Pleasantville Preschool



Program Policies and Procedures












Pleasantville Community School

415 W. Jones St.

Pleasantville, IA  50225








Si necesitas esta guia en Espanol, por favor contacta con la Oficina de la Escuela Elemental.











Preschool Policies and Procedures


Table of Contents



I.               Welcome to Any Pleasantville Preschool


II.            Mission, Philosophy, and Goals for Children and Families


III.         Enrollment

§  Equal Educational Opportunity

§  Eligibility

§  Hours

§  General Information

§  Inclusion


IV.         A Child’s Day

§  Who works in the preschool

§  Daily Activities

§  Curriculum and Assessment

§  Child Guidance and Discipline

§  Water activities

§  Snacks/Foods

§  Outside Play and Learning

§  Clothing

§  Toilet Learning

§  Objects From Home

§  Classroom Pets

§  Birthdays


V.            Communication with Families

§  Open Door Policy

§  Arrival and Departure of Children

§  Transportation and Field Trips

§  Ethics and Confidentiality

§  Children’s Records

§  Preschool Advisory Committee

§  Grievance Policy


VI.         Family Involvement

§  Home Visits

§  Family Teacher Conferences

§  Family Night

§  Other Opportunities

§  Transitions


VII.      Health and Safety

§  Health and Immunization Certificates

§  Health and Safety Records

§  General Guidelines

§  Illness Policy

§  Exclusion of Sick Children

§  Reporting Communicable Diseases

§  Medication Policies and Procedures

§  Cleaning and Sanitation

§  Hand Washing Practices

§  First Aid Kit

§  Fire Safety

§  Medical Emergencies and Notification of Accidents or Incidents

§  Inclement Weather

§  Protection from Hazards and Environmental Health

§  Smoke-free Facility

§  Child Protection Policies

§  Substance Abuse

§  Volunteers



VIII.       Staff

§  General Information

§  Health Assessment

§  First Aid/CPR certification

§  Orientation

§  Staffing patterns and schedule

§  Staff development activities

§  Evaluation and Professional Growth Plan











Pleasantville Preschool

Program Policies and Procedures






Pleasantville Community School was awarded the Statewide Voluntary Preschool Program Grant in 2008 as a result of the Preschool Advisory Committee’s dedicated work.  The program’s goal is to provide a high quality preschool program meeting each child’s needs, including children with disabilities and those from a diverse background.  The preschool provides a rich learning environment that encourages children’s natural curiosity and supports them to take risks that lead to new skill development.  It is a setting where children feel safe, respected, and cared for.  This is an opportunity for all four-year-old children to take part in planned, active learning experiences to build their readiness skills.



The National Association for the Education of Young Children has accredited the Pleasantville Preschool since 1997.  The standards and criteria held by the Association are separated into ten categories, or the 10 Standards of Excellence, as described below:

  1. Relationships
  2. Curriculum
  3. Teaching
  4. Assessment of Child Progress
  5. Health
  6. Teachers
  7. Families
  8. Community Relationships
  9. Physical Environment
  10. Leadership and Management




II.    MISSION, PHILOSOPHY, AND GOALS     NAEYC 2.A.01, 2.A.03, 10.A.01, 10.B.08




   …… Seek Understanding

   …… Strive for Excellence

   …… Succeed







Program Philosophy 10.A.01, 10.B.08


• Families are an important part of children’s lives and should be actively involved in their children’s education as partners with their child’s teachers.

• Young children learn best through self-selected active participation with their environment (hands-on learning).

• Each child has a unique rate of development.  Each developmental area should be enhanced with activities that focus on process rather than product.

• Play is an important part of an early childhood learning experience and should be reflected throughout the daily schedule.

• Guidance in the early childhood classroom should encourage children to move toward self-discipline, independence and responsibility for their actions.


Program Goals  4.C.03, 10.A.01, 10.B.08


• To identify each family’s strengths and recognize barriers affecting their family life.

• To empower families to encourage self-sufficiency toward a better quality of life through education.

• To help parents/guardians improve their parenting skills and become more responsive in meeting both the emotional and physical needs of their children.

• To promote parents/guardians as partners in the learning process with honest and valuable communication by the teacher through newsletters, conferences and home visits.

• To provide a developmentally appropriate curriculum for each child in three developmental areas:  physical/motor, social/emotional, and cognitive/language.

• To encourage exploratory learning stimulated through play, self-selected learning experiences, dramatic play, and learning centers. 

• To encourage appropriate behavior through guidance techniques which include positive reinforcement, group and individual problem solving, redirection, logical and natural consequences, verbal expression of feelings, consistency and patience.

• To promote appreciation of each individual child through recognition of individual strengths, areas of need, and individual learning stages, also, by encouraging creativity and by extending the desire to learn.

• To use child assessment data to develop and implement activities for children in their areas of need. 













Developmental Objectives   2.A.01, 4.C.03, 10.A.01, 10.B.08


• Self-Esteem & Independence – Encouraging each child’s pride in individual characteristics, families, experiences, and accomplishments and each child’s responsibility for personal care, actions and words.


• Interaction & Cooperation – Promoting children’s social skills for diverse adult and peer relations, including listening, turn-taking, following directions, rules and routines, group participation, care for shared materials, and conflict resolution.


• Communication – Facilitating comprehension and expression skills beginning with oral and progressing to written language.


• Discovery & Exploration – Fostering a positive attitude toward learning through questioning, observing, and experimenting with varied materials related to diverse themes. 


• Physical Capabilities – Giving children opportunities to use their growing bodies to develop small and large motor skills and coordination.


• Artistic Expression and Appreciation – Cultivating each child’s ability to express ideas and emotions through art, music, movement, and drama. 





Equal Educational Opportunity NAEYC 1.D.01

The Pleasantville School District (PSD) has an established policy of equal employment opportunity with respect to gender, gender identity, race, national origin, creed, age, color, marital status, sexual orientation, disability, socio-economic status or religion.  The district has an established policy of taking affirmative action in recruitment, appointment, assignment and advancement of women, minorities and disabled.  We expect the administration to know and fully accept the equal opportunity and affirmative action policies and to make certain that no employee or applicant for employment will suffer any form of discrimination because of gender, gender identity, race, national origin, creed, age, color, marital status, sexual orientation, disability, socio-economic status or religion.  For more information, see Pleasantville Community School Board of Education Policy Manual Code #401.5. Direct inquiries to the District Equity Coordinator, 415 Jones Street, Pleasantville, Iowa 50225, or Director, Office of Civil Rights, Chicago, IL 60606-7204.










Children must be four years of age prior to September 15th of the current school year.  If a child does not meet age requirements, however demonstrates concerns evaluated by teacher or AEA team, the child may be considered for enrollment. Parents/Guardians may call before their child is 4 years of age to put them on a list. 

Pre-registration will begin in the spring of the year.  Registration materials are available from the elementary secretary.  Parents/Guardians will be required to complete registration forms prior to their child entering preschool.



Classes meet from 8:00 – 3:00, four days per week.  Children attend Monday - Thursday.  Students do not attend on Friday.  This allows for parent meetings and home visits, planning time for the teaching staff, and collaboration with community agencies.  The preschool follows the Pleasantville school calendar. 


Tuition  NAEYC 10.B.08


The Preschool Program is funded through five sources:

  1. Shared Visions Grant
  2. Statewide Voluntary 4-year-old Grant
  3. Parent tuition fees
  4. Marion & Warren County Empowerment
  5. State school-age funding


Tuition assistance forms will be included in your registration packet.  Parent tuition is based on $5/day.  The total cost of $720 (144 days) is divided by 10 months.  The first payment must be sent with the child’s registration in July.  The book rent fee must also be paid unless a child is being funded by the Shared Visions grant.  NO refunds can be made due to illness, holidays, inclement weather, staff training days, or other legitimate conditions beyond the control of the Preschool Program and the Pleasantville Schools.


Lunch/Breakfast Fees   NAEYC 10.B.08

            Lunch  $1.75

            Afternoon Snack Milk  30¢

            Breakfast (optional)  $1.10

(Prices may change with the new school year.  If assistance for lunch/breakfast fees in needed, please complete an income verification form from the office.) 










General Information             NAEYC 4.C.01, 5.A.01, 10.B.12

When the child begins the program, health records that document the dates of service shall be submitted that show the child is current for routine screening tests and immunizations according to the schedule recommended and published by the American Academy of Pediatrics. If the child is overdue for any immunizations, parents/guardians will provide proof of an appointment scheduled to update the appropriate immunization.


At the beginning of the school year, all parents/guardians will receive a development screening (ASQ & ASQ-SE) to complete about their child.  These screenings will help teaching staff better understand the development of each child.  Teaching staff and parents/guardians will discuss the outcome of this screening during their child’s home visit. 


The maximum class size is 20 children in each session based on square footage of the current location.  A teaching staff-child ratio of at least 1:10 will be maintained at all times to encourage adult-child interactions and promote activity among children.  Should one of the teaching staff need to temporarily leave the room, the teacher will call the elementary office and the principal will arrange for coverage of the classroom to maintain the staff-child ratio.  


Inclusion   NAEYC 1.D.01, 9.C.01

The preschool program provides all children, including those with disabilities and unique learning needs.  Modifications are made in the environment and staffing patterns in order to include children with special needs.  Staff are aware of the identified needs of individual children and are trained to follow through on specific intervention plans.  It is our belief that inclusion in our program will enrich the experience for teachers, students, other children and their families.  The preschool facilities meet the Americans with Disabilities Act accessibility requirements.  





Who Works In The Preschool       

Program Administrator     The elementary principal is designated as the full-time program administrator supervising the preschool program.  The principal meets all qualifications described in the NAEYC Standards. NAEYC 10.A.02, 10.A.4

Teacher     A full-time teacher licensed by the Iowa Board of Educational Examiners and holding an early childhood special education endorsement is assigned to the preschool classroom.     NAEYC 6.A.05

Teacher Assistant 

A full time teacher assistant in the classroom carries out activities under the supervision of the teacher.  The teacher assistant will have specialized training in early childhood education.     NAEYC 6.A.06

School Nurse

The preschool will have the assistance of the school nurse.  The current nurse is employed full time, is a certified RN.  The nurse maintains student health records by updating them quarterly, and attends to the health needs of the students while they are at school.  The school nurse is available for parent/guardian consultation when necessary.  NAEYC 10.D.05


Support Staff   NAEYC 10.B.10

Heartland AEA 11 support staff provide resources and assistance to the teacher and classroom upon request to help all children be successful in the preschool setting. Such staff may include: early childhood consultant, speech and language pathologist, social worker, occupational therapist, physical therapist or others.


Daily Activities

A consistent daily schedule is planned to offer a balance of learning activities.  Learning is both formal and informal.  Play is planned for every day.  Listening is balanced with talking, group activities with solitary time, indoors with outdoors, quiet play with noisy play.  Your child will have the opportunity for the following types of activities every day:


Large and Small Group Activities


Self-directed Play

Meal times

Learning Center Activities:

Art, Science, Writing Table,

Games and Put together toys, Book Center, Blocks and Wheel Toys, Pretend Play

Story Time



Outdoor Activities

Individual Activities


Lesson plans for each week are posted on the Parent Communication Wall showing how these activities are incorporated into the daily schedule.  Weekly notes will be sent home to families in children’s backpacks and electronically, if parents/guardians desire. 


Curriculum   NAEYC 2.A.01 – 2.A.03, 10.B.08

Curriculum is a framework for learning opportunities and experiences.  It is a process by which learners obtain knowledge and understanding, while developing life skills.  It is continually revised and evaluated to make learning fun and exciting.


It is the policy of this district that the curriculum content and instructional materials utilized reflect the cultural and racial diversity present in the United States and the variety of careers, roles, and life styles open to women as well as men in our society.  One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnic origin, religion, and physical disability.  The curriculum should foster respect and appreciation for the cultural diversity found in our country and an awareness of the rights, duties, and responsibilities of each individual as a member of a multicultural nonsexist society.       NAEYC 1.D.01


Houghton Mifflin Pre-K is a scientifically researched-based “hands-on, minds-on” curriculum that aligns with key critical Pre-K learning goals. It addresses all areas of early learning:  language and literacy, math, science, physical skills, and social skills.  It is based on thematic units familiar and meaningful to young children such as Homes and Families, Animals, Five Senses, Transportation, and the Farm.  It provides children an opportunity to learn in a variety of ways - through play, problem solving, movement, art, music, drawing and writing, listening, and storytelling.  Suggestions for modifications and adaptations are an integral part of the curriculum.


Every Day in Pre-K: Math offers preschoolers an engaging introduction to math.  Based on the philosophy that learning takes place over time, this program helps children construct an understanding of math through continual exposure to key concepts using manipulatives, visual models, and the language of math.  This program emphasizes a thorough understanding of small numbers, develops math in the context of daily games and discussions, focuses on observational skills that involve making predictions, looking for patterns, and seeing similarities and differences in things, helps preschoolers communicate about mathematics with confidence, and provides practice with sentence and story concepts.


The Handwriting Without Tears Pre-K Get Set for School program introduces school readiness activities for young children of all ability levels.  Through music, movement, building, coloring and multi-sensory activities, children have fun as they develop important skills:  language proficiency, color and shape awareness, fine and gross motor control, letter and number recognition, counting abilities, and social skills.  NAEYC 2.A.01, 2.A.02


Child Assessment      NAEYC 4.A.02, 4.A.03, 4.C.02, 4.E.06, 4.E.07, 7.B.03, 7.C.01

Guiding principles:

It is the school district’s belief that assessment of young children should be purposeful, developmentally appropriate, and take place in the natural setting by familiar adults.  The results will be used for planning experiences for the children and to guide instruction.  Assessment will never be used to label children or to include or exclude them from a program.  A family’s culture and a child’s experiences outside the school setting are recognized as being an important piece of the child’s growth and development.  All results will be kept confidential, placed in each child’s file, and stored in a secure filing cabinet. 


Children are assessed in the following ways:


§  Houghton Mifflin PreK assessment records student progress in the developmental areas of pre-reading and pre-math at the beginning, middle and end of the school year. 

§  Early Literacy Individual Growth and Development Indicators (IGDIs) are given at the beginning, middle, and end of the year to monitor the growth of early literacy skills.

§  Skill Ring Checklist is on-going.  As children are able to demonstrate a specific skill at home, parents/guardians will communicate with the teacher asking the child to be tested at school. 

§  Social Skills are assessed weekly by the teacher and reported to the parents/guardians on the Daily Communication sheet. 

§  Families are asked to contribute information about their child’s progress.  Young children often show different skills in different settings.  Working together, the teaching staff and families can gather a complete picture of a child’s growth and development. 







The information from the above is used in the following ways:

§  To provide information about children’s needs, interests, and abilities in order to plan developmentally appropriate experiences for them;

§  To provide information to parents/guardians about their children’s developmental milestones;

§  To indicate possible areas that requires additional assessment.

§  To provide information to kindergarten teachers regarding children’s developmental levels.


NAEYC  4.A.02, 4.A.03, 4.C.10, 4.E.02, 7.B.03, 7.B.06

Assessment information will be sent home at the end of each testing period (beginning, middle and end of the school).  All data collected will be shared formally with families during Parent Teacher Conferences in the fall and spring.  The preschool teacher will communicate weekly regarding children’s activities and developmental milestones.  Informal conferences are always welcome and can be requested at any time by the teacher or parents/guardians.


If, through observation or information on the ASQ, ASQ:SE, Houghton Mifflin PreK assessment, or IGDIs, the teacher feels that there is a possible issue related to a developmental delay or other special need, she/he will communicate this to the family during a conference, sharing documentation in writing of the concern.  Suggestions for next steps may include the following, with the knowledge and consent of the parents/guardians:

§  The teacher requests assistance from the Heartland AEA Team as an early intervention process.  This team engages in problem identification, plan interventions, provide support, and make outside resources available to those individuals requesting assistance.

§  A request may be made for more formalized testing.

The preschool teacher would assist in arranging for developmental screening and referral for diagnostic assessment when indicated.    NAEYC 7.B.04, 10.B.08, 10.B.10


If a child is determined to need special accommodations, those accommodations are included in the materials, environment, and lesson plans for that child.  Examples include sign language and visuals for children with hearing impairments or language delays and behavior plans for children whose behavior does not respond to the typical strategies used by teaching staff in the classroom.


Program Assessment

Pleasantville Preschool implements the NAEYC Standards.  We will receive a verification visit the 2008-09 school year to confirm we are meeting these standards.  Administrators, families, staff, and other routinely participating adults will be involved annually in a program evaluation that measures progress toward the program's goals and objectives.  The annual evaluation process includes gathering evidence on all areas of program functioning, including policies and procedures, program quality, children's progress and learning, family involvement and satisfaction, and community awareness and satisfaction.  A report of the annual evaluation findings is shared with families, staff, and appropriate advisory and governance boards. The program uses this information to plan professional development and program quality-improvement activities as well as to improve operations and policies.



Supervision Policy   NAEYC 3.C.04  9.A.05  9.C.08         

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

Ÿ All safety plugs and electric outlets covered, heat/AC, water temperature, and toilets, etc. in working order.

Ÿ All cleaning supplies/poisons out of children reach and stored properly.

Ÿ Classroom and materials checked for cleanliness/broken parts, etc. including playground.

Ÿ Supplies checked - first aid kit, disposable gloves, soap, paper towels, etc.

Ÿ Daily monitoring of environment - spills, sand, etc.  Other serious problems reported to head custodian.

Ÿ Upon arrival, each child is observed by the teacher for signs of illness or injury that could affect the child’s ability to participate in the daily activities.


No child will be left unsupervised while attending preschool.  Staff will supervise primarily by sight.  Supervision for short intervals by sound is permissible as long as teachers check every two to three minutes on children who are out-of-sight (e.g. those who can use the toilet independently, who are in the library area, etc.)


Child Guidance and Discipline        NAEYC 1.F.02, 10.B.08

Teaching staff will equitably use positive guidance, redirection, planning ahead to prevent problems.  They will encourage appropriate behavior through the use of consistent clear rules, and involving children in problem solving to foster the child’s own ability to become self disciplined.  Where the child understands words, discipline will be explained to the child before and at the time of any disciplinary action.  Teaching staff will encourage children to respect other people, to be fair, respect, property and learn to be responsible for their actions.  Teaching staff will use discipline that is consistent, clear, and understandable to the child.  They will help children learn to persist when frustrated, play cooperatively with other children, use language to communicate needs, and learn turn taking. 


School-wide Positive Behavior Support

PBS (Positive Behavior Support) is a systemic approach for achieving social goals while preventing problem behaviors with ALL students.  The purpose of the Orange Pride Program is to establish and maintain a safe and effective school environment that maximizes the academic achievement and social-emotional-behavioral competence of ALL students. 


Academic achievement and appropriate behavioral skills are the results of school, staff, and families working together to provide a continuum of support for all students.  A continuum of academic and behavioral support includes: 

1.      School-wide instruction for all students (core instruction)

2.      Instructional interventions for students who are at risk for academic or social and behavioral problems (supplemental instruction)

3.      Individualized instruction for students with intense or chronic academic or behavioral problems.  (intensive instruction)


The school-wide expectations are “Be Respectful”, “Be Responsible”, and “Be Safe”.  Staff members teach all students these expectations during the first month of school.  Students learn about the expectations in the classroom, hallway, restroom, cafeteria, and on the playground.  Additional instruction is provided as necessary. 


A leadership PBS team has divided common classroom behaviors into three levels (Level 3 being the most severe).  When a student demonstrates 5 behaviors that fall in the Level 1 category, the student automatically is moved to the Level 2 column.  When a student is moved to the Level 2 column, a behavior referral form is sent home on that day explaining what behavior(s) have occurred, the location of the behavior, and the consequence for that behavior.  Please not that if your child does not move to the Level 2 column, you will not be notified daily regarding his/her behaviors.  Many Level 1 behaviors are minor (i.e.: getting out of seat); however, when this is a recurring behavior then it needs addressed.  Finally, if a student is in the Level 2 column and demonstrates 5 additional behaviors then he/she moves to the Level 3 column.  When in the Level 3 column, a behavior referral form will be sent home and the school principal will contact parents/guardians. 




Challenging Behavior   NAEYC 1.B.07, 1.D.05, 1.E.01, 10.B.10

The teaching staff in the preschool is highly trained, responsive, respectful, and purposeful.  The teachers anticipate and take steps to prevent potential challenging behaviors.  They evaluate and change their responses based on individual needs.  When children have challenging behaviors teachers promote pro-social behavior by reminding children to “Be Respectful, Responsible and Safe” both inside and outside of the classroom. 


Teaching staff will guide children to develop self-control and orderly conduct in relationship to peers and adults.  Children will be taught social, communication, and emotional regulation skills.  If a child displays persistent, serious, and challenging behavior, the teaching staff, parents, and AEA support staff will work as a team to develop and implement an individualized plan that supports the child’s inclusion and success.


Aggressive physical behavior toward staff or children is unacceptable.  Teaching staff will intervene immediately when a child become physically aggressive to protect all of the children and encourage more acceptable behavior.


Prohibited Practices   (NAEYC 1.B.09, 1.B.10)

The program does not, and will not, employ any of the following disciplinary procedures:

1.      harsh or abusive tone of voice with the children nor make threats or derogatory remarks.

2.      physical punishment, including spanking, hitting, shaking, or grabbing.

3.      any punishment that would humiliate, frighten, or subject a child to neglect.

4.      withhold nor threaten to withhold food as a form of discipline.





Water activities            NAEYC 5.A.10, 9.C.12, 10.D.01

We have a water table in the classroom for children to stand and play with their hands in the water.  During water play children are involved in active experiences with science and math concepts.  Children with sores on their hands are not allowed to participate with others in the water table to ensure that no infectious diseases are spread.  Children are not allowed to drink the water during water play activities.  When the activity period is complete, the water table is drained and refilled with fresh water before a new group of children comes to participate.  Outdoor water play is limited to tubs and buckets or containers as well as the water table.  We do not participate in swimming pool activities.  Staff supervise all children by sight and sound in all areas with access to water in tubs, buckets, and water tables.


Foods and Nutrition  NAEYC 5.B.01 – 5.B.16, 10.D.01

Attitudes about food develop early in life.  The food children eat affects their well-being, their physical growth, their ability to learn, and their overall behavior.  We have an opportunity to help children learn about foods, to enjoy a variety of foods from their own culture and others, and to help them begin to appreciate that their bodies need to be strong, flexible, and healthy.  Eating moderately, eating a variety of foods, and eating in a relaxed atmosphere are healthy habits for young children to form.


Children attending preschool may choose to have breakfast before class begins. A snack is provided by the preschool families in the morning and the Preschool Program in the afternoon. Two food groups will be represented at each snack time as outlined in USDA guidelines. The preschool serves a wide variety of nutritional snacks, and encourages children to expand their tastes by at least trying a portion of the food offered.


All food is prepared, served, and stored in accordance with the U.S. Department of Agriculture Child and Adult Care Food Program (CACFP) guidelines.  Clean, sanitary drinking water is made available to children throughout the day.  Staff discards any foods with expired dates.  Liquids and foods that are hotter than 110 degrees Fahrenheit are kept out of children’s reach.  Foods requiring refrigeration will be kept cold until served.


Lunch provided by the school is served family-style in the classroom.  The children are encouraged to serve themselves.  Teachers demonstrate and encourage children to use good manners and engage in positive conversation.


In this facility, food may be brought from home under the following conditions:  (for special occasions, for lunch or for snack). 

1.      Perishable food brought from home to be shared with other children must be store bought and in its original package or must be whole fruits.

2.      Lunch and snack foods brought from home will meet with the guidelines of the Child and Adult Care Food program for the types of foods and portion sizes.  They will be prepared and transported in a sanitary fashion, including maintenance of safe food temperatures for perishable items. Food that is not at a safe temperature when it arrives will be discarded.  Perishable foods that require refrigeration will be kept below 40 degrees F and perishable hot foods will be kept above 140 degrees until served.  Food brought from home will be labeled with the child’s name and date.

3.      Children will not be allowed to share food provided by the child’s family unless the food is intended for sharing with all of the children.

4.      Leftover food will be discarded.  The only food that may be returned to the family is food that does not require refrigeration or holding at a hot temperature, that came to the facility in a commercially-wrapped package, and was never opened.

5.      Staff bringing lunch home are encouraged to demonstrate healthy food choices. 


For each child with special health care needs, food allergies, or special nutrition needs, the child’s health care provider should provide the program an individualized care plan prepared in consultation with family members and specialist involved in the child’s care.  Children with food allergies shall be protected from contact with the problem food.  With family consent, the program posts information about the child’s allergies in the food preparation area and in areas of the facility the child uses to serve as a visual reminder to all adults who interact with the child during the day.  Program staff will keep a daily record documenting the type and quantity of food a child consumes when any child with a disability has special feeding needs and provide parents/guardians with that information.


High risk foods, often involved in choking incidents, will not be served.  For children younger than four years, these include hot dogs, whole or sliced into rounds; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole.


The school district does not use foods or beverages as rewards for academic performance or good behavior, and will not withhold food or beverages as a punishment, nor will teaching staff ever threaten to withhold food as a form of discipline.  


Oral Dental Health Plan  NAEYC 5.A.16

Children will brush their teeth everyday following lunch.  A toothbrush holder is hung on the wall in close proximity to the classroom sink to help store toothbrushes.  This holder allows toothbrushes to receive air and also hang freely without touching one another.  The holder is sanitized weekly and a screen is placed over each holder daily.  Each toothbrush is labeled with the child’s individual name.


Every child is given a cup of water for rinsing and spitting when they receive their toothbrush.  When putting toothpaste on a child’s toothbrush, the staff member applies toothpaste to a craft stick and then applies a dab of paste to each toothbrush making sure no toothbrush touches the tube of toothpaste.  This helps avoid spreading germs.  When the child is finished brushing, he or she will rinse with the water in the cup and then spit it back into the cup.  All children dispose of their cups and water independently.  A staff member will rinse the toothbrush with hot water.  Toothbrushes are replaced every two months.  If a child has suffered from a sickness, a new toothbrush is given to that child.






Rest Time Policy  NAEYC 10.B.08, 10.D.01

Children are asked to bring a vinyl resting mat to use during daily rest time.  Preschool students rest for one hour.  Vinyl pillows and towel blankets are provided to the child.  Children may bring soft toys or blankets from home to sleep with.  These will be kept in the child’s locker.  Children will be positioned at least 3’ apart to minimize disruptions from other children.  At the conclusion of rest time, teachers will disinfect each mat before storing. 


Outside Play and Learning              NAEYC 5.A.06,  5.A.07    7.C.02   9.B.02, 9.B.03

We have daily opportunities for outdoor play as the weather permits and provided the weather air quality and environmental safety conditions do not pose a threat.  This allows children the opportunity to develop their large muscle skills, get exercise, and be active.  Sometimes we spend longer getting bundled up than we spend outside.  We use the Child Care Weather Watch guidelines produced by Healthy Child Care Iowa to determine if the Wind Chill Factor or Heat Index is safe for outdoor play.   Charts outlining these guidelines are posted in each room. 


In order to make sure that your child can play comfortably outside it is important to dress him according to the weather.  When it is cold outside he needs a warm coat, mittens or gloves and a hat (labeled with your child’s name).  For the warmer days dressing your child lightly is just as important.  For those in-between days dressing your child in layers is a practical idea.


There are areas on the playground for children to be in the shade and still be active.  We encourage you to bring a hat or other clothing for your child to wear as another protection from the sun.  Sunscreen or sunblock with UVB and UVA protection of SPF 15 or higher will be applied to your child’s exposed skin (only with your written parental permission to do so).  We will also use an insect repellent containing DEET(only with your written permission) no more than once a day to protect your child from insect bites when the public health authorities recommend its use.


Program staff will use “America’s Playground Safety Report Card” to conduct ongoing evaluations of the school playground.  .



Your child will be learning through creative, active play that can sometimes be messy.  Your child should wear comfortable, washable clothing as well as rubber-soled and closed-toe shoes to school.  While we encourage the use of paint smocks or shirts during art projects, we can’t guarantee that spills or stains will not occur.  Clothing should be free of words, graphics, or pictures that are profane, immoral, illegal, or disruptive in nature.  All families are asked to provide an extra set of clothing for their child in case of an “accident” or messy play.  Please clearly label the clothing with your child’s name to reduce the possibility of mistakes.


Toilet Learning          NAEYC 5.A.08

Toilet learning is an important time in a child’s development. The Preschool Program has a diapering station located in the girls’ restroom. .  The diapering station is accessible to water within arm’s length and within 40 feet of each classroom.  A trash can is located next to the diaper station for soiled diapers/materials.  For children who are unable to use the toilet consistently, the following procedures are in place:

1.         Any child needing diapering assistance must use disposable diapers or Pull-ups. 

2.         Diapering will only be done in the designated diaper area, i.e., the girl’s bathroom nearest to the classroom with a changing table.  Food handling will not be permitted in this diapering area. 

3.         Staff will follow all diapering guidelines set forth in the NAEYC Standards: Standard 5, Criteria 8: 

§   At all times, caregivers have a hand on the child if being changed on an elevated surface.

§  Containers that hold soiled diapers and diapering materials have a lid that opens and closes tightly using a hands-free device (e.g., a step can).  Containers are kept closed and are inaccessible to children.  The container will be clearly labeled to show its intended use.

§  Diapering and Gloving posters will be posted in the changing area showing procedures through the use of visuals and words.  These procedures are used by the program administrator to evaluate teaching staff that change diapers.


4.         Potty chairs will not be used due to the risk of spreading infectious diarrhea.


5.         All families are asked to provide an extra set of clothing for their child in case of an “accident” or messy play.  Please clearly label the clothing with your child’s name to reduce the possibility of mistakes.


Objects From Home

Because the preschool program provides ample toys and learning materials for your child, we ask that he/she does not bring toys from home for play.   If a child brings an “attachment” item from home to snuggle with at rest time, we ask that it is small enough to fit inside his/her backpack.  Please do not allow children to bring gum, candy, money, or toy guns to school.  The program cannot be responsible for lost or broken toys brought from home.


On your child’s scheduled Show ‘N Tell day, he/she will be allowed to bring one item to share with the class.  This item will remain in their backpack until their Show ‘N Tell time.










Weapon Policy  (PCS Board of Education Policy Manual Code #502.10)   NAEYC 10.D.01

The board believes weapons, other dangerous objects and look-alikes in school district facilities cause material and substantial disruption to the school environment or present a threat to the health and safety of students, employees and visitors to the school district premises or property.


"Look-alike weapon" means any item that resembles or appears to be a weapon.  A zero tolerance policy on dangerous weapons (real or toy) is in effect; i.e., gun, squirt guns, water rifles or pistols, slingshots, toy guns, toy grenades and other similar items knives, etc.  Violation may result in a student suspension/e within the jurisdiction of the school district. 


Classroom Animals and Pets            NAEYC 5.C.05

If you, as a parent or legal guardian, want to bring your family pet to share with your child’s classroom you are welcome.  However, all animals must remain outside the school buildings during the visit.  The preschool teacher ensures that the animal does not create an unsafe or unsanitary condition.  The animal would appear to be in good health and have documentation from a veterinarian or an animal shelter to show that the animal is fully immunized (if the animal should be so protected) and suitable for contact with children.  The teacher would ensure staff and children practice good hygiene and hand washing when coming into contact with the animal and after coming into contact with the animal.  Teaching staff supervise all interactions between children and animals and instruct children on safe behavior when in close proximity to animals. 


Any children allergic to the pet will not be exposed to the animal.  Reptiles are not allowed because of the risk for salmonella.  The classroom teacher is responsible for checking requirements have been met.


Birthdays                   NAEYC 5.B.02

Birthdays are an important and significant event in the life of a child.  They afford the opportunity for children to be given special recognition.  Accordingly, students who wish to bring treats for the class on their birthday may do so.  Food that comes from home for sharing among the children must be either whole fruits or commercially prepared packaged foods in factory-sealed containers. Those who have summer birthdays are welcome to choose a school day to celebrate with their class.  Invitations to parties outside of school that do not include the entire class will not be distributed at school.



V.        COMMUNICATION WITH FAMILIES    NAEYC 1.A.01, 7.B.06, 10.B.08


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


Open Door Policy  NAEYC 1.A.01, 1.A.03, 1.A.04, 10.B.08

Parents and legal guardians are always welcome to visit the facility or preschool classrooms.  As a safety feature, all parents/guardians and visitors will check in at the elementary school office.  Visitors are asked to please use discretion with regard to bringing babies and toddlers to school as young children may disrupt class sessions.  Photo identification will be required for any unknown visitor to the classroom. 


Arrival and Departure of Children    NAEYC 10.D.06

Other than parents or legal guardian, only persons with prior written authorization (Parent Consent Form) will be allowed to pick up a child from the school.  Anyone who is unfamiliar to teaching staff, including authorized individuals, will be asked to present photo identification before a child is released to them.


In the interest of students’ safety, parents/guardians/authorized individuals are requested to report directly to the office when picking up their child rather than going to the child’s classroom.  Likewise, when a student returns to the building following an absence during the school day, the adult should stop in the office and sign the child in.


If your child rides the school bus to school, a school representative will meet your child at the door and direct them towards their classroom.  An adult employed by the school is present at every intersection to help your child reach their classroom safely.  At dismissal, teaching staff will accompany each student to the bus line and a school employee will assist the student onto the bus. 


When all children have arrived, the preschool teacher will record attendance for the day.  Throughout the day each time children transition from one location to another, i.e. classroom to outdoor, the teacher will be responsible for counting the number of children whenever leaving one area and when arriving at another to confirm the safe whereabouts of every child at all times.


Transportation    NAEYC 10.D.06

The Pleasantville Community Schools will provide school bus transportation for preschoolers.  Parents or legal guardians who live in the country may request transportation at enrollment, indicating the pick up and drop off address, the name of the responsible person at that address, and emergency contact information for all parties involved.  Children living/going to daycare in town may be transported home from the Preschool Program.  Parents/Guardians are asked to give the drop off address, the name of the responsible person at that address and emergency contact information at registration.  Parents or legal guardians are asked to keep their information current by reporting changes to the preschool teacher or elementary school secretary.  All information will be updated at least quarterly by teaching staff. 


For children who have special needs for transportation, the facility will use a plan based on a functional assessment of the child’s needs related to transportation determined by the AEA team.  This plan will address special equipment, staffing and care in the vehicle during transport.  Any accommodations indicated in the child’s Individualized Educational Program will be implemented as described.



Field Trips    NAEYC 10.B.08, 10.D.06

An important learning opportunity can take place in the form of a field trip that is relevant and reinforces what has been taught in the classroom.  The Pleasantville school buses are used for these field trips.  Parents/Guardian will be informed of each field trip through a newsletter and signs posted in the classroom well in advance.  A parent or legal guardian must sign an informed consent form for all field trips prior to the beginning of the school year.  Adult family members are asked to volunteer to go on these trips to provide increased supervision and adult/child ratios.  A notice posting the dates, time of departure, time of return, and the destination location will be posted prominently at least 48 hours before the field trip.  Each child will be assigned to an adult for every part of the trip.


During the field trip, all children will wear identifying information that, for children, gives the program name and phone number.  A first aid kit, cell phone, emergency contact information, and emergency transport authorization information for the children in the group will be taken on all trips.  If a a problem arises with the transportation vehicles during a trip, the transportation director will be notified and an alternate form of transportation will be provided.  Children may only use a public restroom if they are accompanied by a staff member.  Children will never be left alone in a vehicle or unsupervised by an adult. 


On field trips, staff will communicate with children the importance of safety.  If walking, staff will teach and model appropriate pedestrian safety.  If on the school bus, students will follow bus safety rules. 



Students who are enrolled for classes in the Pleasantville Schools are expected to be in school for the full session and are expected to be punctual in their arrival and departure.  Students are not expected to be absent any more than is necessary for health reasons or appointments.  Irregular attendance interferes with the progress of your child and others as teachers find themselves taking class time to repeat information and make adjustments for those students who have been absent.  Please call the preschool classroom with the reason for an absence no later than 8:00 A.M. if your child will be gone for the day. It is important for the preschool to document why a child is absent from school.  This helps us to identify illnesses that might need to be communicated home to you. For safety’s sake, if a student is absent without notification, the school secretary/teaching staff will attempt to contact the family to verify the child’s absence from school


Ethics and Confidentiality   NAEYC 10.B.08, 10.E.12

Staff follow an important code of ethics to guide their involvement with children and families.  It is essential to protect the confidentiality of all information concerning children and their families.  Maintaining a professional attitude includes being responsive to the needs of children and their families while balancing the need for confidentiality.  Children are people who deserve respect.  One way we demonstrate this respect is to refrain from talking about the children in their presence unless the child is part of the conversation and to refrain from labeling a child negatively or positively.  No information about any particular child shall be shared with another child’s parent/guardian.  We continually strive to model such qualities as patience, tolerance, cooperation, acceptance, understanding of others, and enthusiasm for children as well as for other adults.


All teaching staff will receive training on ethics and confidentiality on the National Association for the Education of Young Children’s Code of Ethical Conduct as part of their orientation.


Children’s Records  NAEYC 10.B.08, 10.D.05

Student records containing personally identifiable information, except for directory information, are confidential.  Only persons, including employees, who have a legitimate educational interest are allowed to access a student's records without the parent's/guardian’s permission.  Parents/guardians may access, request amendments to, and copy their child's records during regular office hours.  Parents/guardians may also file a complaint with the United States Department of Education if they feel their rights regarding their child's records have been violated.  For a complete copy of the school district's policy on student records or the procedure for filing a complaint, contact the board secretary in the high school administration office.


Parents or guardians will be asked to sign a release of information form should they or the school request information be shared with another agency, stating to whom the information is to be released, the reason or purpose for the release of information, and when it expires.


Annual Parent and Staff Surveys  NAEYC 10.F.01, 10.F.02

Parents/guardians and staff are asked to complete a survey at the end of each year.  This information helps to assess how the program is meeting the needs of parents/guardians and children, as well as to identify strengths and weaknesses of the program to help set program goals for the next year.  A copy of the report is made available to all parents/guardians and staff with suggested recommendations and improvements. 


Preschool Advisory Committee     NAEYC 7.A.07 7.A.13, 10.F.04

The Pleasantville Preschool has a preschool advisory committee composed of parents/guardians, school staff, and other community members interested in the preschool program.  This group meets periodically to provide feedback on services that meet children and family needs.  They also serve as a sounding board for new ideas and services.  Please let the preschool teacher know if you are interested in being part of the Preschool Advisory Committee.


Grievance Policy       NAEYC 7.C.02, 7.C.04, 10.B.08

Open and honest communication between families and the preschool program is an essential component of a high quality early childhood program.  We want you to be confident that your child is being well cared for and is having a quality experience.  If there is ever a time you have a concern regarding your child, we want to encourage you to address your concern to your child’s teacher.  If additional help is needed, either party may ask for the assistance from the Elementary Principal, Mr. Adam Miller.


If you have a concern regarding some aspect of the program or policy, please contact the Elementary Principal who is the program administrator for the preschool.  If you remain dissatisfied, you may contact the Superintendent of Pleasantville Community Schools.


As part of our program assessment, in the spring of each year, we also provide you with a family questionnaire to evaluate our program.  This information helps us to assess how the program is meeting the needs of families and children, as well as to identify strengths and weaknesses.



VI.       FAMILY INVOLVEMENT                NAEYC 7.A.02, 7.A.07 7.B.01, 10.B.08, 10.B.13

 Pleasantville School encourages families to be very involved in their child’s education by observing their children during the day when possible and meeting with staff.  Family members are welcome to visit at any time during class sessions.


Teachers and administrators use a variety of formal and informal ways to become acquainted with and learn from families about their family structure and their preferred means of child-rearing practices and communication; and information about their socioeconomic, linguistic, racial, religious, and cultural backgrounds as they wish to share.  Families are surveyed in enrollment paperwork and through other questionnaires during the year regarding their family, beliefs, and preferences.  Home visits are conducted at the beginning of the school year.  Program staff communicate with families on at least a weekly basis regarding children's activities and developmental milestones, shared care-giving issues, and other information that affects the well-being of their children.  Family teacher conferences are held in both the fall and spring semesters, as well as when either party requests.  Family Nights are held during the year.


Pleasantville Preschool values the time spent talking and interacting with families and developing strong, reciprocal relationships.  As the teacher learns from the families’ expertise regarding their child’s interests, approaches to learning, and developmental needs, goals for your child’s growth and development can be incorporated into ongoing classroom planning.  Families are encouraged to share any concerns, preferences or questions with the preschool teacher or administration at any time. 


Although in-person daily contact cannot be replaced, preschool staff also rely on notes home, emails, phone calls, newsletters, and bulletin boards as alternatives means to establish and maintain open, two-way communication.


Pleasantville Preschool invites you to become involved in one or all of the following ways, and welcomes other ideas as well. 


  1. Support your child’s daily transition to school by sharing information about your child’s interests and abilities.  Keeping the teacher informed of changes and events that might affect your child allows the teacher to be more responsive to your child’s needs.
  2. Attend family meetings.
  3. Return all forms, questionnaires and so on promptly.
  4. Attend Family/Teacher conferences in the Fall and Spring semesters.
  5. Take time to read the family bulletin board.
  6. Check your child’s backpack each day.
  7. Participate in field trip activities.
  8. Share some of your talents in your child’s class through activities such as: reading or storytelling, cooking, art, music, sewing, crafts, hobbies, your profession, or artifacts from trips you have taken.
  9. Share any of your families’ cultural traditions, celebrations, or customs.
  10. Help prepare snack and enjoy it with your child.
  11. Read all the material sent home with your child.
  12. Come to play. 
  13. Help with special events.  Helping takes many different forms such as preparation of materials at home, making telephone calls, preparing or posting flyers, recruiting other volunteers, collecting donations or prizes, run errands, photography, setup before the event, or clean afterwards.
  14. Serve on the Preschool Advisory Committee.


It is the policy of the Pleasantville Community School District not to discriminate on the basis of race, national origin, creed, age, marital status, or physical disability in its education programs, activities, or employment policies as required by Title VI or VIII of the 1964 Civil Rights Act, Title IX of the 1972 Education Amendments, and the Federal Rehabilitation Act of 1973.


The school district will, to the extent possible, provide full opportunities for meaningful participation of the families with children with limited English proficiency, families with children with disabilities, including providing information and school reports in an understandable and uniform format and, including alternative formats on request, and, to the extent possible, in a language families understand.


The school district believes that families should be supported in making decisions about services that their children may need.  The teaching staff will provide information to families about available community resources and assist as requested in helping the family make connections.


Home Visits 7.B.01

Home visits are made within the first two months of school.  This is an opportunity for the preschool teacher to get to know you, your child, and your family and for you to begin to create a partnership between home and school in order to best meet your child’s needs.  This is a great time for you to share what makes your family unique, how you prefer to communicate with the teacher, and share your knowledge about your child’s interests, approaches to learning, and developmental needs.  You can help the teacher understand what your goals are for your child and whether you have any concerns you’d like addressed.  Parents/guardians are encouraged to share these preferences, concerns, and questions at any time with either the classroom teacher or administrator.


 Parent/Teacher Conferences

The preschool program will have formal family teacher conferences at the same time as the elementary school - fall and spring.  During the conference the teacher will share results of classroom assessments and samples of your child’s work.  Together you can make a plan to continue to encourage your child’s growth and development.



Family Night  10.B.08

Family night is an opportunity for you and your family to come to school to participate in fun as well as educational activities.  Based on results from a family survey, the teaching staff will select a topic for the evening.  With help from family volunteers, the night will be planned to meet the needs of the children and families in the classroom.


Transitions     NAEYC 1.A.04, 7.C.06, 7.C.07, 10.B.08, 10.B.12, 10.B.13, 10.B.14

Home-school connections are crucial to the transition to preschool, kindergarten or any other program, such as special education.  The child’s family provides the consistency and continuity necessary for a young child to be successful.  Making a change from one program to another can sometimes be difficult for a young child whether the transition is within the same building or in another location.  Teaching staff will partner with the family to make the transition as smooth as possible by connecting family members with the next program’s staff.  Preschool staff will provide information about enrollment policies and procedures, program options, and arrange for a classroom visit whenever possible.


Transitions happen when

-          Children enter a program for the very first time.

-          Children go from preschool to kindergarten.

-          Children move to a different community.

-          Children attend more than one program.


The teachers welcome new children and parents/guardians into the program in the following ways:

-          Registration and tour of preschool – parent/guardian and child

-          Open House – child and parent/guardian visit the night before the first day of school

-          Parent and Staff Orientation Meeting – held early in fall semester at 7 p.m.


Information obtained on each child included on the enrollment form – special interests, activities, temperament, checklist, etc.


On-going communication includes:

-          Daily greeting and good-bye of all children/parents or guardians

-          Daily communication sheet

-          Weekly or, if needed, daily discussion with parents/guardians on child’s progress/concerns


Help with separation issues

We understand young children often have difficulty with separation.  We want to reassure you that we are always ready to talk to you and comfort your child.  Always say good-bye with a kiss, hug and a wave!  Be firm, but friendly about leaving.  If your child whines or clings, prolonging the good-bye will only make it harder for yourself and your child.





Saying good-bye

-          Be consistent

-          Follow the same routine – walk in, hang up coat, find choice cards

-          Always say good-bye.


We are there to help during these transition times and help to comfort your child once you leave.  We offer comforting words such as “I know it’s hard to say good-bye.”  Once you have gone through your good-bye routines, a few times, your child will get to know what to expect and the good-byes will be less difficult.  After a short period of time, your child’s anxiety about you leaving ends quickly after you leave.  Should this not be the case, we want you know that we would call you to let you know how he/she is doing.  Your child will pick up your confidence about having chosen a good place for him/her to be while you are away.  Good feelings are contagious.  So the first step in adjusting to saying good-bye is to be sure you are comfortable with your decision to enroll your child in our program.  Please let us know if we can be of further help.  We want you to know that separation adjustment is normal and we have the experience of helping you and your child ease through this transition time.


End of the Program

-          Kindergarten Round-Up

-          Information/assessments shared on children with kindergarten teachers




Pleasantville Community Preschool is committed to promoting wellness and to safeguard the health and safety of children and adults who participate in our program.  In order to provide a safe and secure environment for every child and adult, we follow guidelines required by NAEYC Program Standards, regulatory agencies and pediatric authorities in the field. 


Health and Immunization Certificates    NAEYC 5.A.01

Prior to a child beginning preschool, health records that document the dates of service shall be submitted that show the child is current for routine screening tests and immunizations according to the schedule recommended and published by the American Academy of Pediatrics.


When a child is overdue for any routine health services, parents, legal guardians, or both provide evidence of an appointment for those services before the child’s entry into the program and as a condition of remaining enrolled in the program, except for immunization for which parents/guardians are using religious exemption.


Health and Safety Records    NAEYC 10.D.05

Health and safety information collected from families will be maintained on file for each child in the school nurse’s office.  Files are kept current by updating as needed, but at least quarterly.  The content of the file is confidential, but is immediately available to administrators or teaching staff who have consent from a parent or legal guardian for access to records; the child’s parent or legal guardian; and regulatory authorities, upon request.



Child Health and Safety Records will include:   NAEYC 5.A.01, 10.D.09

1.         Current information about any health insurance coverage required for treatment in an emergency;

2.         Results of health examination, showing up-to-date immunizations and screening tests with an indication of normal or abnormal results and any follow-up required for abnormal results.  Each physical must be current (within 1 year).  If a physical expires during the school year, parents/guardians will be responsible for providing the school with a current one. It is strongly recommended that each child receive the flu vaccination.  If a child receives this vaccination, parents/guardians must provide the school with an updated immunization form indicating this vaccination.

3.         If a child is an HBV (hepatitis B virus) carrier enrolls into the program, the parents/guardians must inform the director/teacher.  Children who carry HBV chronically and who have no behavioral or medical risk factors, such as aggressive behavior (biting and frequent scratching), generalized dermatitis (weeping skin lesions), or bleeding problems shall be admitted to the facility without restrictions.  Testing of children for HBV shall not be a prerequisite for admission to the preschool program.

4.         Current emergency contact information for each child that is kept up to date by a specified method during the year.  Parents/Guardians will be sent home a copy of their original information forms in January.  Parents/Guardians will be asked to sign and date any changes that need to be made to the form.  If there are no changes, parents/guardians will indicate that on the cover sheet, sign, and return the form to the preschool.

5.         Names of individuals authorized by the family to have access to health information about the child;

6.         Instructions for any of the child’s special health needs such as allergies or chronic illness (e.g., asthma, hearing or vision impairments, feeding needs, neuromuscular conditions, urinary or other ongoing health problems, seizures, diabetes);

7.         Individual emergency care plans for children with known medical or developmental problems or other conditions that might require special care in an emergency (allergy, asthma, seizures, orthopedic or sensory problems, and other chronic conditions; conditions that require regular medication or technology support.  Parents/guardians and the child’s physician should complete the action plan regarding the child’s specific issue and ways to treat it.  Individual action plans will be reviewed by the school nurse and the child’s parent/guardian.  The original care plan will be kept in the nurse’s office and a copy of the plan will be given to the classroom teacher to put in the child’s file.     NAEYC 10.D.09

8.         Supporting evidence for cases in which a child is under-immunized because of a medical condition (documented by a licensed health professional) or the family’s beliefs.  Staff implement a plan to exclude the child promptly if a vaccine-preventable disease to which children are susceptible occurs in the program.






General Health and Safety Guidelines

§  All staff must be alert to the health of each child, known allergies, or special medical conditions. 

§  Under the supervision of the preschool teacher, all staff must be alert to the whereabouts of all children.  Systems are in place for accounting for children at regular intervals, especially during periods of transition. 

§  All staff are to follow proper procedures for hand washing, using disinfectant, and following universal precautions to prevent infections.  NAEYC 5.A.09

§  All staff are familiar with evacuation routes and procedures.

§  All teaching staff complete “Occupational Exposure to Bloodborne Pathogens” annually.

§  At least one staff member who has a certificate of satisfactory completion of pediatric first-aid training, including managing a blocked airway and providing rescue breathing for infants and children, is always present with each group of children.  When a child in the group has a special health condition that might require CPR, one staff person who has successfully completed training in CPR is present in the program at all times.   NAEYC 5.A.03, 10.D.09


Illness Policy and Exclusion of Sick Children & Staff  NAEYC 5.A.04, 10.B.08, 10.D.01

For the health and safety of all the children, it is mandatory that sick children not be brought to school.  If your child has any of the following symptoms during the night, he or she will not be admitted the following morning for the safety of the other children. Likewise, if these symptoms present in staff members, he/she will follow the same guidelines.


·         fever greater than 100 degrees F

·         vomiting

·         diarrhea

·         pink eyes with drainage

·         cough with congestion and excessive nasal discharge


The center’s established policy for an ill child’s return:

·         Fever free for 24 hours

·         Chicken pox: one week after onset (or when lesions are crusted)

·         Strep: 24 hours after initial medication

·         Vomiting/Diarrhea: 24 hours after last episode

·         Conjunctivitis: 24 hours after initial medication or when without drainage


Upon arrival at school, each child is observed by teaching staff for signs of illness or injury that could affect the child’s ability to participate comfortably in the daily activities.  Children will be excluded when a child is not able to participate comfortably; if the illness requires more care than staff are able to provide without compromising the needs of the other children in the group; or if keeping the child at school poses an increased risk to the child or to other children or adults with whom the child will come in contact.


When a child develops signs of an illness during their day at preschool, parents, legal guardians, or other person authorized by the parent/guardian will be notified immediately to pick up the child.  For this reason, please be sure that we have current, accurate phone numbers for you, your authorized emergency contact person and your child’s pediatrician.  In the meantime, we will provide the child a place to rest until the parent, legal guardian or designated person arrives under the supervision of someone familiar with the child.  If the child is suspected of having a contagious disease, then until she or he can be picked up, the child is located where new individuals will not be exposed.  


Reporting Communicable Diseases             NAEYC 5.A.05

Staff and teachers provide information to families verbally and in writing about any unusual level or type of communicable disease to which their child was exposed, signs and symptoms of the disease, mode of transmission, period of communicability, and control measures that are being implemented at the program and that the families should implement at home.  The program has documentation that it has cooperative arrangements with local health authorities and has, at least annually, made contact with those authorities to keep current on relevant health information and to arrange for obtaining advice when outbreaks of communicable disease occur.    


Medication Policies and Procedures      NAEYC 5.A.09, 5.A.11, 10.B.08, 10.D.01, 10.D.10

Policy:  The school will administer medication to children with written approval of the parent/guardian and an order from a health provider for a specific child.  Because administration of medication in the school is a safety hazard, medication administration will be limited to situations where an agreement to give medicine outside preschool hours cannot be made.  Whenever possible, the first dose of medication should be given at home to see if the child has any type of reaction.


Procedure:  The school nurse coordinates and/or administers medication during school hours only if the parent or legal guardian has provided written consent and the medication is available in an original labeled prescription (see paragraph below) or manufacturer’s container that is child-resistant.  Medication must be labeled with the child’s first and last name, name of doctor/clinic, and expiration date.  Any other person who would administer medication has specific training and a written performance evaluation, updated annually by a health professional on the practice of the five right practices of medication administration:  (1) verifying that the right child receives the (2) right medication (3) in the right dose (4) at the right time (5) by the right method with documentation of each right each time the medication is given.  If medicine is sent you’re your child to school, the teaching staff will take the medicine to the nurse’s office.  No member of the preschool teaching staff is certified to administer medication.  Medication errors will be controlled by checking and recording these five right practices each time medication is given.  Should a medication error occur, the Regional Poison Control Center and the child’s parents/guardians will be contacted immediately.  The incident will be documented in the child’s record at the school. 


For prescription medications, parents or legal guardians will provide the school with the medication in the original, child-resistant container that is labeled by a pharmacist with the child’s name, the name and strength of the medication; the date the prescription was filled; the name of the health care provider who wrote the prescription; the medication’s expiration date; and administration, storage, and disposal instructions.


For over-the-counter medications, parents or legal guardians will provide the medication in a child-resistant container.  The medication will be labeled with the child’s first and last names; specific, legible instructions for administration and storage supplied by the manufacturer; and the name of the health care provider who recommended the medication for the child.


Instructions for the dose, time, method to be used, and duration of administration will be provided to the teaching staff in writing (by a signed note or a prescription label) or dictated over the telephone by a physician or other person legally authorized to prescribe medication.  This requirement applies both to prescription and over-the-counter medications.


Medications will be kept at the temperature recommended for that type of medication, in a sturdy, child-resistant container that is locked and prevents spillage.


Medication will not be used beyond the date of expiration on the container or beyond any expiration of the instructions provided by the physician or other person legally permitted to prescribe medication.  Instructions which state that the medication may be used whenever needed will be renewed by the physician at least annually.


Medications will be kept in a locked cabinet in the school nurse’s office. 


A medication log will be maintained by the school nurse to record the instructions for giving the medication, consent obtained from the parent or legal guardian, amount, the time of administration, and the person who administered each dose of medication.  Spills, reactions, and refusal to take medication will be noted on this log. 


Allergy Free Environment Policy  NAEYC 5.C.04

The Pleasantville Preschool attempts to maintain a fresh air environment through the following procedures:

            • Smoke-free environment

            • Hand-washing practices

            • Dust and clean surfaces weekly

            • Clean tables many times daily

            • Vacuum and sweep daily

• Air filters are changed every three months


Under the circumstance that a child is enrolled with specific allergies a team will meet including the parents/guardians, nurse, principal, teacher, and custodial staff to create an IHP (Individual Health Plan) for that student to help create an allergy free learning environment. 


Cleaning and Sanitization    NAEYC 9.C.06, 10.D.01

The facility will be maintained in a clean and sanitary condition.  When a spill occurs, the area will be made inaccessible to children and the area will be cleaned immediately.


Toys that have been placed in a child’s mouth or that are otherwise contaminated by body secretion or excretion will be removed immediately and disinfected after they are cleaned with soap and water.  This also applies to other surfaces in the classroom. Toys and surfaces will be disinfected using a non-toxic solution of one tablespoon household bleach to one quart of tap water made fresh daily.  To disinfect, the surfaces will be sprayed until glossy.  The bleach solution will be left on for at least 2 minutes before it is wiped off with a clean paper towel, or it may be allowed to air dry. Machine washable cloth toys that have been placed in a child’s mouth or that are otherwise contaminated by body secretion or excretion must be laundered before another child’s use.  Toys that cannot be cleaned and sanitized will not be used. NAEYC 5.C.03


Staff will be trained in cleaning techniques, proper use of protective barriers such as gloves, proper handling and disposal of contaminated materials, and information required by the US Occupational Safety and Health Administration about the use of any chemical agents.


Routine cleaning will be supervised by the preschool teacher and will follow the Cleaning and Sanitation Frequency Table located in the classroom.  A checklist will be completed as indicated in the table.


Facility cleaning requiring potentially hazardous chemicals will be scheduled when children are not present to minimize exposure of the children.  All cleaning products will be used as directed by the manufacturer’s label.  Nontoxic substances will be used whenever possible.


Hand Washing Practices    NAEYC 5.A.09, 10.D.01

Frequent hand washing is key to prevent the spread of infectious diseases.  Teachers teach children how to wash their hands effectively.  Posters of children using proper hand-washing procedures are placed by each sink.  The program follows these practices regarding hand washing:


Children and adults wash their hands:






Adults also wash their hands

·         before and after feeding a child;

·         after assisting a child with toileting; and

·         after handling garbage or cleaning.

·         Before and after administering first aid.


  • Check to make sure a disposable paper towel is available. 
  • Turn on warm water; no less than 60 degrees F and no more than 120 degrees F. Apply liquid soap to hands.  Rub hands vigorously for at least 10 seconds including back of hands, wrists, between fingers, under and around any jewelry, and under fingernails;
  • Rinse hands well.  Dry  hands with a paper towel, or a dryer; and avoiding touching the faucet with just-washed hands (e.g., by using a paper towel to turn off water).  Throw disposable towel into a lined trash container.

Proper hand-washing procedures are followed by adults and children:


Except when handling blood or body fluids that might contain blood (when wearing gloves is required), wearing gloves is an optional supplement, but not a substitute, for hand washing in any situation listed above.

·         Staff must wear gloves when contamination with blood may occur.

·         Staff do not use hand-washing sinks for bathing children or removing smeared fecal material.

In situations where sinks used for both food preparation and other purposes, staff clean and sanitize the sinks before using them to prepare food.


First Aid Kit    NAEYC 9.C.10, 10.B.08

A first aid kit is located in the preschool classroom next to the door.  It is inaccessible to children, but readily available for adult use.  It is fully equipped according to NAEYC guidelines.  Following each use of the First Aid kit, the contents will be inspected and missing or used items replaced immediately.  The First Aid kit will be inspected monthly.  The first aid kit is taken to the outdoor play areas as well as on emergency drills, field trips and outings away from the site. 


Fire Safety    NAEYC 9.C.11

The school is equipped with a hard-wired fire alarm system.  The fire alarm system is serviced annually. Fire drills are conducted monthly and recorded on a log.


Injury Prevention Plan   NAEYC 10.D.01

      •  Daily monitoring of the environment is done by the classroom teacher.  All staff are required to bring to their attention any problems, repairs, or hazards. 

  Conduct regular safety checks of the Preschool. Preschool staff check all rooms and outdoor playground daily. 

•  Regular safety checks conducted at least monthly.

  Equipment and toy purchases are carefully examined and all donated materials checked for safety and health concerns.

  School nurse maintains injury log.

  Parents/Guardians are given a written accident form informing them of any injuries. The written form is given to parents/guardian upon pick up, same day of injury.


Medical Emergencies and Notification of Accidents or Incidents  NAEYC 10.D.08, 10.D.09

The Pleasantville Community School District has in place a “Emergency Procedure Book” that describes the following situations and procedures to follow:

§  Emergency phone numbers

§  Fire procedures

§  Utility Failures (electric power failure, water line break, gas line break)

§  Severe weather

§  Bomb threats

§  Physical Threats/Armed Intruder

§   Evacuations

§  Crisis Intervention Plan, Crisis Intervention Steps, and Media Procedures

§  Accidental Injury or Illness procedures for life threatening and non-life threatening situations


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


In the event that your child receives a minor, non-life threatening injury during their time at preschool, our teacher/school nurse will assess the situation and apply first aid as needed.  Minor cuts and scrapes will be treated with soap and water and bumps will be treated by applying ice to the injured area.  Any incident or injuries will be documented on an “Injury and Illness” form and a copy will be given to the parent/guardian within 24 hours of the incident.


When a child becomes sick or an accident occurs, determine the severity of the situation and contact the parent/authorized person to give verbal consent for transportation to the hospital.  Call for an ambulance.  If a parent/authorized person cannot arrive at the school quickly enough, the classroom teacher will accompany the child to the hospital and take the child’s file (which contains child’s emergency numbers, insurance information, etc).  Remain with the child until the parent/authorized person arrives.  During any field trips, staff will take all children’s folders along and follow same instructions above.


All staff will have immediate access to a device that allows them to summon help in an emergency.  The telephone numbers of the Fire Department, Police Department, Hospital, and Poison Control will be posted by each phone with an outside line.  Emergency contact information for each child and staff member will be kept readily available.  The list of emergency telephone numbers, and copies of emergency contact information and authorization for emergency transport will be taken along anytime children leave the facility in the care of facility staff.


Emergency phone numbers will be updated at least quarterly.  Emergency phone numbers will be verified by calling the numbers to make sure a responsive, designated person is available.



Inclement Weather     

In the event that the Pleasantville Schools must be closed, delayed or dismissed early due to bad weather, the Preschool Program will follow the same schedule. Announcements of closings, delayed openings or early dismissals will be made on WHO 1040 AM in Des Moines or 1320 AM/92.1 FM KNIA/KRLS in Knoxville.  Also, the announcement can be found on the following television stations:  WHO, KCCI and WOI.  Parents/Guardians and staff may also sign up for www.snowcaponline, a system that will alert you by cell phone or e-mail.  


Protection From Hazards and Environmental Health      NAEYC 9.D.01, 9.D.02

Program staff protect children and adults from hazards, including electrical shock, burns, or scalding, slipping, tripping, or falling.  Floor coverings are secured to keep staff and children from tripping.


The preschool classroom building has been tested for lead, radon, radiation, asbestos, fiberglass, and other hazards that could impact children’s health with documentation on file. Custodial staff maintain the building’s heating, cooling, and ventilation systems in compliance with national standards for facility use by children.


The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants.  Pesticides and herbicides, if used, are applied according to the manufacturer’s instructions when children are not at the facility and in a manner that prevents skin contact, inhalation, and other exposure to children.  The program uses the techniques known as Integrated Pest Management (IPM) so that the least hazardous means are used to control pests and unwanted vegetation.


Smoke Free Facility              NAEYC 9.D.06, 10.D01

In compliance with the Iowa Smokefree Air Act of 2008, Pleasantville School buildings and grounds are smoke free.  A “No Smoking” sign meeting the law’s requirements is posted at the entrance to the preschool classroom building to inform people that they are entering a non-smoking place.  No smoking is allowed on the school grounds or within sight of any children.


Child Protection Policies       NAEYC  6.A.03, 10.D.03, 10.D.04, 10.E.02, 10.E.08

The health and well being of every child in our care is of the utmost importance and the protection of children is our responsibility.  An applicant or volunteer for temporary or permanent employment with the preschool program involves direct interaction with or the opportunity to interact and associate with children must execute and submit an affidavit of clearance from any and all crimes against a child or families.  In addition no person with a substantiated report of child abuse or neglect will come in contact with children in the program or have responsibility for children.


The program has written school board policy for reporting child abuse and neglect as well as procedures in place that comply with applicable federal, state, and local laws.  The policy includes requirements for staff to report all suspected incidents of child abuse, neglect, or both by families, staff, volunteers, or others to the appropriate local agencies.  Staff who report suspicions of child abuse or neglect where they work are immune from discharge, retaliation, or other disciplinary action for that reason alone unless it is proven that the report is malicious.  All teaching staff complete “Mandatory Reporter: Child and Dependent Adult Abuse” at least every five years and within six months of employment.


The school district does not tolerate employees physically, or sexually abusing or harassing students.  Students who are physically or sexually abused or harassed by an employee should notify their parents, legal guardians, teacher, principal, or another employee.  The Iowa Department of Education has established a two-step procedure for investigating allegations of physical or sexual abuse of students by employees.  That procedure requires the school district to designate an independent investigator to look into the allegations.  The school district has designated (name of person) at   (phone number).  The alternate investigator is (name of person) and may be reached at (phone number).


Substance Abuse

Persons under the influence of drugs or alcohol will not be permitted on the premises of the Pleasantville Community School.  At no time will children be released to a person under the influence of alcohol or drugs.


Volunteer Program       NAEYC 10.E.01

Parents/Guardians, friends, grandparents, and other adults are encouraged to take an active part in the educational process of the children.  Please contact the teacher, the elementary principal, or our office secretary if you would like to be a school volunteer.  We have a volunteer job description that defines the role and responsibilities of a volunteer.  Please ask at the principal’s office for a Volunteer Program Handbook. 



VIII.   Staff     NAEYC 10.E.01 – 10.E.09

General Information

The Pleasantville Community School district has written personnel policies that define the roles and responsibilities, qualifications, and specialized training required of staff and volunteer positions.  The policies outline nondiscriminatory hiring procedures and policies for staff evaluation.  Policies detail job descriptions for each position, including reporting relationships; salary scales with increments based on professional qualification, length of employment, and performance evaluation; benefits; and resignation, termination, and grievance procedures.  Personnel policies provide for incentives based on participation in professional development opportunities.  The policies are provided to each employee upon hiring.


Hiring procedures include completion of the following checks: criminal checks, free from history of substantiated child abuse or neglect check, education credentials, verification of age, completion of high school or GED, personal references and a current health assessment.


Health Assessment

The preschool program maintains current health information from documented health assessments for all paid preschool staff.  A current health assessment (not more than one-year-old) is received by the program before an employee starts work). The health assessment is updated every two years.  Documented health assessments include:


Volunteers must sign a statement that they are free of communicable disease or other health concerns that could pose a threat to the health and safety of the children before having contact with children.


Confidential personnel files, including applications with record of experience, transcripts of education, health-assessment records, documentation of ongoing professional development, and results of performance evaluation, are kept in a locked filing cabinet in the Superintendent’s office.


Orientation     NAEYC 6.A.03

Employees must know their role and duties.  New preschool teaching staff will be required to participate in an initial orientation program that introduces them to fundamental aspects of the program operation including:

§  Program philosophy, mission, and goals;

§  Expectations for ethical conduct;

§  Individual needs of children they will be teaching or caring for;

§  Accepted guidance and classroom management techniques;

§  Daily activities and routines of the program;

§  Program curriculum;

§  Child abuse and reporting procedures;

§  Program policies and procedures;

§  NAEYC Program Standards and Criteria

§  Regulatory requirements.

Follow-up training expands on the initial orientations.  See Staff Orientation Checklist.


The employee’s immediate supervisor should provide the new employee with a review of the employee’s responsibilities and duties.  The superintendent will explain payroll procedures, employee benefit programs and accompanying forms to the employee.  Regular employees ineligible for the school district’s group health plan will be given information regarding where they can obtain health care or health care insurance.


Staffing patterns and schedule   NAEYC 10.B.12

The preschool program is in compliance with staff regulations and certification requirements.  Our program follows requirements for staffing for NAEYC Program Standards of maintaining an adult/child ratio of at least 1:10 at all times.  The program administrator will maintain lists of current substitutes for both the preschool teacher and the preschool teaching assistant in case of absence.  If one of the teaching staff needs to temporarily leave the classroom, the person will call the elementary office to arrange for coverage in order to maintain the adult/child ratio.


Staff are provided space and time away from children during the day.  Should staff work directly with children for more than four hours, staff are provided breaks of at least 15 minutes in each four-hour period.  In addition, staff may request temporary relief when they are unable to perform their duties.


Staff development activities   NAEYC 6.B.02,  10.E.01

Personnel policies provide for incentives based on participation in professional development opportunities.  All teaching staff continuously strengthen their leadership skills and relationships with others and work to improve the conditions of children and families within their programs, the local community, and beyond.  Teaching staff are encouraged to participate in informal and formal ways in local, state, or regional public-awareness activities.  They may join an early childhood group or organization, attend meetings, or share information with others both at and outside the program. 


Teaching staff will be informed of professional development activities provided by Child Care Resource and Referral, the local Empowerment areas, and the area education agency.  Staff are expected to attend all staff trainings and meetings throughout the year.  Trainings will focus on early childhood topics relevant to the program and community.


Evaluation and Professional Growth Plan       NAEYC 6.B.02

All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the superintendent.  Staff also evaluate and improve their own performance based on ongoing reflections and feedback from supervisors, peers, and families.  From this, they develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development.