect the child care center without discrimination or

retaliation against you or your child.

5. Request in writing that a parent not be allowed to visit your child or take your child from the child

care center, provided you have shown a certified copy of a court order.

6. Receive from the licensee the name, address and telephone number of the local licensing office.

Licensing Office Name: Community Care Licensing: LA North West Regional Office

Licensing Office Address: 6167 Bristol Parkway Suite 400 MS: 29-13__________

Licensing Office Telephone #: 310-337-4333 FAX: 310-337-4360

7. Be informed by the licensee, upon request, of the name and type of association to the child care center

for any adult who has been granted a criminal record exemption, and that the name of the person may

also be obtained by contacting the local licensing office.

8. Receive, from the licensee, the Caregiver Background Check Process form.

NOTE: CALIFORNIA STATE LAW PROVIDES THAT THE LICENSEE MAY DENY ACCESS

TO THE CHILD CARE CENTER TO A PARENT/AUTHORIZED REPRESENTATIVE IF THE

BEHAVIOR OF THE PARENT/AUTHORIZED REPRESENTATIVE POSES A RISK TO

CHILDREN IN CARE.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - (Detach

Here - Give Upper Portion to Parents)

ACKNOWLEDGEMENT OF NOTIFICATION OF PARENTS’ R I G H T S (Parent/Authorized Representative Signature Required)

I, the parent/authorized representative of________________________, have received a copy of the “CHILD CARE CENTER

NOTIFICATION OF PARENTS’ RIGHTS” and the CAREGIVER BACKGROUND CHECK PROCESS form from the

licensee.

__Lancaster School District: Early Childhood Education Department______ Name of Child Care Center

______________________________________________ __________________ Signature (Parent/Domestic Partner/Authorized Representative) Date

NOTE: This Acknowledgement must be kept in child’s file and a copy of the Notification given to parent/authorized representative.

For the Department of Justice “Registered Sex Offender” database go to www.meganslaw.ca.gov LIC 995 (9/08)

http://www.meganslaw.ca.gov/


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LICENSING: PERSONAL RIGHTS

STATE OF CALIFORNIA - HEALTH AND HUMAN SERVICES AGENCY CALIFORNIA DEPARTMENT OF SOCIAL SERVICES

PERSONAL RIGHTS Child Care Centers

Personal Rights, See Section 101223 for waiver conditions applicable to Child Care Centers.

(a) Child Care Centers. Each child receiving services from a Child Care Center shall have rights which include, but are not

limited to, the following:

(1) To be accorded dignity in his/her personal relationships with staff and other persons.

(2) To be accorded safe, healthful and comfortable accommodations, furnishings and equipment to meet his/her needs.

(3) To be free from corporal or unusual punishment, infliction of pain, humiliation, intimidation, ridicule, coercion, threat,

mental abuse, or other actions of a punitive nature, including but not limited to: interference with daily living functions,

including eating, sleeping, or toileting; or withholding of shelter, clothing, medication or aids to physical functioning.

(4) To be informed, and to have his/her authorized representative, if any, informed by the licensee of the provisions of law

regarding complaints including, but not limited to, the address and telephone number of the complaint receiving unit of

the licensing agency and of information regarding confidentiality.

(5) To be free to attend religious services or activities of his/her choice and to have visits from the spiritual advisor of his/her

choice. Attendance at religious services, either in or outside the facility, shall be on a completely voluntary basis. In

Child Care Centers, decisions concerning attendance at religious services or visits from spiritual advisors shall be made

by the parent(s), or guardian(s) of the child.

(6) Not to be locked in any room, building, or facility premises by day or night.

(7) Not to be placed in any restraining device, except a supportive restraint approved in advance by the licensing agency.

THE REPRESENTATIVE/PARENT/GUARDIAN HAS THE RIGHT TO BE INFORMED OF THE APPROPRIATE

LICENSING AGENCY TO CONTACT REGARDING COMPLAINTS, WHICH IS:

Community Care Licensing- LA Northwest Regional Office NAME

6167 Bristol Parkway Suite 400 MS:29-13 ADDRESS

Culver City 90230 (310)337-4360 CITY ZIP CODE AREA CODE/TELEPHONE

DETACH HERE

TO: PARENT/GUARDIAN/CHILD OR AUTHORIZED REPRESENTATIVE: PLACE IN CHILD'S FILE

Upon satisfactory and full disclosure of the personal rights as explained, complete the following acknowledgment:

ACKNOWLEDGMENT: I/We have been personally advised of, and have received a copy of the personal rights contained in the California

Code of Regulations, Title 22, at the time of admission to:

Facility Name Facility Address

Lancaster School District Early Childhood Education Program

Print child’s Name

Signature of the Representative/parent/guardian Date

AREA

CODE/TELEPHONE

Title of the Representative/parent/guardian

LIC 613A (8/08)


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Section 7

Family Resources


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UNDERSTANDING CHILD ABUSE:

A Guide for Parents and Teachers

Children’s Rights

Every Child has a right to food, shelter, clothing, medical care, and enough sleep.

Every Child has a right to plenty of love and affection.

Every child has a right to live in an environment that is free from abuse and neglect.

The State of California supports children’s rights and has laws to protect children.

California’s Child Abuse Law

The Penal Code of the State of California declares that it is against the law to abuse or neglect children.

The law includes physical abuse and neglect.

Anyone who abuses or neglects a child may receive a fine, a jail sentence, or both. The State may also

remove children from the home if it believes the children are endangered there.

What Is Child Abuse?

Physical Abuse includes:

Severe Spanking Choking

Beating Shaking

Burning

Sexual Abuse includes:

Showing children pornography

Using children for pornography

Fondling a child’s genitals

Penetration by finger or objects

Having a child fondle an adult

Inappropriate kissing

Oral copulation

Intercourse

Emotional Abuse includes behavior such as:

Rejecting (“You’re no good”)

Ignoring (not looking at the child, not listening to him/her)

Terrorizing (locking the child in a closet, tying the child up, etc.)

Abandoning (leaving or threatening to leave the child alone)

Isolating (not letting the child take part in family activities)

Corrupting (giving the child drugs or alcohol, prostituting the child)

Neglect includes providing insufficient:

Food Medical Care

Shelter Emotional Support (love, affection...)

Who Must Report Child Abuse?

The law is very explicit about who must report suspected child abuse to child protection agencies, and

includes, among others:

Doctors and nurses

Social workers

Teachers

All employees

Failure to report child abuse can result in a $1,000 fine, up to

six months in jail, and loss of license/certification.


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Who Abuses Children?

Child abuse occurs in every socioeconomic and ethnic group in society. Adults may abuse children for a

variety of reasons, including: Lack of parenting skills, as children, they were abused or neglected, and/or

their inability to handle life’s many stresses

Family Stress

Family stress may consist of financial and/or marital problems, substance abuse, the death or illness of a

loved one, spousal abuse, or simply feeling alone. Stress can make us feel hurt, angry frustrated, so that

even normal needs of children are seen as unreasonable demands.

About Violence

There is much violence in our world, from child abuse to criminal behavior to the potential of nuclear war.

Much of this violence starts in the home. Violence is learned behavior; hitting a child teaches the child

that violence is acceptable behavior. When a child grows up in a violent or neglectful atmosphere, lifelong

problems may result. If no one cares properly for that child, he/she may suffer from:

Severe depression

Poor concentration in school

Failure at school

Low self-esteem

Difficulty in trusting others

Self-destructiveness

Antisocial behavior

Drug and alcohol abuse

Child abuse is one of the leading causes of death among children-especially of the preschool-age child.

Everyone is responsible for stopping child abuse. If you even suspect a child is being abused, call

the toll-free Los Angeles County Hotline: 1-800-540-4000.


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PEDESTRIAN SAFETY

Walking in Traffic U.S. Department of Transportation

National Highway Traffic Safety Administration

Protect yourself and your family by doing these things:

Walk on the Sidewalk

Stay on the sidewalk and crosswalks. Avoid walking in traffic where there are no sidewalks or

crosswalks.

If you have to walk on a road that does not have sidewalks, walk facing traffic.

Cross at Intersections

Most people are hit by cars when they cross the road at places other than intersections.

Look left, right, and left for traffic

Stop at the curb and look left, right, and left again for traffic. Stopping at the curb signals drivers

that you intend to cross. Cross in marked crosswalks and obey the signal.

See and Be Seen

Drivers need to see you to avoid you.

Stay out of the driver's blind spot.

Make eye contact with drivers when crossing busy streets.

Wear bright colors or reflective clothing if you are walking near traffic at

night.

Carry a flashlight when walking in the dark.

Do not let kids play near traffic or cross the street by themselves. Kids are

small, and drivers may not see them if they run into the street.

Watch your kids

Children should not cross streets by themselves or be allowed to play or walk near

traffic. Kids are small, unpredictable, and cannot judge vehicle distances and speeds.

When kids get older, teach them three things to do before they cross the street:

1) Cross at a corner with a traffic light.

2) Stop at the curb.

3) Look left, right, and then left again to make sure no cars are coming.

Back Over Danger: Kids and Cars (www.KidsandCars.org)

Every year, thousands of children are hurt or die because a driver backing up didn't see them. These

incidents for the most part take place in residential driveways or parking lots.

Recommendations to keep children safe include: Walk around and behind a vehicle prior to moving it.

Know where your kids are. Make children move away from your vehicle to a place where they are in

full view before moving the car and know that another adult is properly supervising children before

moving your vehicle.

Teach children that “parked” vehicles might move. Let them know that they can see the vehicle; but

the driver might not be able to see them.

Consider installing cross view mirrors, audible collision detectors, rear view video camera and/or some

type of back up detection device.

Measure the size of your blind zone (area) behind the vehicle(s) you drive. A 5 -foot-1-inch driver in

a pickup truck can have a rear blind zone of approximately 8 feet wide by 50 feet long.


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Be aware that steep inclines and large SUV’s, vans and trucks add to the difficulty of seeing behind a

vehicle.

Hold children’s hand when leaving the vehicle.

Teach your children to never play in, around or behind a vehicle and always set the emergency brake.

Keep toys and other sports equipment off the driveway.

Homeowners should trim landscaping around the driveway to ensure they can see the sidewalk, street

and pedestrians clearly when backing out of their driveway. Pedestrians also need to be able to see a

vehicle pulling out of the driveway.

Never leave children alone in or around cars; not even for a minute.

Keep vehicles locked at all times; even in the garage or driveway and always set your parking brake.

Keys and/or remote openers should never be left within reach of children.

Make sure all child passengers have left the car after it is parked.

Be especially careful about keeping children safe in and around cars during busy times, schedule

changes and periods of crisis or holidays.

These precautions can save lives. Prevent Injuries to Adults and Children from Airbags by Following These

Safety Steps: U.S. Department of Transportation

National Highway Traffic Safety Administration (888) 327-4236

Infants in rear-facing child safety seats must NEVER ride in the front seat of a vehicle that has an

activated passenger air bag. Infants under 1 year old must ride facing the rear of the car in the back seat.

Children 12 and under should ride properly restrained in the back seat. They should use child safety

seats, booster seats, or safety belts appropriate for their age and size.

Everyone should be buckled up with both lap AND shoulder belts on every trip. Driver and front

passenger seats should be moved as far back from the dashboard as practical. Make sure the shoulder

belt stays in place and do not lean toward the air bag compartment.

If you must put a child riding in a forward-facing child safety seat or booster in the front, make sure

the safety seat is correctly installed, the child is correctly buckled up with the harness very snug and

the vehicle seat is moved as far back as possible.

If the vehicle has side air bags, NHTSA recommends that children be properly restrained and in a

proper seating position at all times. Check web site for more information.

Have children over 40 pounds use a booster seat. Keep your child in a safety seat with a full harness

as long as possible, until he’s at least 40 pounds. Then use a belt-positioning booster seat, which helps

the adult lap and shoulder belt fit better. A belt positioning booster seat, used with a lap and shoulder

belt, is preferred for children weighing 40 – 80 pounds.


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LANCASTER SCHOOL DISTRICT: DEPARTMENT OF FACILITIES 44711 N. Cedar Avenue

Lancaster, CA 93534

(661) 948-4661 Dear Parent or Guardian:

The Healthy Schools Act of 2000 requires all California school districts to notify parents and guardians of pesticides they expect to apply

during the year. We may use the following pesticides on your school site this year:

COMMON NAME

MANUFACTURER EPA #

ACTIVE INGREDIENTS USE

5-6-5 Plus Whitmere Microgen 499-310 Pyrethrins Flying insects

Advance Whitmere Microgen 499-370 Abamectin Ants

Borid Westbury Co. 9444-129 Orthoboric Acid Roaches, ants

BP 100 Whitmere Microgen 499-452 Pyrethrins Flying insects

CB-80 Waterbury Co.’s 9444-175 Pyrethrins, Piperonyl Butoxide Technical Wasps, bees

Cy-Kick Whitmere Microgen 499-470 Cyfluthrin Roaches, scorpions, spiders

Demand Zeneca 100-1066 Camoa – Cyhalothrin Ants, roaches, spiders

Diazinon 4E Prentiss Corp. 655-457 Diazinon Spiders, ants, roaches

Drione Bayer Environ 432-992 Pyrethrins, Piperonyl Butoxide Technical, Amorphus Silica Gel Ants, Roaches, Silverfish, Bees

Final Blox Bell Labs 12455-89 Brodifacoom Mice

Fluorguard F.M.C. 1812-348-297 N-Ethyl-Perfluorooctanesulfonamide Ants

Fumitoxin Pestcon Systems 5857-1 Aluminum Phosphide Ground rodents

Fusilade II Sengenta 100-1084 Fluazifop-P-butyl Butyl –2-[4-[[5-(trifluoomerthyl)-2- Turf & Ornamental herbicide/weed control

Gas Cartridge USDA-Aphis 56228-2 Sodium Nitrate, Charcoal Ground rodents

Mecomec 2.5 PDI/Gordon Corp. 33955-483-2217 Methyl, Chlorophenoxy Potassium Hydroxide, Diethanolamine Herbicide weed control

Niban Granular Bait Nisus Corp. 64405-2 Orthoboric Acid Ants, roaches

Pendulum 3.3 BASF 241-341 Pendimethalin Preemergent/weed control

Phantom BASF Corp 241-392 Chlorfenapyr, bromo ants

QuikPRO Monsanto Company 524-535 Ammoniumsalt of N glycine, Dihydrodipyrido

pyrazinedium dibromide

Herbicide – weed control

Rozol Lipha Tech., Inc. 7173-184 Chlorophacinone Ground rodents

Surflan A.S. DowElanco 62719-113 3,5-Dinitro-N4, Dipropylsulfanilamide,

Propylene, Glycerine

Weeds

Suspend SC Agrevo 432-763 Deltametarin Ants, roaches, fleas, spiders

Talstar Professional F.M.C. Corp. 279-3206 Bifenthrin Ants, roaches, spiders

Talstar/Granules F.M.C. Corp. 279-3168 Bifenthrin Beetles, ants, roaches

Termidor SC BASF 7969-210 Fipronil Ants

Wasp – Freeze Whitmere Microgen 499-362 Phenoxybenzl Wasps, bees

You can find more information regarding these pesticides and pesticide use reduction at the Department of Pesticide Regulation’s web site

at http://www.cdpr.ca.gov

Parents or guardians may request prior notification of individual pesticide applications at the school site. Beginning July 1, 2005, people

listed on this registry will be notified at least 72 hours before pesticides are applied. If you would like to be notified when we plan to apply

a pesticide, please complete and return the form below to your child’s school site.

If you have any questions, please contact our department at the telephone number above.

REQUEST FOR INDIVIDUAL PESTICIDE APPLICATION NOTIFICATION

I understand that, upon request, the school district is required to supply information about individual pesticide applications at least 72 hours

before application. I would like to be notified before each pesticide application at this school.

PLEASE PRINT CLEARLY: School Name: _____________________________________

Student Name: __________________________________________ Room #/Teacher ______________________________

Name of Parent/Guardian _________________________________________

Address: ______________________________________________________________________________________________

Day Phone: ( ) _________________________________________ Evening Phone: ( ) _________________________

Parent/Guardian Signature: __________________________________ E-Mail:_____________________________________

http://wwww.cdpr.ca.gov/


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** FAMILY RESOURCE GUIDE**

COMMUNITY RESOURCES AGENCY SERVICES PROVIDED

A.V. Family Focus Resource

Center

43210 Gingham Avenue Lancaster, CA 93535 www.familyfocusresourcecenter.org

Serving children with disabilities and their families

Antelope Valley Community

Clinic 45074 10th St. W. Suite 109

Lancaster, Ca 93534

Call for appointment

(661) 942-2391

Complete Primary Care

Physicals

Immunizations/TB

Dental Services

Urgent Care

Antelope Valley Health Center 335-B East Ave K-6

Lancaster, Ca 93534

(661) 524-2005

Physicals

Immunizations/TB

Family Planning

A. V. Youth and Family Services

(661) 949-1069

44815 North Fig Avenue, Suite 101

Lancaster, CA 93534

FAX (661) 948-5049

www.avys.av.org

Information, Assessment and Referrals to Prevention and Intervention.

Programs for At-risk Youth and Families.

Parenting Classes, Community Outreach

Awareness Presentations

Anger Management Classes

Transportation Assistance for Clients only

Publishers of Red Book, Directory for Youth, Adult and Family Services

A.V. Work Source Center (661) 726-4128 1420 West Ave I Lancaster CA 93534 www.av.worksource.ca.gov

Employment information and education

AV Adult School (661) 942-3042 45110 3rd St East Lancaster CA 93535 www.avadult.org

Educational Services

Career Training

English as a Second Language

High School Equivalency or Diploma

Citizenship

AV Partners for Health (AVPH)

(661) 942-4719

45104 10th St. West

Lancaster, CA 93534

www.avph.org

Infant health Support

Family Programs

Programs for School-age Children

Child Abuse Hotline (800) 540-4000

Children's Bureau Lancaster

(661) 949-0131 FAX (661) 729-8912

921 West Avenue J, Suite C

Lancaster, CA 93534

www.all4kids.org

Day Treatment for Children 3 - 6

Outpatient Mental Health Services for Children Birth through Age 21

Therapeutic Behavioral Services

Individual, Group & Family Therapy, Parenting Groups and Classes

School Based Mental Health Service

Medication Support

http://www.av.worksource.ca.gov/

http://www.avadult.org/


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Children’s Center of the AV

(661) 949-1206

45111 Fern Ave.

Lancaster, CA 93534

www.ccav.org

Parent/ Child Therapy

Child Abuse Treatment

Family Support Parenting Classes

Grace Resources (661) 940-5272 FAX (661) 940-5274 45134 North Sierra Highway Lancaster, CA 93534 www.graceresources.org

Emergency Groceries, 5 days a week, Hot meals at various locations

Clothing, homeless assistance

Crisis Intervention

Case Management

High Desert Regional Health Center

(661)471-4000

335 East Ave. I

Lancaster, CA 93535 www.lacounty.gov

Pediatrics

Adult Internal Medicine

Women’s Clinic

Urgent Care

Homeless Solutions Access Center

(661) 942-2758

45134 North Sierra Highway, Bldg B

Lancaster, CA 93534

Case Management

Advocacy for Homeless Individuals and Families

Access to Domestic Violence Specialists

Information and Referral for transportation services and Homeless Persons

Showers, Mail Services, Use of Phone

Lancaster Library

(661) 948-5029

601 Lancaster Blvd

Lancaster CA 93534

colapublib.org

Literacy services

Story times

Family Activities

Computer Access

NAMI (National Alliance on

Mental Illness) 45111 Fern Suite 21

Lancaster, Ca 93534

(661) 341-8041 www.nami.org

Group classes (for Individuals, Peers and Family) offering education,

coping skills, skills encouragement, support, compassion and hope

for those living with mental illness, their spouses, siblings,

family members and friends.

Salvation Army

(661) 948-3418

44517 Sierra Hwy

Lancaster, CA 93534

Emergency Financial Assistance

Emergency Shelter

Food and Nutrition Programs

ST Vincent de Paul -

(661) 942-3222

45058 Trevor Ave, Suite B

Lancaster, CA 93534

Food Bags to Homeless and Haircuts

Clothing

Hot meals at various locations

ID required

United Way

(661) 874-4288

42283 10th St. West Suite 103

Lancaster, Ca. 93534

Providing long-term solutions in three areas:

Access to permanent housing

Helping students prepare for college and the workplace

Helping people become financially stable

Valley Oasis (661) 945-6736

Domestic violence shelter

Women, Infant, Children (WIC) (661) 949-5805 701 West Ave. K Lancaster CA

Supplemental food and nutrition education

Referrals to community services

Information and support for breastfeeding

http://www.graceresources.org/

preschool program handbook - lancaster school district · to help your child learn and develop,...

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