Program Information

Program Staff:

Thanks to the support of the MCCSC community and the MCCSC Family-Centered, Community-Focused Referendum passed by voters in November 2023, MCCSC is able to staff its Pre-K classroom with certified and licensed early childhood teachers. All Pre-K classrooms also have a Pre-K instructional aide assigned to their classroom to support the students and teacher. All MCCSC elementary buildings have additional Early Learning staff who will float between Pre-K classrooms to provide support. Preschool classrooms are staffed with one lead educator and two support staff.

 

Transportation:

MCCSC offers bus transportation for students in the Pre-K program, when attending in their home-districted school. Families interested in utilizing this service should indicate their interest upon enrollment or by calling your student’s school office. Pre-K students will ride in seats specifically designed for small children. An adult will be asked to board the bus with your student and assist in buckling the student into their assigned seat.

 

School Supplies:

All school supplies for your student are provided by MCCSC for the 2026-2027 school year. The only items you will be asked to provide for your student are a backpack to be used throughout the school day, a personal water bottle, and a change of clothes.

 

Attendance Statement - Preschool & Pre-K:

Children enrolled in MCCSC Preschool and Pre-K programs are expected to attend full-time, 180 days of the MCCSC school calendar. However, we recognize absences may occur and students may be excused from attending for illness, vacations, or emergencies.

Attendance requirements will be followed when using these funding sources:

MCCSC Family-Centered Referendum Subsidy: Preschool and Pre-K families receiving subsidy from the MCCSC Family-Centered Referendum must attend at least 80% of scheduled school days each month to maintain their subsidy funding. Attending less than 80% may result in forfeiting referendum subsidy funding and monthly fees will become the responsibility of the family.

On My Way Pre-K Voucher: Students using an On My Way Pre-K voucher receive funding from the Office of Early Childhood & Out-of-School Learning (OECOSL). OECOSL has set attendance requirements for students receiving this funding and MCCSC is required to report daily attendance to the state agency. If a student misses more than 45 days of school, OECOSL may terminate the student’s voucher.

MCCSC will work with all families to support regular attendance. Teachers and staff will take attendance daily, and building principals and social workers will monitor and communicate with families before reaching the maximum number of absences allowed.

MCCSC will always follow federal and state laws, including IDEA, ADA, and Section 504 of the Rehabilitation Act to ensure accommodations and individualized plans are in place for students when appropriate.

 

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”

 

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.

 

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.

 

MCCSC’s Extended Day Program:

MCCSC’s Extended Day program is a separate fee-based program that provides before and after school care. Families interested in utilizing this service should visit MCCSC’s enrollment page.

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: MCCSC’s Preschool and Pre-K 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:

• ParentSquare App: MCCSC uses the app, ParentSquare to keep families informed on important school events.
• Family/Teacher Conferences: Families are invited to participate in family/teacher conferences annually, and may request additional meetings if necessary. Written reports documenting children’s progress will be made available at each conference. Families are encouraged to ask questions or raise concerns about the assessment process for their individual child whenever such questions or concerns arise.

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

 

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:

• In-person conversations with teachers and staff
• Phone conversations with teachers and staff
• Participating in annual family/teacher conferences
• Assisting in a classroom during special events
• Chaperoning a field trip
• Attending schoolwide events

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 annual 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.

 

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.

 

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

 

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.

 

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

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. Pre-K students will participate in free-choice activities, as well as weekly experiences in Art, Music, and PE. Daily classroom routines and procedures will be consistent while remaining flexible to meet the needs of the students.

 

Meal Times:

Students can bring lunch from home, or breakfast and lunch may be purchased through MCCSC Child Nutrition. Free or reduced meal options are available for qualifying families. Families may qualify for this service by completing an application on the MCCSC website. All students will receive a healthy afternoon snack in the classroom provided by MCCSC Child Nutrition at no additional charge.

 

Nap Time:

MCCSC Preschool and Pre-K classrooms will have a 30-minute daily rest time. Students will be allowed to fall asleep and wake naturally. Students who choose not to sleep will be given quiet activities to do on their cot. Students are encouraged to bring one blanket and one comfort item from home for nap time. These items are kept in the student’s cubby and are sent home periodically to be laundered.

 

Recess:

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

Health Statement:

Good school attendance is vital to academic success. In efforts to keep all students healthy, please see the below general guidelines for guidance on illnesses and school attendance.

Students should not come to school with:

• Fever: Higher than 100.4 orally. Child may return to school when temperature has been normal for 24 hours without the use of medication.
• 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.
• Rash with open sores or blisters – unless child has note from the doctor stating rash is not contagious.
• Vomiting: Student should be vomit free for 24 hours.
• Diarrhea: Student should be diarrhea free for 24 hours.
• Open sores that have a crusty appearance.
• Head Lice: If your child has head lice, contact your school’s health office. After treating your child’s hair to kill the live lice and removing eggs from the hair, students need to be seen by the health aide, health aide plus (LPN), or travel school nurse (RN) before returning to school. Consult your child’s physician for treatment options and guidance. Your child may not ride the bus or return to school until cleared by the health aide, health aide plus (LPN), or travel school nurse (RN). MCCSC Lice guidelines may be found on the MCCSC website.

 

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.

 

Allergies & Special Diets:

Families must notify administration regarding any food allergies or required special diets. A note from the child’s healthcare provider will be required for their student file.

 

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 school’s administrative team for further information.

 

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 the health office and administered by the health aide or nurse.
• 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.

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 (School-based Preschool and Pre-K programs): If MCCSC operates on a two-hour delay, morning-only Preschool and Pre-K are canceled. Full-day Preschool and Pre-K will begin two hours after the normal start time.
• All Schools Dismissed Early (School-based Preschool and Pre-K programs): If MCCSC announces an early dismissal, Early Learning programs will be dismissed at that end time. 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.)

 

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.

 

Program Safety:

All MCCSC schools are locked buildings 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.

 

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.

 

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.

 

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.

 

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. Active supervision involves the following at all times during the school day:

• Children are within sight and sound of a caregiver. Children may never be left alone unattended.
• Classrooms must be in the correct staff-child ratio (1:10).
• Staff know how many children are currently in their care.
• During transition times, staff 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.

 

MCCSC’s partner Pre-K providers include:

• Bloomington Center for Global Children
• Bloomington Developmental Learning Center
• Compass Early Learning Center
• Covenant Christian Early Learning Place
• Hoosier Courts Nursery School
• Indiana University Campus Children’s Center
• New Hope Early Learning Center
• Penny Lane Child Care

Families must contact partner providers to inquire about programming.