Infants and Toddlers

Program Staff:

Each classroom is led by an educator who meets the qualifications as per state licensing regulations. Additional support staff work in classrooms to promote high-quality care and education.

All ELC staff are trained in the following health and safety procedures:

• Infant “Safe Sleep” Procedures
• CPR/First Aid
• Child Abuse and Neglect Detection and Prevention

Staff also complete additional professional development training in the areas of curriculum, child development, assessment, and family engagement, and other topics annually.

Visitors & Volunteers:

In addition to family members, MCCSC’s Early Learning Programs occasionally have visitors to their sites, including the following:

• MCCSC employees and administrators (including special education professionals)
• Representatives from compliance agencies (ex. Paths to Quality, NAEYC)
• High school and college practicum students

Visitors and volunteers are required to sign in at the front office and will wear identification while they are in the building. Visitors and volunteers must be supervised by a qualified classroom teacher or staff at all times, and will not count toward classroom staff-child ratios. Classroom staff must have completed the new employee orientation in order to supervise visitors and volunteers.

Early Learning Curriculum:

MCCSC’s Early Learning Programs use multiple curricula to support learning through the Indiana Early Learning Standards.

Indiana Early Learning Standards: The Indiana Early Learning Standards is an early learning developmental framework for the care and education of children from birth to age 5 created by the Indiana Department of Education, in alignment with the state’s K-12 academic standards. Early learning staff use these standards as a foundation for planning the types of inquiry-based, hands-on experiences that help prepare children for kindergarten and beyond. The Early Learning Standards include the following areas: approaches to play & learning, creative arts, English/language arts, mathematics.

Creative Curriculum: MCCSC Early Learning classrooms use the Creative Curriculum to develop lesson plans. This curriculum is research-based, hands-on, and focuses on using play as the best model of learning. These materials include planned activity ideas, units of study, book studies, and fingerplays and songs.

Second Step Curriculum: To increase self-regulation and to help children identify their emotions, the Second Step social-emotional curriculum is used in Preschool and Pre-K classrooms. These materials encourage children to explore their emotions, through songs and stories that are shared throughout the school day.

Play and Learning: As outlined in the Early Learning philosophy, MCCSC Early Learning programs believe that children learn best in a play-based environment. A play-based environment allows children to explore, engage, and discover the world around them.

NAEYC’s Developmentally Appropriate Practice in Early Childhood Programs states, “Play promotes joyful learning that fosters self-regulation, language, cognitive, and social competencies as well as content knowledge across disciples. Play is essential for all children, birth through age 8" (p. 26).

By committing to play-based learning through intentional planning, implementing lesson plan activities with fidelity, and creating a learning-rich classroom environment, teaching staff are able to guide children in their learning and ensure their developmental success during their early childhood years.

What does a “play-based” environment look like in the classroom?

• Classrooms consist of different learning centers with materials focused on a particular curricular area (art, music, science, reading, etc.)
• Daily schedules that promote large periods of “free play” time during the day
• Materials rotated regularly to encourage developmental growth and interest
• Children involved in different types of play including:
  • Physical play: Exploring the world through their five senses, running, jumping, climbing
  • Constructive play: Building with blocks, drawing, painting
  • Dramatic play: Playing in the dress up center, imaginative and creative outside play
  • Structured games: Games with rules, like “Simon Says” or “Duck, Duck, Goose”

Toilet Training:

Toilet training is an important milestone in a child’s development, and we will partner with families when a child shows signs of readiness. We will keep the routines as consistent as possible between home and school, and we will work with each child considering their individual readiness, understanding that regression is a typical part of this process.

To support this learning, teachers do the following:

• Ask families to bring in multiple changes of clothing in case of accidents.
• Watch for signs that a child may need to use the bathroom.
• Create a consistent toileting routine.
• Stay with the child near the toilet.
• Use lots of encouragement.
• Handle accidents in a casual manner.

Early Learning Discipline Guidelines:

The early years of a child’s life are important for the development of foundational learning, including the social-emotional skills that support children getting along with one another, building friendships, and cooperating with other children and adults. Adverse behaviors are typically the result of a child’s misunderstanding of how to accomplish a specific goal in a socially acceptable manner, or a child’s inability to exert control over emotions. In the classroom, we support children’s use of socially acceptable problem-solving skills by:

• Setting up an environment with clearly communicated expectations and rules
• Teaching problem-solving skills
• Actively supporting children’s use of positive problem-solving skills in action
• Acknowledging, labeling, and accepting children’s emotions
• Teaching self-calming strategies
• Redirecting children to appropriate activities

Staff may NEVER use physical punishment, psychological abuse, or coercion, when disciplining a child. Prohibited staff practices include:

• Examples of physical abuse: Shaking, hitting, spanking, slapping, jerking, squeezing, kicking, biting, pinching, excessive tickling, and pulling of arms, hair, or ears; requiring a child to remain inactive for a long period of time.
• Examples of psychological abuse: Shaming, name calling, ridiculing, humiliation, sarcasm, cursing at, making threats, frightening a child, ostracism, withholding affection, seclusion (including soft exclusionary measures, such as “time outs” as punishment).
• Examples of coercion: Rough handling (shoving, pulling, pushing, grasping any body part); physical restraint (forcing a child to sit down, lie down, or stay down) except when restraint is necessary to protect the child or others from harm; physically forcing a child to perform an action (such as eating or cleaning up).

If misbehaviors become extreme, are ongoing, or putting other children or staff in danger, early learning staff will take the following steps to help the child engage safely with others:

• Meet privately with the child’s family to discuss the behavior concerns and to formulate a plan of action to meet the needs of the child.
• Utilize school and/or behavior specialists to observe in the classroom in order to determine the cause/function/triggers for the behavior, and to create an action plan that can be taken to minimize the causes of the behaviors. This action plan will include positive behavior strategies such as modifying the environment, or changing the daily schedule
• If the behaviors are thought to be related to a developmental delay or other special need, teachers and families will work together to seek assessment and intervention.

MCCSC Early Learning Program strives to eliminate suspension, expulsion, and other exclusionary measures. If the rare case of permanent expulsion from the program occurs, it is done in compliance with federal and state civil rights laws. In such instances, the program will assist the family in accessing services by providing a list of other community providers.

Child Abuse Prevention, Detection, & Reporting:

All MCCSC staff are trained in protocol to report instances of bullying. If you are concerned that your child is experiencing bullying, please let your child’s teacher or an administrator know right away.

State law requires that any person, including school staff, who suspect that a child is being abused or neglected report such suspicion to Child Protective Services. All staff are trained annually on policies regarding the reporting of suspected child abuse or neglect. Procedures are as follows:

• A person who suspects that a child has been abused or neglected by a person either outside or inside the school must immediately report that suspicion to the Department of Child Services (DCS.)
• The reporter must notify orally (in person or by phone) the head of school (or designee) that a report was made.

If a report is made concerning alleged abuse or neglect of a child by a staff member, a determination will be made regarding the status of the staff member’s employment pending investigation by the school and/or DCS. No persons with a substantiated case of child abuse or neglect will be employed or retained by the school corporation.

Department of Child Services (DCS) Hotline: 1-800-800-5556

Family Communication:

Early Learning staff understands that building positive relationships with families takes time, transparency, and open communication.

Communication: We are always committed to maintaining a professional working relationship in the best interest of the children. However, we recognize that despite our shared goal of supporting and educating children, it is possible that some difference of opinion may occur between staff and families.

To ensure a common understanding, we recommend the following steps be taken:

• Step 1: Speak to the lead teacher in your child’s classroom about your concerns to see if they can be resolved directly. If a resolution has not been reached, proceed to step 2.
• Step 2: Speak to the administration team at your child’s school. Additional support through classroom observations conducted by members of the MCCSC team and meetings with the family and teaching staff may be given to provide resolution. If a resolution has not been reached, proceed to step 3.
• Step 3: Contact the Program Manager at the Office of Early Learning and Out of School Programs at earlylearning@mccsc.edu, or by calling (812) 330-7702.

Communication Methods: Staff use the following communication methods throughout the school year to ensure that families are kept up-to-date on not only their child’s development, but also classroom and school events and updates. These methods include:

• Playground App: The Early Learning Center uses the app, Playground, to inform families about their child’s school day and classroom and center updates, including:
  • Daily reports for each child (meal times, naptimes, etc.)
  • Pictures of children participating in daily activities
  • Messaging features to communicate with their child’s teachers.
  • Weekly classroom newsletters, and monthly center newsletters.

Family/Teacher Conferences: Centers hold family/teacher conferences twice a year. These conferences help facilitate conversation regarding your child’s growth and development, as well as making connections between home and school to continue to support your child’s learning. Additionally, families are encouraged to contribute to their child’s assessment by providing input on developmental skills they observe at home. All families will receive information from their child’s teacher on their child’s growth and development.

Interpreter/Translation Services: If you need to access translation services, please contact your child’s school administration.

Classroom Communication: Early Learning Center staff understand that building positive relationships with families takes time, transparency, and open communication. To better individualize care for each child, below are just a few examples of how our teaching staff communicate with families:

• Infants: ELC’s Infant teaching staff understand that transitioning routines from home to school can be difficult for our youngest learners. To minimize disruptions to the child’s routines, teaching staff will communicate with families at drop-off and pick-up times when the child last ate, slept, and had a diaper change. Teaching staff use a variety of ways to relay these messages to families, including through the Playground mobile app, dry erase boards, and written notes. Additionally, families and staff will communicate at drop-off and pick-up times to further discuss the child’s physical and emotional wellness, developmental skills, and other concerns.
• Toddlers: Toddler teaching staff at the ELC locations communicate with families regularly both in-person and through the Playground mobile app about how children are beginning to build independence in care skills such as feeding, toileting, and social-emotional development. For example, when a child displays toilet training readiness at school, staff will work together with families to ensure consistency between home and school.
• Preschool: Preschool teaching teams communicate with families regularly both in-person and through the Playground mobile app on their child’s progress in the areas of language, math, social emotional skills, and other developmental domains. This communication is shared both informally through daily verbal and written communication, and formally through family-teacher conferences twice a year.

Family Partnerships:

We recognize family members are the first and most important teachers in a child’s life, and we view teaching as a process in partnership with you. To that end, we offer and encourage communication, classroom participation, and family engagement through:

• Assisting in daily classroom activities or special events:
• Visiting the classroom during meal times
• Leading a special activity
• Reading a book during large group times
• Chaperoning a field trip
• Attending classroom parties
• Attending center-wide events (i.e. open house, Grandparent’s Day, Mother’s Day, Father’s Day, etc.)
• Sharing hobbies and talents with center community (i.e. playing an instrument, leading a yoga class, etc.)

Sharing Feedback and Concerns: Building ongoing connections between home and school is important to MCCSC’s Early Learning teachers and staff. We encourage your input on how to help your child learn, grow, and flourish while in our care.

Families are encouraged to ask questions and share feedback about their child’s growth and development. Although each child grows and develops at their own pace, below are a few possible topics for discussion and feedback:

• Social-emotional development
• Self-care skills (feeding, dressing, etc.)
• Academic skills
• Kindergarten-readiness skills
• Developmental milestones*

*Developmental milestones include: social/emotional skills, language/communication skills, cognitive (learning, thinking, problem-solving) skills, and physical development and movement.

What does family feedback look like?

• Participating in family/teacher conferences.
• Providing feedback on annual program surveys.
• Communicating with teachers and staff frequently through phone, messaging, or in-person conversations.
  • Participating in informal conversations with teachers. regarding child progress at drop-off and pick-up times. Due to supervision of students, conversations of more than a few minutes may need to be scheduled in advance.
• Requesting a meeting with teachers, staff, and/or school leadership outside of the classroom.

Confidentiality:

MCCSC’s Early Learning Programs understand that parents and guardians share personal information regarding their child and families. We respect a family’s right to privacy and are committed to keeping details regarding demographic, health, and developmental history confidential.

The following information will be treated as confidential, but is not limited to:

• Demographic Information: Names, birth dates, addresses (including email addresses), and social security numbers
• Health Information: Diagnoses (including allergies), medications, medical reports, immunization records
• Developmental Information: Conference reports, behavioral assessments, IEP reports

Paperwork: Intake paperwork containing personal information will be retained for as long as the child is enrolled and one year after the child is no longer enrolled.

Confidentiality: Information pertaining to children and families is kept confidential within the classroom and is not shared with teaching staff in other classrooms or with other families. Teaching staff may speak to the center’s leadership team to discuss questions and concerns about a child’s development or behavior.

Storage of Records: Child records and emergency information are stored securely, and copies of these documents stored in the classroom will be inaccessible to unauthorized persons. Information about children’s special diets or allergy concerns will also be posted in the food preparation area in addition to the child’s classroom (full names will not be displayed in public areas, but initials will be used instead.) Information regarding children or families will only be shared with prior written approval from family.

Release of Children:

For the protection of the children in our care, children will only be released to those adults listed as authorized on enrollment forms. Please be prepared to show a photo ID at pick-up time. For safety reasons, we are unable to release a child to another minor unless that minor is the child’s parent. If a court order exists barring a parent or guardian from accessing the child, please provide a copy of that court order to the office. We are legally unable to withhold a child from a legal guardian without this documentation.

Community Resources:

Below are just a few of the many resources that can be found in Bloomington and the Monroe County area. Please reach out to your school’s administrative staff if you would like to receive additional resources:

• City of Bloomington - Latino Outreach
  • Address: 401 N. Morton St., Suite 260
  • Phone: (812) 349-3430
• Hoosier Hills Food Bank
  • Address: 2333 W. Industrial Park Dr.
  • Phone: (812) 334-8374
• Monroe County Public Library - Downtown
  • Address: 303 E. Kirkwood Ave.
  • Phone: (812) 349-3050
• Monroe County Public Health Clinic
  • Address: 333 E. Miller Dr.
  • Phone: (812) 353-3244
• WonderLab Science Museum
  • Address: 308 W 4th St.
  • Phone: (812) 337-1337

Assessment & Screening:

Child learning is measured through formative and authentic assessment using the Indiana Student Performance Readiness and Observation of Understanding Tool (ISPROUT). The ISPROUT assessment allows for teachers and families to observe the developmental growth and milestones of a child resulting in increased individualized instruction and care. Staff are trained on the use of assessment tools at annual in-service trainings and throughout their formal teacher education.

Assessment data is collected over the course of the entire school year through observations conducted by the child’s classroom teachers while children are engaged in day-to-day learning activities at school.

Child observations and assessments are used for a variety of purposes, including:

• Curriculum planning - Educators use assessment results to ensure that curriculum themes and activities match the child’s current developmental needs and emergent interests.
• Informing instructional practices - Educators also use assessment results to make sure that free-choice and planned/guided activities are scaffolded to provide the right amount of support to each child’s skill level.
• Program improvement - Assessments are analyzed by educators and program leadership to ensure classroom materials and equipment are developmentally appropriate, support all students, and lead to the overall improvement of the program.

ISPROUT generates a comprehensive report for each student and is used to guide conversations between teachers and families. This report offers suggestions regarding ways families can extend learning at home, based on the data collected from the assessment.

Families can contribute to assessment data in a variety of ways. For example, to better teacher’s understanding of their child, families may share information about their background and values, the child’s likes and dislikes, and the family’s daily routine. Families may also help teachers by observing their child in other settings and share information regarding the child’s skills in a variety of activities. Families will be also be encouraged to share their goals and help the teachers develop next steps in their child’s educational journey.

Early Intervention & Family Support:

MCCSC values meeting the needs of all students through a continuum of services in the least restrictive environment. Our corporation uses a team-based approach to enhance services for students, at all levels of need. In addition to certified special education teachers at every school, our teams include behavior specialists, school psychologists, speech and language pathologists, occupational and physical therapists, paraprofessionals, general education teachers, and school administrators. These teams focus on evidence-based practices in order to deliver specially designed instruction.

If your child’s teaching staff suspect a potential developmental delay or other special need, they will:

• Collect observational data related to the suspected delay or need.
• Meet privately with family members to discuss the concern, share documentation, and get input from the family.
• Suggest steps for a more formal evaluation, if necessary.
• Support the family in moving through these steps.

As the people who know your child best, we encourage you to bring any concerns you have about your child’s development to the teacher.

Daily Schedule:

You will become familiar with your student’s daily schedule very quickly. Daily schedules are posted in each classroom and will be included in newsletters sent home from the teacher. Daily classroom routines and procedures will be consistent while remaining flexible to meet the needs of the students.

Meal Times:

Breakfast, lunch, and two snacks (AM and PM) are included in the monthly tuition cost to all children over the age of 12 months. Lunches are catered by MCCSC Child Nutrition, and breakfasts and snacks are prepared onsite and include fruits, vegetables, dairy, and grain items. Food from home is not permitted as per licensing guidelines, unless the child has food allergies or follows a special diet. If a child enters the building with food, it must be finished before entering the child’s classroom.

Infant Feeding:

All infants (6 weeks-12 months) at the ELC must have a current feeding plan on file and posted in their classroom. Feeding plans will be signed by the child’s healthcare provider initially, and updated as needed.

From 6 weeks-12 months, meals and snacks will be provided by the families. When a child turns 12 months, the child must switch to school-provided meals and snacks. Your child’s teacher and center administration will work together with you and the child to provide for a smooth transition.

Label breastmilk and formula bottles with the following information:

• Child’s first and last name
• Date
• Time poured or time expressed

Please note: Any unfinished and/or unrefrigerated formula or breast milk will be discarded after 1 hour as per state licensing guidelines.

Nap Time:

MCCSC Early Learning classrooms will have a daily afternoon rest time. Children will be allowed to fall asleep and wake naturally, but families may provide a written request for children to be awakened after a certain period of time. Children who choose not to sleep will be given quiet activities after 30-minutes of rest time. Children may bring a blanket and comfort item from home for nap time. These items are kept in the student’s cubby and are sent home periodically to be laundered. Infants will sleep on demand according to their individualized daily routine.

Infant “Safe Sleep” Guidelines:

The Early Learning Center practices “Safe Sleep” guidelines for infants ages 6 weeks-12 months as directed by the American Academy of Pediatrics and Indiana Department of Child Services.

• Teachers will place infants younger than 12 months on their backs to sleep in a crib (even if they can roll over)
• If infants arrive to our program asleep, or fall asleep, in equipment that is not specifically designed for infant sleep (i.e. an infant car seat), the infant will be removed and placed in appropriate infant sleep equipment (i.e. their crib in the classroom.)
• Any soft items (e.g. blankets or comfort items) are not permitted in a crib.
• Sleep sacks (without the swaddle or weighted attachments) and pacifiers (without attachments) are allowed.

Recess:

Children will participate in at least one outside recess daily. Recess is held, weather permitting, and children should dress accordingly for the weather. Coats, hats and gloves will be needed for cold-weather days. In cold weather, children will remain indoors when the wind-chill (“feels like”) temperature is below 25 degrees.

Health Statement:

The following illness guidelines for infants, toddlers, and preschoolers are set forth by MCCSC’s Health Services Department in accordance with local pediatricians and the Indiana Department of Health. The following exclusions will apply for any of these conditions:

• Fever: A student will be sent home if their temperature is at least 100.4°. They will need to be fever-free (without the use of medication) for 24 hours prior to returning to school.
• Diarrhea (Not associated with diet changes or medications): A child will be sent home if there are multiple loose or water instances within an hour, or if accompanied with a fever and/or vomiting. Children will need to be symptom-free for 24 hours prior to returning to school. Children who are under 2-years-old will be evaluated on an individual basis by ELC administration, under the guidance of MCCSC’s Health Services.
• Vomiting: A child will be sent home if they vomit during the school day with an additional symptom (i.e. temperature of 100.4°.) If vomiting is the student’s only symptom, the center’s Site Supervisor will work with Health Services for further guidance. Children will need to be symptom-free for 24 hours prior to returning to school. Children who are under 12 months of age will be evaluated on an individual basis by ELC administration, under the guidance of Health Services.
• Eye Discharge: A student will be sent home if they have any inflammatory eye condition with a mucous discharge – especially redness of eyes associated with any mucous discharge, swelling, or eyes that are matted shut in the morning. The child may return to school after receiving guidance from the child’s physician.
• Open Sores/Rashes: A student will be sent home if a sore or rash is open or bleeding. If a student has eczema, wounds will be covered with a bandage if they are bleeding. If the wound cannot be safely contained, they will be excluded from care until resolved.
• Chickenpox: If a student has chickenpox, they may return to school when all lesions are crusted over and dry.
• Sore Throat: A student will be sent home with a severe sore throat that makes them uncomfortable, or is presented with another symptom. The child may return to school once condition has improved and any other exclusionary symptoms (fever, vomiting, etc.) has been resolved as per their individual guidance.
• Runny Nose: A student will be sent home if they have a consistent runny nose accompanied with a constant cough. The center Site Supervisor will consult with Health Services if the runny nose produces green or yellow discharge for further guidance. The child may return to school once condition has improved and any other exclusionary symptoms (fever, vomiting, etc.) has been resolved as per their individual guidance.
• Head Lice: Health Services will contact family on further action to take, and student’s return date.

Medication:

• Families will assume responsibility for delivering medications to and from school.
• Only medications received in their original bottles or containers with attached labels will be accepted. Only FDA approved medications may be dispensed at school. No more than a 30-day supply of such medication should be delivered or accepted.
• All medications must be clearly labeled as follows:
  • Name of student
  • Time of administration (clock time preferable)
  • Name of medication, including dosage
  • Name of the prescribing physician, as copied onto the label by the pharmacist, if prescription medication
• A written authorization from the child’s family will be on file before any medication will be administered. The written authorization may be withdrawn by the child’s family at any time and shall be kept on file for no longer than one year.
• Written directions from the prescribing physician must be received by the school before any prescription drug can be administered.
• Daily or as needed medication will be stored in a secure location and administered by trained staff.
• Emergency medication will be stored in the classroom, inaccessible to children, and locked after the school day.
• During a field trip, in which Health Services personnel does not attend, the medication will be signed out from the health office by the lead teacher, and training will occur prior to administration.
• At least one MCCSC staff member trained in medication administration is always present when children are in care.

Topical Products Application:

Sunscreen, diaper rash cream, and other topical preventative products may be kept in classrooms, out of reach of children, and administered by teaching staff only with written parental permission. Products must be labeled with the child's name and must be in the original container.

Insurance:

Medical insurance coverage for children is the responsibility of the child’s parent(s). MCCSC offers a student accident insurance policy for district children. Contact your center’s administrative team for further information.

Idling Vehicles:

Idling vehicles are discouraged during pick up and drop off times, except during periods of extreme heat or cold to maintain interior or engine temperatures.

Program Safety:

The Early Learning Center is a locked building with a video entry system. In order to enter the building, families will be required to ring the video monitor to gain access. All staff have a picture ID badge to gain entry into the building.

Accidents & Injuries:

Early Learning staff members are trained in CPR and First Aid. Per state licensing requirements, at least one Early Learning staff is CPR certified when children are in care. Minor injuries will be treated at school and families will be notified at pick-up. If a more serious injury or accident occurs, first aid will be rendered and the family will be notified immediately to seek additional medical treatment for the child.

In the case of a medical emergency, Emergency Medical Services (911) will be contacted first, and the family immediately afterwards. Upon arrival of EMS, school personnel will defer to first responders. If necessary, EMS will transport the child to the nearest hospital for treatment. It is vital that your child’s emergency and medical information are current in their student file.

Emergency Management Plan:

In accordance with Indiana Department of Education guidelines, MCCSC has developed an emergency preparedness plan. Among others, IC 10-21-1-10 outlines the requirements for a school safety plan that protects against outside and internal threats to the physical safety of students, faculty, staff and the public. In the event of an emergency situation, you will be notified through ParentSquaure app messaging via the following methods: phone, text message, or email (depending on your settings). If the situation warrants, specific instructions will be provided by your child’s school.

Winter Weather Closures:

• All Schools Closed/eLearning: If MCCSC is closed or moves to an eLearning day due to winter weather conditions, all Early Learning programs are closed
• All Schools Delayed (ELC): If MCCSC operates on a two-hour delay, the ELC will operate on its normal schedule.
• All Schools Dismissed Early (ELC): If MCCSC announces an early dismissal, the ELC will evaluate weather conditions, and dismiss early if necessary. Specific instructions may be communicated by your child’s school.

Emergency Preparedness and Response: To help prepare for emergency events (such as fire, tornado, shelter in place, etc.) classroom staff and students practice emergency drills and evacuation procedures regularly. Man-made disaster drills are practiced once a semester and fire drills are practiced monthly (per state licensing requirements.)

Challenging Behavior - Biting:

Biting is a typically developing behavior that may present itself in an older infant, toddler, or preschool classroom. Teachers work with the children in the classroom on building communication, conflict management, and social-emotional skills to help prevent physical incidents from happening. When biting incidents occur in the classroom, families of both the child who bit and the child who was bitten are notified. All information is confidential and names of the children involved in the incident are not shared between families. Biting is documented and signed by the teacher and administration with a copy given to the family and the original kept in the child’s file. If biting incidents continue to occur, teachers and families will work together to identify behavior patterns and develop solutions.

Bullying:

While bullying is atypical in populations of very young children, MCCSC takes the issue of bullying very seriously. Children should feel safe in every area of our programs, and teachers strive to create that environment. In addition, required supervision by sight and sound means that children are always under the eye of a watchful adult.

All MCCSC staff are trained in protocol to report instances of bullying. If you are concerned that your child is experiencing bullying, please let your child’s teacher or an administrator know right away.

Tobacco & Prohibited Substances:

The use of tobacco in any form, alcohol, or illegal drugs is prohibited on the facility premises. The indoor and outdoor environments used by the program are designed as non-smoking areas. Possession of illegal substances or unauthorized potentially toxic substances is prohibited.

• Smoking and vaping are prohibited anywhere on school property and should not be carried into any program where it is visible to students, nor should the odor be noticeable.
• Alcohol and drug usage are not permitted on school property, nor is it permissible to have the odor of such on the person.

Active Supervision:

To ensure the health and safety of all children in our care, active supervision is practiced in the classroom, during transition times, on the playground, and on field trips for infants, toddlers, and preschoolers. Active supervision involves the following:

• Infants, toddlers, and preschoolers are within sight and sound of a caregiver at all times.
• Infants, toddlers, and preschoolers may never be left alone unattended.
• Classrooms must be in the correct staff-child ratio at all times.
• Staff must know how many children are currently in their care.
• During transition times, staff must count how many children are in their care at each access point, before moving to the next access point. For example, children are counted before leaving the playground, and then again before entering the building.