Beaver Dam Elementary School
Early Childhood Policies and Procedures
2016-2017 School Year
Beaver Dam Elementary School currently has a preschool program for three and four year old children. The school is licensed by the state of Arizona to operate as a Child Care Facility. Quality First provides scholarships for which families of students can apply. Currently the school has two classrooms for three and four year olds. Two adults are with the students at all times. Students are engaged in learning activities to build cognitive and social development. They are provided breakfast, lunch, and a snack each day. Nap time is scheduled early in the afternoon every day.
Research supports the lifelong importance of early childhood development. Smart investments in early childhood yield long-term gains. Our program is designed to provide positive early learning experience as a support base for future growth.
The early childhood program is funded through a grant with Arizona’s First Things First. Twenty-three scholarships are available this year for families. There is no charge for participation in the program if a child qualifies for one of these 23 scholarships. Qualification is based on annual income and number of members in the household. The grant provides $608.00 per month for qualifying students if attendance is maintained. Students who do not qualify for a scholarship may enroll at the cost of $608.00 a month at the expense of the parents. This amount is approved by the LUSD school board each year. Checks are made out to BDES and submitted to the district office. They are due the first of each month. August and December are pro-rated for 2 weeks rather than the entire month. All other months are the same price regardless of whether the student is in attendance or not. Shared contracts will be considered on a space available basis only.
Children receiving scholarships must reside in Arizona; if the address is in another state, the child is not eligible for enrollment.
Application packets for enrolling children in the early childhood program are available at the front office of the school. Registration requires a birth certificate, proof of residency, shot record, proof of income (one month’s worth of consecutive check stub and tax return.) Students may enroll anytime and placed on a waiting list if the current program is filled. A Preschool Round-Up is held in April to provide assistance in registration.
Students are required to be toilet trained before admittance into the program. We are not a facility that can change diapers. Parents are requested to send an extra set of clothes to be kept at school in case they are needed.
Students must attend school 85% of the time to maintain a scholarship in the program. Scholarships for students not able to attend 85% will be given to a child on the waiting list.
Hours of Operation
Early Childhood at BDES is an all-day program for two classes. It is in session from 7:50 am to 2:50 pm, Monday – Thursday. School begins on August 1st for preschoolers and ends on May 26th.
Students may ride the school bus to and from school each day. An aide will be on the bus the first week only to orient students to bus riding. If a child is not able to ride the bus or behave on the bus - it is the responsibility of the parent to transport their child. Parents transporting their child must sign students “out” and “in” each day.
Students qualifying for a preschool scholarship may not necessarily qualify for free and reduced lunch through the National School Lunch program. Please contact the district food director for additional information. If a student qualifies for free and reduced lunch they will be provided with breakfast and lunch daily. A snack will also be served each day. Parents may send a sack lunch if they prefer.
Three year old class:
- 2 staff members are with the students at all times if enrollment is more than 9 students (9:1 student/teacher ratio)
Four year old class:
- 2 staff members are with the students at all times if enrollment is more than 18 students (18:1 student/teacher ratio)
Early Childhood Teachers
- Savanna Gonzales (early childhood endorsed)
- Isela Zarate (paraprofessional endorsement)
Early Childhood Aide
- Fawn Carl (paraprofessional endorsement)
Early Childhood Title I Interventionist
- Rex Hoyt (early childhood endorsed)
Quality First monitors the program through an extensive evaluation process. Evaluators visit the school for several days to arbitrarily evaluate either classroom. This score can impact funding. In addition, every year the state early childhood department requires an ECQUIP evaluation through an improvement process completed by the school early childhood team and administrator. This year’s evaluation results indicated improvements to be made in the area of instructional support. Goals have been devised to achieve that purpose.
ABC’s of Beaver Dam Early Childhood
We strive to build academic skills necessary for future school success and achievement. We believe every child is unique with talents and potential to be recognized and developed. We feel that every child needs to be cared for, nurtured, and kept safe.
- Provide a safe, healthy environment that supports children’s learning in ways that are stimulating, engaging, and developmentally appropriate.
- Utilize high quality instructional staff members who have the education, knowledge and expertise to support children’s interactions and facilitate their learning.
- Encourage administrative systems that support staff development, retention, and collaboration with the community.
- Ensure high levels of engagement by families in their child’s program.
Staff Development (The following trainings have been scheduled for our early childhood teachers for this year)
CORE requirements in science and math instruction
Communicating with students
Inquiry Based Learning
That in order for children to thrive, their basic needs must be met.
That children need to develop a sense of self-esteem and a feeling of “I Can.”
That children are unique individuals.
That children have rights as human beings.
That parental involvement is critical to the development of each child and our program.
That open communication between family and staff enhances the development of the total child.
That we recognize, encourage and appreciate cultural differences.
We believe that children learn best through active learning experiences.
That learning is often the result of a curriculum that responds to the spontaneous, ever-changing environment.
That children need to learn to communicate their feelings and needs.
That children need to learn to make decision and to accept responsibility.
That children need to learn problem-solving skills rather than “correct answers.”
We are committed to helping all students reach their full potential by providing them with the necessary educational and social skills to be successful.
- Encourage preschool teachers to stay in contact with former students and families.
- Read stories to preschool children about kindergarten.
- Incorporate preschool activities in the kindergarten year.
- Involve preschool in school activities.
- Have preschool children practice kindergarten procedures in class.
- Establish peer connections within preschool and kindergarten classrooms.
- Provide opportunity for preschool students to attend kindergarten and meet teacher.
- Students are taught lunchroom behaviors with cafeteria manager.
- Students are taught bus riding behavior with bus drivers.
- Contact families during first few days of preschool and kindergarten
- Preschool Handbook provided to all parents
- Kindergarten Expectancies and Curriculum Guide provided to all parents
- Meet with parents on a regular basis
- Send home weekly progress reports
- Send home weekly newsletter
- Involve parents and preschool students in a Kindergarten/Preschool Round-Up.
- Parents and families meet with teachers at formal Parent/Teacher Conferences twice a year.
- Provide help and services for needy families with local agencies.
- Families and children provided opportunity to participate in school activities: Back to School Night, Holiday Performance, Halloween Carnival, Learning and Taco Night, Spring Fling.
- Staff connect about a specific child.
- Differing agencies share written records/reports.
- Administrators attend yearly evaluation meeting of TLC in St. George, Utah.
- Learning standards aligned and correlated to state standards.
- TLC, Preschool, and kinder teachers visit each other’s classrooms.
- Pre-K and Kinder teachers communicate about curriculum.
- Monthly collaboration meetings held with Early Childhood Leadership Team.
- Support for needy families and children discussed in monthly ECL meetings.
- Administrator attends several FTF meetings throughout the year.
Purpose of Transition Plans
Transition Plans are to provide a smooth transition into a new stage of learning for our young children. We want our young children to be: Calm and able to enter a new environment without fear or anxiety. Confident in that they can navigate any new procedure or learning activity coming their way. Secure in knowing that their family is “behind them” and valuing their education and learning. Comfortable with new teachers, classmates, and staff.
Eager to learn.