Little Ropers

    Child Enrichment Center





    Statement of Services

    3950 East Butler Avenue

    Flagstaff, AZ  86004

    (928) 527-5526

    Tax ID# 86-0593041



    Updated 1/8/2018


    “Come Grow With Us”




    Table of Contents


    Mission Statement ----------------------------------------------------------------------------------------- 4

    Center Philosophy on Child Enrichment --------------------------------------------------------------- 4

    Little Ropers Goals For Children---------------------------------------------------------------------------           5

    Hours of Operation ----------------------------------------------------------------------------------------- 6

    Registration ---------------------------------------------------------------------------------------------------           6

                Priority Registration -------------------------------------------------------------------------------            6

                Annual Registration ------------------------------------------------------------------------------- 6

    Tuition and Payment Procedures ----------------------------------------------------------------------- 7

                Payment Procedures ------------------------------------------------------------------------------            8

                Acceptable Forms of Payment ------------------------------------------------------------------            8

                Sick and Vacation Days ---------------------------------------------------------------------------            8

    Return Check/NSF --------------------------------------------------------------------------------- 8

    Subsidy and Scholarships ---------------------------------------------------------------------------------  9

                DES ----------------------------------------------------------------------------------------------------            9

                FTF Scholarships ----------------------------------------------------------------------------------- 9

                Navajo Nation Child Care and Development Fund Program ---------------------------- 9

    Enrollment Termination and Withdrawal ------------------------------------------------------------ 10

    Enrollment Termination ------------------------------------------------------------------------- 10

                Withdrawing Your Child ------------------------------------------------------------------------- 10

    Child Admission and Release ----------------------------------------------------------------------------  10

                Sign-in and Out Procedures --------------------------------------------------------------------- 10

                Drop Off ----------------------------------------------------------------------------------------------           11

                Late Pick-up ------------------------------------------------------------------------------------------           11

    Family Responsibilities -------------------------------------------------------------------------------------            11

    Nutrition -------------------------------------------------------------------------------------------------------           12

                Lunches -----------------------------------------------------------------------------------------------           12

                Beverages --------------------------------------------------------------------------------------------           13

                Snacks -------------------------------------------------------------------------------------------------           13

    Enrichment Programming ---------------------------------------------------------------------------------           13

    Classroom Ratios -----------------------------------------------------------------------------------           13

                 Primary Caregiver-----------------------------------------------------------------------------------  14­­­­­­­­­

                Classroom Transitions -----------------------------------------------------------------------------           15

                Toddler and Preschool Curriculum and Activities ------------------------------------------ 16

                Parent Teacher Conference ----------------------------------------------------------------------           18

                Parent Participation and Influence--------------------------------------------------------------           18

                Child Evaluations ------------------------------------------------------------------------------------          18

                Referrals and Screening ---------------------------------------------------------------------------          19

    Guidance and Discipline ------------------------------------------------------------------------------------           19

                Guidance ----------------------------------------------------------------------------------------------          19

                Intervention Procedure ----------------------------------------------------------------------------           16

                Discipline Procedures ------------------------------------------------------------------------------           21

                Biting Procedures -----------------------------------------------------------------------------------           24

    Health and Safety -------------------------------------------------------------------------------------------            26

                Immunizations --------------------------------------------------------------------------------------            26

                Illness and Health Procedures ------------------------------------------------------------------ 26

                Medication Administration Procedures ------------------------------------------------------ 27

                Diapering and Potty Training --------------------------------------------------------------------           28

                Hand Washing ---------------------------------------------------------------------------------------           28

                Emergency Procedures ----------------------------------------------------------------------------           29

    Confidentiality ------------------------------------------------------------------------------------------------           32

    Transportation and Field Trips ---------------------------------------------------------------------------            32

                Transportation ---------------------------------------------------------------------------------------          32

                Field Trips ---------------------------------------------------------------------------------------------          32

    Insurance -------------------------------------------------------------------------------------------------------           32

    Non-Discrimination Statement ---------------------------------------------------------------------------           32

    Licensing --------------------------------------------------------------------------------------------------------          33

    Inspection Reports -------------------------------------------------------------------------------------------           33

    Administration of Pesticides ------------------------------------------------------------------------------           33

    Grievance Procedures ---------------------------------------------------------------------------------------          33       





















    Mission Statement


    Little Ropers Child Enrichment Center strives to provide children with daily experiences that will expand knowledge, arouse curiosity, foster creativity, enhance social skills and nurture self-worth.  We respect a child’s need to develop and grow in their own special and distinctive way and encourage them to respect the freedoms and differences of those around them.


    Little Ropers Philosophy on Child Enrichment


    Little Ropers Philosophy

    At Little Ropers we base our teaching beliefs on the theory that play is fundamental to learning.  Research has shown that your child can attain “kindergarten readiness” through play and hands-on experimentation. We promote a culture of strong family involvement, as you are your child’s primary teacher. We have developed a Reggio Emilia-inspired environment and our curriculum is child directed. We are working to adapt our program to the Reggio Emilia philosophy.  There is an emphasis on the teacher as a co-learner and the classroom as a third teacher. Reggio Emilia is best explained in the information below shared by The Alliance for Reggio Emilia.

    Reggio Emilia Educational Philosophy

    The early childhood program of Reggio Emilia, Italy, is world-renowned for its innovative approach to education.  The Reggio Emilia approach is based on a comprehensive philosophy encompassing:

    • A respectful image of each child having the potential to be competent and capable
    • The role of the teacher as a co-researcher and co-constructor in the learning process
    • The child’s role in constructing knowledge through exploration and relationships
    • The importance of the school environment as a source of well-being and an educational force
    • The use of a wide range of media and materials to foster self-expression, learning and communication (the “hundred languages”)
    • the inter-relationship and reciprocal influences of children, parents and teachers
    • the value of collaboration among all participants in an educational system

    “As a child, I draped plaid blankets between the sofa and chair, and when the sunlight streamed in my shadowy forts became castles with stained glass windowpanes.  I lashed birch logs together to make walls for forest forts and turned tree stumps into tables and chairs.  My forts were a lot of work, but childhood was time of industriousness, of projects.  It was a time of secret chemistry experiments in the attic, of carefully fashioned yarn dolls, of elaborate dams along the Eighteen Mile Creek.

    When I moved into my present house several years ago I saw that there was a swamp across the street.  I couldn’t wait to see the children pulling their homemade rafts through the tall weeds, searching for muskrats, and jellied strings of frog eggs to incubate in the bathtub and for their own magical Terabithia. But the neighborhood children aren’t there.

    I wonder if they are sitting glassy eyed in front of the VCR, the television, the Nintendo game.  I wonder if they are being driven from soccer to computer camp, from gymnastics to aerobics, or if they are drifting around the shopping mall.”  James Howe, author of Bunnicula, recently said, “My greatest worry for children today is that they are losing their capacity to play, to create a city out of blocks, to find a world in a backyard, to dream an adventure on a rainy afternoon.  My greatest fear for today is that they are losing the capacity to play.”

    Living Between the Lines

    Lucy Calkins, Early Childhood Author







    Little Ropers Goals for Children

    Social and Emotional Development for Infants, Toddlers, and Preschool Age Children

    • Goal 1: Children will develop skills for engaging in positive interactions and relationships with teachers and adults.
    • Goal 2: Children will practice developing personal relationships with their peers.
    • Goal 3: Children will begin to learn how to control some of their behaviors and feelings (self-regulation).
    • Goal 4: Children will start to learn how to comprehend routines, directions, and rules.
    • Goal 5: Children will begin to develop a positive sense of self and a unique identity that is established from their culture and family values.


    Approaches Towards Learning For Infants, Toddlers, And Preschool Age Children


    • Goal 1: Children will demonstrate interest, curiosity, and eagerness in exploring the world around them.
    • Goal 2: Children will demonstrate persistence in learning and discovery.
    • Goal 3: Children will learn and use words to describe what they are thinking and doing.


    Language and Literacy Development Goals For Infants, Toddlers, And Preschool Age Children

    • Goal 1: Children will demonstrate receptive and expressive language skills and communication strategies in the home language/s (may be English or other language/s).
    • Goal 2: Children will understand and begin to use oral language for conversation and communication.
    • Goal 3: Children will hear and distinguish the sounds and rhythms of language.
    • Goal 4: Children will begin to learn and demonstrate how print works.
    • Goal 5: Children will engage with stories and books.


    Cognition and General Knowledge Goals For Infants, Toddlers, and Preschool Age Children

    • Goal 1: Children will learn and begin to use math concepts during daily routines and experiences.
    • Goal 2: Children will use all of their senses to investigate their environment to discover what objects and people do, how things work, and how they can make things happen.
    • Goal 3: Children will begin to develop and demonstrate the ability to remember and connect new and known experiences and information.


    Physical Well-Being and Motor Development Goals For Infants, Toddlers, and Preschool Age Children

    • Goal 1: Children will develop control of large muscles for movement, navigation, and balance.
    • Goal 2: Children will develop control of small muscles for manipulation and exploration.
    • Goal 3: Children will learn and begin to demonstrate healthy and safe habits.



    Hours of Operation


    Monday - Friday

    7:00 a.m. - 4:30 p.m.





    The Center follows the Flagstaff Unified School District 9 month calendar and offers an optional Summer Program.  See the calendar provided in your enrollment packet.

    If FUSD schools are cancelled for a Snow day, the Center will be closed.  On late start snow schedules the Center will open at 9:00 a.m.  The Center will notify parents by 1:00 p.m. if the Center will close early due to snowstorms.  You may check snow closure status at https://www.fusd1.org/Domain/30 or call 527-6000.


    We have an open door policy.  Parents and guardians of enrolled children have access to their child at all times when the child is on the premises.


    The Center will close at 12:00 pm on the days before Winter break, Spring break, and the last day of the regular school year.


    1)  Registration


    The Center is open to children ages birth to five years of age.


    1. Priority Registration


                Priority registration is held annually for two weeks in the spring.  This gives all

                 currently enrolled children the first opportunity to enroll for the upcoming school

                 year.  Open registration begins immediately after the two-week priority registration.


    1. Annual Registration

                There is an annual registration fee of $100.00 per child.  The following forms

                  must be turned in to the director before your child’s space in the program will

                  be confirmed.  We cannot accept a form without the $100.00 registration fee.


    • Registration form
    • Emergency Card which includes medical authorizations, emergency


    • Current updated immunization records
    • Parent agreement, stating you have received, read, and understand the statement of services.
    • Photo Release forms for the school district, First Things First, and the Association For Supportive Child Care
    • Food allergy statement and Non-food allergy statement forms
    • Parent tuition agreement form
    • Signed parent responsibilities form
    • Diaper cream and sunscreen consent forms


    Your submission of the registration fee/form and deposit indicates you agree

    and understand these terms.


    There is no refund on registration fees if you accept a space in our program. 

                 You will be held financially responsible for the first two weeks of school,

                 unless you notify the director at least two weeks prior to the start of the

                 session/start date that your child will not be attending.


    2)  Tuition and Payment Procedures


    Pre-payment for tuition is due every two weeks (there are no refunds).


            Weekly Rates


    (Birth up to 18 months)



    12 months and walking to 3 years


    Preschool Full-time

    3 years and potty trained to 5 years

                       Part-time *spaces may be

                       available at $38.00 per day


            *Limited spaces subject to availability. 


    A one week deposit is due upon enrollment.  This deposit will be applied toward your last tuition payment due in December or toward your last week of enrollment, whichever comes first. 


    Rates are subject to change with 30 day written notice provided.






    1. Payment Procedures


    Tuition is due by 3 p.m. the second day of the week (see payment schedule for due dates).  Late tuition will result in a late fee of $25.00 per day and enrollment will be denied by the third day of non-payment.


    A bi-weekly tuition amount will be based on coverage, co-pays, and amounts not covered by DES, Navajo Nation, and First Things First.  Any amount not covered by the bi-weekly tuition will be billed at the end of the month.  No accounts will be allowed to accrue an overdue amount.  Any accounts not kept current may result in the termination of enrollment and collection proceedings.  All co-pays and any additional fees must be pre-paid.


    1. Acceptable Forms of Payment


    Cash is not accepted.  All payments must be made with checks, cashier’s checks or money orders.  You may also pay on-line at http://kidscarecenter.com/Home.aspx  you will need to use your account number and password assigned to you. A yearly statement of tuition for tax purpose is available by January 31.


    1. Sick and Vacation Days 

    The Center has a flat tuition rate policy. Tuition will be the same regardless of closures or absences.  The exceptions will be a week at winter break, a week at spring break, and sick/vacation days. Each child is given four sick/vacation days to use per year. The director must be notified by 9 a.m. the day of absence for a vacation/sick day to be used. Vacation/sick days may not be used when the school is closed or used retroactively. Unused vacation/sick days will not carry over the next year and are not transferable to other students. Parents must request to use vacation/sick days; they will not automatically be deducted.

    1. Returned Check/NSF

    Checks returned due to non-sufficient funds are subject to a $25.00 fee. Payment of tuition and fee is due in full by the following Monday. If three NSF checks are returned from your account, all future payments must be received in the form of money orders or cashier checks for the remainder of enrollment.




    3)  Subsidy and Scholarships


    Various options are available to eligible families to offset the cost of childcare fees.  It is the   families' responsibility to fill out the appropriate paperwork and abide by all guidelines set out by the programs for continuing coverage. All co-pays and amounts not covered by the subsidy program are calculated based on coverage and are due two weeks in advance. Any unpaid amounts due to illness or change in coverage will be billed at the end of the month and due with the next scheduled payment.


    1. DES


    The Center is contracted with DES.  Families that qualify for Department of Economic Security subsidy must apply for this service through DES.  Once the Center receives confirmation from DES of an approved childcare subsidy, the Center will apply DES payments to tuition.

    1. FTF Scholarships

    The Center receives a limited amount of scholarships from First Things First to offset a portion of a child’s tuition fees.  These scholarships are based on a family’s annual income and the number of members in a family.  The scholarships are for low income families in need of assistance.  If you feel that you would qualify for a scholarship for your child please contact the center’s director.

    1. Navajo Nation Child Care and Development Fund Program

    The Center is a certified provider for the Navajo Nation Child Care and Development Fund.  This is a child care subsidy program that helps assist qualified Navajo families with tuition fees.  If you feel that you would qualify for this program you must apply through the Navajo Nation Child Care and Development Fund Program.   When this program has verified that you qualify, they will contact the center director with the amount that they will pay for your child.  The remaining unpaid fees will be the family’s responsibility to pay.  Once the Center receives confirmation from the Navajo Nation of an approved childcare subsidy, the Center will apply Navajo Nation payments to tuition.





    4)  Enrollment Termination and Withdrawal

    1. Enrollment Termination

    Your child's enrollment may be terminated at the discretion of the director for any of the following reasons:

    1. Tuition accounts not kept current.
    2. Failure to pay late fees or penalties.
    3. Three days of non-attendance without notice or payment.
    4. Child's behavior is presenting a physical or emotional danger to others.
    5. Child's behavior is unmanageable and does not improve after implementing a

          two-week behavior plan.

    1. Child's developmental level is inappropriate for the assigned classroom.
    2. Parent or parents are unwilling to comply with policies or procedures.
    3. If the child's enrollment poses a hardship on the program.


    1. Withdrawing Your Child

    If you choose to terminate your child's enrollment for any reason, a two-week written notice is required. If you terminate your child's enrollment without notice, you are subject to collections and fees for two weeks tuition and the $25 per day late fee. If payments not made within 30 days from the last day of your child’s attendance the amount due will be submitted to a collection agency.

    5)  Child Admission and Release

    Children are not allowed to leave the center at any time without written authorization.  The person picking up the child must be listed on the emergency information card and must be at least 18 years of age.  Identification will be required upon pick-up of the child.

    1. Sign-in and Out Procedures

    All parents and or guardians are required by law to sign their children in and out of    every day.  State guidelines require full signatures.  Please sign in and out every day.  Sign your full name, no initials please.

    1. Drop Off

    Please have your child at school before 9 a.m. daily.  The Center does not open until 7:00 a.m. Please do not knock or ask our staff to let you in.  FUSD employees are asked to adhere to the policy as well and asked not to open doors for themselves or other families. All applicable fees will be applied for children left in care outside of contracted hours.

    1. Late Pick-up

    The regular enrichment day ends at 4:30 p.m.  All families are asked to pick up their child and allow time to leave the facility by 4:30 p.m.

    A late pick up fee of $5.00 per child for every 5-minute increment past the contracted hours will be charged. The atomic clock at sign in and out table determines the sign out time.  As we do realize that there are uncontrollable circumstances that occasionally arise, we allow one late pickup free per family each year. Any late pick-ups after the first offense are subject to the fees listed above. Repeat offenders of late pick-ups are subject to enrollment termination at the discretion of the director. If your child is not picked up within 30 minutes of your contracted day and we are unable to contact you or any of your emergency contacts, Child Protective Services will be called to retrieve your child.

    6)  Family Responsibilities

    As an enrolling parent or guardian we ask that you comply with the following family responsibilities. The safety and happiness of your child is our primary concern. To assist us, please agree to the following:

    • The person dropping off and picking up a child must sign the child in and out of the center each day with your full name.
    • Please call when someone other than the parent/guardian will be picking up.
    • Call the Center by 9:00 a.m. when your child will not be attending.
    • Check in with staff when entering and leaving the Center.
    • Please do not drop off or pick up during nap time.
    • Please bring your child (ages 1-5) daily before 9 a.m. so they may begin the day with their peers. We are not a babysitting service and ask that parents support us as an educational institution. (Exceptions include children in infant room, doctor appointments, etc.)
    • Please check your child's folder or cubby daily and remove items to take home.
    • Provide diapers and wipes and check often to ensure a sufficient supply.
    • Provide a nutritious lunch from home. Place clearly labeled items in cubbies or refrigerator.
    • Provide food, formula, and bottle for infants.
    • Provide Sippy cup.
    • Provide a small blanket for naptime. Please wash and return sleeping items weekly (these items must fit in the bin provided).
    • Provide two extra changes of seasonally appropriate clothing (this includes shoes and underwear).
    • Send children in seasonally appropriate clothing. Provide full snow gear when snow is present outside; gloves, hat, boots, snow pants, and jacket.
    • Label all personal items with the child's first and last name.
    • Do not allow your child to bring toys from home. No electronic devices, cell phones, I-Pods etc.
    • Please do not send gum, soda, or candy.
    • Pay tuition on due dates.

    7) Nutrition


    1. Lunches


    It is the parent's responsibility to provide or arrange for a lunch for their child. A child must have lunch on site before the classrooms assigned lunchtime.  Your child’s lunch needs to be sent “ready to eat”.  If you want your child to have a hot lunch you need to prepare it and put it in a thermos or hot pack.

    The Department of Health requires lunches to be labeled with the child's full name.  Lunch guidelines for children ages  one and up require that your child’s lunch include a drink that is 100% juice or preferably low fat milk(or dairy substitute) and must have items from the 4 food groups.  No soda or candy please. 

    Please check your child’s classroom schedule for the times that lunch will be served.  If you plan to arrive after lunch or snacks have been served, please make sure your child has eaten so as not to interrupt classroom schedule. Morning snack is not served after 8:45 am.

    Due to limited space in the refrigerator, we ask that you follow the instructions below when sending lunch for your child:

    Place labeled items with full name in the appropriate bin in the refrigerator, a.m. snack, p.m. snack and lunch. Please do not place entire lunch box in fridge. We must have room for all children's items.  You will receive the reminder below if the items are missing:

    Oops… Your child was missing the following required elements in their lunch today… please send 

    Fresh fruit                                                Protein                   





     Fresh veggie                                    Carb/grains                                                    Milk or milk alternative or                  Juice that is 100% fruit juice

    1. Beverages

    All children must have a labeled cup for water and must be sent with 100% juice or milk for lunch.  A separate bottle or cup must be available for each meal time.  Department of Health Services states that:  Children ages one may have whole milk, children age two and up may be served low fat milk.  All infants are required to have a separate bottle for each feeding. We may not reuse bottles or nipples.  See infant feeding information sheet in your enrollment packet for infant feeding practices.

    1. Snacks

    Parents will be responsible to provide two snacks a day for their child in plastic sandwich bags MARKED Morning Snack or Afternoon Snack and your child’s name.  You will need to provide milk or juice for your child as well.  A Sippy cup will need to remain at the center with your child’s name on it for water.  If your child arrives after snack has been served you will need to make sure that your child has snack before coming to school.  Please check your child’s classroom schedule for snack times.

    8)  Enrichment Programming

    1. Classroom Sizes and Ratios

                      Infant Room – 4 infants to 1 teacher

                      Wobblers 1 – 5 toddlers to 1 teacher

                      Wobblers 2 -  6 toddlers to 1 teacher

                       Toddlers – 8 toddlers to 1 teacher                                          

                      Preschool Room – 12 preschoolers to 1 teacher




    Primary Caregivers:


    At Little Ropers, we practice primary care groups and primary caregivers in each of             our classrooms. This means that a specific caregiver is assigned primary responsibility for a small group of children in regular caregiving activities.  Therefore, when your child enters your program, you as the child's parents know, the director of the program knows, and the caregiver know who the primary caregiver is for that child. Primary caregiving is also a great way to support Continuity of Care, meaning that the caregiver has primary daily responsibility for the same small group of children consistently, which can cover an extended period.  Primary caregiving does not mean that only one person cares for an infant, toddler, or preschooler exclusively, all of the time—there will always be a need to work with others. Primary caregiving does mean that the child has someone special with whom to build a close, intimate relationship in the center.  In our infant room, the children are assigned a primary care group and primary caregiver. This caregiver is responsible for meeting their daily needs, parent communication, assessments, observations, portfolio work and general caregiving routine. All staff present will assist in caregiving as needed. Each infant has an individualized lesson as well as an individualized schedule. Please see the transition plan in your family handbook for information about how we transition children to each room/ primary care group. The child’s developmental readiness is the key factor. This is assessed with the teaching team and family at family meetings informal and through formal conferences.  In the Wobbler room, there are two primary care groups: a young ones group and an older ones turning two group. In the Toddler, room there is one primary care group of children twos turning three. Enrollment placement will be in either the ones group or the two’s /three’s group depending on which is the most appropriate primary care group, whenever possible we avoid mid-year moves and move the entire group together during a session break.  Once again, it is based on age and development as assessed by the whole team: family, caregivers, and staff. The one’s groups are comprised of up to six children and one primary caregiver to each group. The twos/threes group is comprised of eight two and three year olds and one primary caregiver. There is a classroom assistant or “teacher on assignment” that may aid and assist with the daily caregiving needs. The ones Wobbler classroom does maintain separate schedules. We have a schedule for each primary care group that meets the children’s developmental needs. In addition, there are separate lesson plans for each primary care groups. The goal is once again, continuity of care by having the primary caregiver and provide small groups. Preschool is ages three(potty trained a must)-five, there are two primary care groups divided by age and developmental needs, older threes, fours, and fives until kindergarten. 







    1. Classroom Transitions


    We strive to place your child in the classroom that is most beneficial to their development.  A child may need to begin a school year in a younger classroom and then be transitioned to an older class sometime during the school year.  The week before each new school year Little Ropers holds a parent/child orientation in which parents get a review of the statement of services as well as the opportunity to spend time with their child’s teacher.  The children get the opportunity to explore their classroom, meet their teacher, and their families and classmates.

    Transition plans

    Families that are enrolling their child after the beginning of a school year can come and spend time shadowing their child to view their interactions and responses to their teacher and classmates for as long as they need to feel comfortable leaving their child.   All parents are welcome at any time to come and spend time with their children at the Center.

    Our goal is to have each child in an environment that is appropriate to their needs, the timeline for transition into the next room is based on the child’s individual needs. When entering the program families are asked to spend at least 2 weeks transitioning their child and family into the program. We recommend starting out with the parent joining the child and staying for at least an hour and increasing the amount of time the family stays each day. The second week we ask that you leave your child alone for longer and longer period until they are here for the full day. 

    Inter-classroom Transitions

    It is the Center’s policy to have children begin transitioning by attending the older classroom for a couple of hours a day (minimum of one week or until the child is completely comfortable) for them to get used to the new environment.  Once a child is acclimated to the new classroom, they will be moved over permanently. The entire team will meet to determine this timeline.   

    Transition Infant & Toddler

    When a child is 1 years of age and walking and it is developmentally appropriate then the child can move into the toddler room. Two months before the child turns 1 years old the staff and family sit down together to create a transition plan and set goals to help the child prepare for the transition into the next room. We allow 2-4 weeks or longer if needed for the child to transition. We start with just a few short visits with the child’s primary caregiver to go over and explore the new room, as the time increases the primary caregiver nurtures the relationship with the new caregiver allowing a time to adjust. The time in increases that the child spends in the room and the time the caregiver spends with the child decreases until the child is transitioned in to the other room.  The child’s will have cubbies in both rooms at this time. The staff and parents meet as team to touch base daily and then at the end of each week to discuss progress and make new goals.  Accommodations to meet each child’s needs are always taken into consideration.  Transition to toddler and preschool rooms It follows the same plan as infant to toddler. The only change is that the child must be potty trained.


    Transition out of the program

    When a family is exiting the program, we want to provide a plan for transition to not only the child and family, but also the remaining children and staff during and after your departure. We ask for 2-week notice to collaboratively make an exit plan appropriate for your circumstance. In addition, have an exit interview to see how we can improve services and how we met your needs.

    Transition to Kindergarten

    The Center begins to transition preschool children who will be entering Kindergarten in by scheduling activities and experiences that they will experience in Kindergarten.  Throughout the year, the teacher and administration are available to discuss with families ways they can collaboratively support the transition. We also provide Kindergarten registration packets in February for families that will be attending Kindergarten programs within FUSD. In addition, when families choose a kindergarten the preschool teacher is available to discuss your child development with the new kinder teacher and attend any IEP’s or meeting to assist in transition. 

    1. Toddler and Preschool Curriculum and Activities

    It is our belief that playing is fundamental to learning. Research has shown that your child can attain “kindergarten readiness” through play and hands-on experimentation. We have developed a Reggio Emilia inspired environment and our curriculum is child directed. There is an emphasis of the teacher as a co-learner and the classroom as a third teacher. We are happy to discuss our philosophy and approach to learning. 

    In the classroom, we employ ten choice centers:

    • Computer
    • Listening/audio
    • Dramatic Play
    • Writing
    • Math
    • Reading
    • Science/Sensory
    • Art
    • Blocks
    • Large and Small Manipulatives

    We present the alphabet daily through activities. Supplemental activities designed to reach all learning styles include everything from painting with our toes to forming letters with spaghetti and sticks and drawing numbers in the sand. We will learn the numbers 1-31, days of the week, months, seasons, shapes and colors. Our daily activities teach patience, cooperation, boundaries respect and tolerance of others, as well of manners, personal hygiene, and self-esteem, all of which are essential to your child's learning process. Strengthening social development, self-esteem, and personal growth is also of the utmost importance. We feel it is important to teach the whole child, as well as preparing them to succeed academically in kindergarten and create a love of learning that will continue through adulthood. It is our goal that when a child graduates from the Center, they are happy and confident children with a strong sense of self-worth and a passion for learning.

    We utilize the ASQ Ages and Stages Evaluation Tool for our developmental checklists to create our lesson plan and children’s individualized plans.  Lesson plans are posted in the classrooms or in portfolios, posted on See Saw and kept on file in binders in the office.     

    We also benefit from the considerable resources of Sinagua Middle School.   Some of the activities we have done in conjunction with the middle school classes include observing a chemistry magic show, putting on a play with the drama class, learning foreign languages, cooking with the culinary arts program, writing books with the creative writing class, creating art with the ceramics class, singing with the choir, attending pep rallies, and attending plays and multicultural events.




    1. Parent Teacher Conference

    The Center will hold three parent teacher conferences each school year. The first will be held the in the Fall and the second will be in the Winter and the third in the Spring.  If you have questions or concerns about your child’s progress, please contact your child’s teacher and arrangements will be made to have a conference as needed. Portfolios are available for parents to view at any time on their See Saw account on your personal device, school computer or can be printed. 

    1. Family Participation and Influence

    We recognize that you as the parent(s) are your child’s primary teacher and we desire to work closely with your family to create the best care for your child. We welcome families to participate in the program. We have an open door policy and you are welcome to visit your child at any time during the day.  We ask that you spend time daily at pick up or drop off with your child and teacher. Lesson plans are also posted weekly, please review and share any information you would like to be added to your child’s lesson. In addition, we welcome you to share your talents and gifts, please speak to your child’s teacher to schedule a time to come into the program.  We also ask for written information by filling out the forms that help us to get to know your child; “emergency information form”,  “family profile” and, “What you should know about my child” to submit upon enrollment and update as needed. In addition, we have a family board that we invite you to join; this board supports and offers their ideas on improvement in the program.  Once a month we host a family fun activity here at Little Ropers and welcome your family to join us for a potluck, activity, and an opportunity to see what your child has been up to at school. We will have portfolios, with developmental checklists, anecdotal notes, photos, documentation boards; as well as samples of your child’s work on display. Please take this opportunity to see your child’s work and chat with your child teacher. Portfolios can also be viewed anytime through See Saw and can be accessed from any school computer, as well as your personal devices. .

    1. Child Evaluations

    We utilize an ASQ Ages and Stages Questioner Evaluation Tool and in addition the ASQ-SE Ages and Stages Social Emotional Questioner for our developmental checklists.  The Center teaching staff does continuous observations on each child throughout the school year through observation and anecdotal notes.  The ASQ and ASQSE tool helps the teachers plan and prepare lessons that will be interesting and appropriate for the children within the class.  This information is confidential and is kept in the child’s portfolio. 

    Portfolios- Each child’s portfolio is electronic and is held in the See Saw online program can be accessed online, on your smart phone, and printed copies can also be provided. Your child’s See Saw portfolio contains a developmental checklist, anecdotal notes, observations, the daily journals, the child’s artwork with work examples, and numerous photos.

    1. Referrals and Screening

    When a child demonstrates learning or behavioral challenges, it is up to the classroom teacher to closely observe and document the child’s behavior and work collaboratively with the family to explore resolution. In order to support the child who is having challenges, the teacher will attempt to adapt the activities and environment to meet the child’s distinct learning or behavioral needs. The teacher will also enlist the help of the child’s parents, as they are the primary source of information concerning their child.  If the child is demonstrating learning or behavioral challenges that persist after curriculum adjustments have been made, the team may refer parents to AzEIP or FUSD for services that will provide screening for the child to determine if the child will need additional services.


    9)  Guidance and Discipline

    1. Guidance

    Our mission is to provide the best education to the most children possible.  We strive to help every child be successful and to achieve their highest potential.  We implement the Positive Behavior Intervention Support program when needed to ensure this happens.  

    The Center uses the Pyramid or CSFEFEL (The Center on the Social and Emotional

    Foundations for Early Learning) approach for promoting social development and school readiness for children birth to five.  You can find detailed information on this researched based technique at  http://csefel.vanderbilt.edu/.



    The basis for our guidance procedure is an organized classroom and prepared staff members. At the Center we strive to develop a positive relationship between the teacher and the child.  We also believe that if an interesting and challenging program is offered to the child, then discipline problems are at a minimum.  If inappropriate behavior does occur, we begin with a positive approach.

    Starting Fall 2017-2018 Little Ropers is participating in a pilot program implementing the Pyramid model approach of positive behavior intervention support (PBIS) in the early childhood setting. The program employs staff training, parent information sessions, and access to a licensed behavior analyst/coach helping to facilitate implementation. Behaviors and approach methods will be tracked through a system (BIRS); numerous assessments will be used to guide the project (TPoT, ASQ, SEAM, CLASS and others as needed). The basic overview of this project will be introduced in the orientation, and ongoing updates and communication throughout the year will be given through various forms of communication. Please see the director with any questions. 


    1. Intervention Procedure

    The behavior intervention’s purpose is to establish procedures for the parents, lead teacher, and a member of the leadership team to utilize when planning to meet the needs of the child with unacceptable or inappropriate behavior.  A parent, the child’s lead teacher, and a member of the leadership team will be in attendance at a behavior intervention meeting.


    A behavior intervention meeting may be called in three different manners:


    • The primary teacher or a member of the leadership team may call for a behavior intervention meeting at any time prior to the third disciplinary action as they deem necessary.
    • Either parent may call for a behavior intervention meeting at any time prior to the third disciplinary action as they deem necessary.
    • A behavior intervention meeting is mandatory after the third discipline note.


    Our first goal will be to determine and identify the behavioral difficulties that the child is having.  The child’s primary teacher will document the circumstances surrounding the behavior and the current actions that are being taken to correct this.  Parents will then be asked to provide information concerning any changes in the home and will give input if they have noticed this behavior and what actions they are currently taking to correct it.  A plan of action will then be discussed and agreed upon by all members present.  If problems continue, an additional intervention will be scheduled. 


    The approach will vary slightly in the case that a mandatory behavior intervention meeting has been called after the third discipline note.  Our first goal will be to determine if our program is appropriate for the needs of the child.  Services will be terminated if it is determined that we cannot meet the child’s needs in our program.  We will follow the steps listed above if we determine our program is appropriate for the child’s special needs. 


    In addition to the above, the center will use three methods to track behavior and communicate with parents.

    • Daily Reports – a parent/center communication format that does not count as a written behavior report. The original is filed and the copy goes to the parent.
    • Observation Form – an inner center documentation of observed inappropriate or challenging behavior. These may be filled out at any time by any center team member and are used solely to track behavior patterns.  These are to be turned in daily to the lead teacher over the student and then to the leadership team for filing.
    • The Incident Report – The original is placed in the child’s file and the copy is given to the parent. These are pre-approved by a leadership team member.  Each Incident Report counts as one of the three that would result in suspension.


    The Center expects parental involvement and cooperation in all aspects of guidance and discipline.  Failure to comply can warrant termination.  We reserve the right to discontinue working with any child/parent whose needs cannot be met. 




    1. Discipline Procedures

    We believe that children need limits in order to feel secure about themselves    and their environment. The purpose of discipline is to help children learn acceptable   behavior and develop self-control.  Good discipline does not mean punishing children and laying down the law - it is enjoying children and letting them see that they are liked. 


           Discipline will be handled firmly and quietly and be of a positive, re-directive

           nature.  Age appropriate discipline will be used at all times.  No physical

           punishment will ever be used in the classroom.  If necessary, the child may be

    removed from a situation for a short period of time.  If the behavior persists or if it is of a severe nature, a parent will be called to help deal with the situation along with the staff member.  If necessary we will have a parent conference and implement a two week behavior improvement plan.  If requirements for behavior management plan are not achieved or if behavior issues increase, we reserve the right to terminate enrollment.


                            According to licensing procedures for child care centers in the state of Arizona:


                                    109.7(2) Discipline

                            Corporal punishment including spanking, shaking and slapping shall not be used.

    • Punishment which is humiliating or frightening or which causes pain or discomfort to the child shall not be used.
    • Punishment shall not be administered because of a child’s illness, or progress or lack of progress in toilet training, nor shall punishment or threat of punishment be associated with food or rest.
    • No child shall be subjected to verbal abuse, threats, or derogatory remarks about the child or the child’s family.
    • Reasonable accommodation shall be made, based on special needs of children with disabilities. This accommodation shall be recorded in the child’s file.  Accommodation can be a specific treatment prescribed by a professional or a parent, or a modification of equipment, or removal of physical barriers. 
    • Each program shall have a written policy on the discipline of children which provides for positive guidance, with direction for resolving conflict and setting of well‑defined limits. The disciplinary policy shall be designed to help the child develop self-control, self-esteem, and respect for the right of others.  The written policy shall be provided to team members and parents.




    The following is considered unacceptable behavior:

    • Running in the classroom
    • Leaving the area or group without permission
    • Throwing toys, rocks, sand
    • Being disruptive
    • Hurting themselves or others, such as hitting, biting, spitting, kicking, and pulling hair
    • Abusive language
    • Using toys and materials inappropriately
    • Arguing with team members or other children
    • Removing shoes or other articles of clothing
    • Aggressive behavior
    • Lack of cooperation
    • Behavior determined by the director to be unacceptable


                            The teacher has these prime responsibilities when dealing with inappropriate



    • Redirection - Encourage child’s good behavior and/or redirect his or her activity.
    • “Take a break” within their area
    • If a problem still exists, the child is then removed from the situation.
    • One minute per year of age, no more than five minutes.
    • “Take a break” shall be defined as an area away from the group or activity yet within their area.
    • The child will be allowed, as soon as possible, to return to the group.
    • The teacher will not only decide if the child is ready to return, but will encourage him/her to be ready.
    • If redirection and “take a break” periods are not sufficient - intervene as soon as possible to prevent physical or emotional injury.
    • Help the child identify his/her unacceptable behavior and the possible alternatives open to him/her.
    • “Take a break” away from the group
    • If the child continues in the inappropriate behavior
    • And/or the “take a break” within the area becomes either inappropriate or ineffective.
    • Behavior Intervention Meeting
    • If the child’s behavior continues to be inappropriate, a behavior intervention meeting may take place.
    • Those in attendance will be the parent(s), lead teacher, and a member of the leadership team.
    • This may be called by any of the individuals listed above.
    • Behavior Report
    • If the child’s behavior continues to be inappropriate.
    • OR the severity denotes an unresolved problem.
    • Sending a child home
    • When the child becomes out of control.
    • And/or when the child fails to respond to the measures taken by the CDC Team.
    • This at the discretion of the most senior Leadership Team member present
    • Suspension
    • Three written behavioral reports within a nine week period constitute the child’s being suspended from the child care program for one week.
    • Behavior Intervention Meeting - During this time the parent or guardian, the lead teacher and a member of the leadership team will meet in an attempt to determine if the child is capable of drastically changing  his/her behavior to allow re‑entry into the program.  This is the mandatory behavior intervention meeting described in the Behavior Intervention Policy. 
    • Fees will still be paid for this week to retain the child’s space in the Center.
    • If the child does continue in the program and does receive a fourth behavioral report within a 30 day period, termination of services may occur.
    • Termination of services
    • When the severity of a problem is great enough that it could endanger the safety of the child(ren)’s welfare
    • Termination may be effective immediately after consulting the most senior Leadership Team member present
    • The parent or guardian will be notified.
    • The Center considers this to be a drastic measure and would not resort to such unless the child’s behavior significantly and directly threatens the physical or mental health, safety or well-being of one or more of the other children or team members and that threat cannot be eliminated.


    The Center expects parental involvement and cooperation in all aspects of discipline.  Failure to comply can warrant termination.  We reserve the right to discontinue work with any child/parent whose needs we cannot meet.  The key to effective discipline is consistency.  We try to be as consistent as possible in all areas.  We provide the child with a warm and loving atmosphere in which to grow and learn.


    1. Biting Procedures
    • Common Reasons Why Kids Start Biting
      • Teething
      • Excitement and over-stimulation. When some very young children are very excited, even happily so, they may behave in an out-of-control fashion.
      • Impulsiveness and lack of self-control. Infants/toddlers sometimes bite because there is something there to bite. This biting is not intentional in any way, but just a way of exploring the world.
      • Making an impact. Young children like to make things happen, and the reaction when someone is bitten is usually pretty dramatic.
      • This is particularly common with infants and toddlers especially before they have the capability to express frustration through using language.
    • Actions we take to minimize biting while at the Center

    Staff members are trained to do the following to minimize the biting behavior, which parents can also try at home:

    • Let the child know in words and manner that biting is unacceptable.
    • Remove the biting child from the situation and focus caring attention on the bitten child.
    • Examine the context in which the biting occurred and look for patterns. Was it crowded? Too few toys? Too little to do? Too much waiting?  Is the child that is biting getting the attention and care he/she deserves at all times?
    • Change the environment, routines, or activities if necessary.
    • Work with the child on resolving conflict of frustration in a more appropriate manner; include using words if the child is capable.
    • Observe a child who is a short-term chronic biter to get an idea about when he or she is likely to bite. Some children, for example, may bite not when they are angry or frustrated, but when they are very excited.
    • Identify children likely to be bitten and make special efforts to reduce their chance of being BITTEN.
    • Do not casually attribute willfulness or maliciousness. Infants and toddlers explore anything that interests them with their mouth, and that includes other bodies.
    • If biting continues, continue to observe the group closely. We will apply additional resources as necessary to shadow the child.


    • IF YOUR CHILD IS BITTEN-Child development research indicates that approximately 50% of all children enrolled in childcare centers will be bitten. Toddlers especially will use biting as a form of communication.  The Center will strive to minimize biting incidents.  However, it is highly likely that your child may be bitten at some time.  If this should occur, we will do our best to comfort your child and care for his or her needs immediately.  We will inform you of the incident.


    10)  Health and Safety

    1. Immunizations

    State law requires that daycare centers maintain records of immunizations for each child enrolled.  Please be prepared to provide this information about your child, as well as keep your child current with all age appropriate vaccinations. Please be prepared to provide this information about your child, as well as keep your child current with all age appropriate vaccinations. Please plan to keep your child with you for a minimum of an hour after receiving a vaccination to monitor for a possible reaction.



    1. Illness and Health Procedures


         For health reasons, the Center can only accept healthy children.  Please use you

         best judgment and do not send your child to school if any of the following

         conditions exist:


    • If your child is running a fever over 100.0. (Please do not give your child Tylenol or any other fever reducer to keep the fever down so they can attend school.  A masked fever can still infect others.


    • If your child has a continuous runny nose, and/or green (infectious) drainage from the nose, please keep them at home. It is impossible to stop the spread of germs when a child’s nose is continuously running.


    • If your child has a cough or wheezing which causes them pain, stress, discomfort, or produces excessive phlegm, please keep them at home.
    • If your child is suffering from diarrhea, vomiting, sore throat or other flu like symptoms, they need to be kept home until they are symptom free for at least 24 hours.


    • If your child has a contagious disease, virus, undiagnosed rash, red draining eyes, or open cold sores, they cannot return until they are symptom free for at least 24 hours.


    • If your child receives antibiotics or medication from the doctor for any infection ** (viral or bacterial) they need to stay home for at least 24 hours.


    If your child develops a temperature of 100.0 or higher, or any of the above listed symptoms of illness while at the Center, the staff will isolate the child from other children and parents will be notified.  You will need to make arrangements for your child to be picked up, or pick your child up within 30 minutes from the time of notification.  We realize that these guidelines are often hard to adhere to, however we are required by state guidelines to have sick children removed from the center as soon as possible.  Your child will not be permitted back into the center until the child has been symptom free for 24 hours or obtains a doctor's note stating that the child is not contagious and free to return to school.

    1. Medication Administration Procedures

    The first dose of any medication must be administered at home or by your child’s physician. This includes all medications and those medications delivered by device (EpiPen, Inhaler, Nebulizer).  A Medication Administration form will be provided for parents to provide written instructions including medication name, the time and amount of dose to be given. This form must be used for all medications, including Tylenol, teething gel/tab, and anything over the counter. We are unable administer eye, ear drops or injections. We cannot administer herbal remedies and supplements without a medical physician written prescription.  The form will also contain the current date as well as the date the last dose will be given.  The medication will be labeled with your child’s full name. It must be in the original container and consistent with the labeling on the box or consistent with the doctor’s instructions. The medication must not be expired. Medication can be given only with a signed and completed medication administration form. Medication is given only by designated staff trained in administration of medication.

    A separate form is available for diaper rash cream, ointment, and powders and is provided in your enrollment packet. All medications, including medications for life threatening symptoms (EpiPen) will be kept in an accessible location for staff, but inaccessible to children in the room the child is present in.

    We may only keep medication on site that is:

    • Current, not expired
    • Original prescription label or prepackaged and labeled for use with children
    • Labeled with your child’s first name and last name
    • The dose, name of drug, frequency of dosing, and instructions as indicated on manufactures label
    • Complete medication consent form


    Please take home your child's expired medication.

    Medications Delivered by Device (Epi pen, Inhaler, Nebulizer):

    • Parents or Health Care professionals provide written instructions on indications for use that include signs and symptoms that the medication is needed.
    • Parent or health care professionals will need to demonstrate use of the device and any special care after use to all staff who will be administering the medication. Training on use and care annually or as needed with staffing or device changes. Documentation will be noted with date of demonstration, and the staff member trained on an Individualized Plan form.


    1. Diapering and Potty Training


    Parents with children in diapers are responsible for bringing all items necessary for diapering.  Parents are also responsible for keeping these items replenished as needed.  Please provide diapers, wipes, and any needed ointments or powders.  All ointments and powders must be accompanied by a signed and dated authorization form and must be in original containers.


    All children that wear diapers must come in a clean diaper to school; if your child had an accident on the way to school it is your responsibility to change them before they are checked in.  Please speak to the director or your child’s teacher for any individual questions.




    Potty Training Procedure


    The Center cannot assume the responsibility of potty training your child, but we are willing to work with you. To be considered potty trained and allow your child to come in underwear, we require that a child be in underwear at home, daily for a minimum of  two weeks with limited accidents, and going to the bathroom on their own.  We are still available to help with buttoning and wiping, but children need to initiate going into the bathroom on their own when needed.  We ask that you communicate to your child's teacher your goals and requests for potty training.  Please do not send your child in underwear to school before discussing with your child's teacher and meeting the required two week period.  If your child is at school wearing underwear after being potty trained and has two or more accidents a day for two or more days, you will be asked to bring them in diapers until the two week period is successfully completed.  Do not send pull ups or drop off your child in pull ups.  We do not allow pull ups as they do not properly and safely contain feces and urine.  Please keep in mind that because of the time required for potty training, your child's teacher is limited in how they can assist you in potty training.  The director will be happy to sit down with you to discuss this policy.


    1. Hand Washing


    To ensure the health and safety of our program, we request all persons entering the center wash their hands and their children's hands.



    1. Emergency Procedures


                     Medical Emergencies


    The Center is required by state licensing guidelines to have “Emergency Medical Release” forms signed and on file for each child.  One or more present staff member is certified in First Aide CPR at all times. The school nurse will be called for any injury requiring more than basic first aid. In the event of an emergency we will administer first aid and call 911 when needed.  We will also make every effort to contact you.  In the event that we are unable to contact you, it is very important to have the Medical Release form signed in order to get medical care for your child.  It is also very important that the names, phone numbers, and addresses on this form are kept current.  This includes the names and numbers of other people with permission to transport and oversee proper medical care for your child.


    If a minor accident occurs, we will administer first aid, and if necessary make every effort to contact you, or the emergency contact person.  If your child is involved in a minor accident and receives first aid from a staff member, you will receive an “Accident Form” (ouch report).  An accident form is a detailed description of what occurred and what first aid was administered.


    Fire Drills

    When the fire alarm goes off, we exit through the rear of the building out though the gate, cross the crosswalk and meet at the track/field fenced area past the parking lot until administration notifies us we can re-enter the building.  In case of a real fire we will evacuate to the FUSD school district office located off of Sparrow. We walk through the Sinagua football field or on the walkway to the left of the field. Staff will be provided training to safely transport any children with special needs or adaptive devices.

    Lock Down Drills

    When administration announces “intruder on campus” over the speaker, teachers check that all the doors are locked, windows closed and covered, and all children are accounted for. Then the teacher is responsible for slipping the orange paper that signals that the room is clear and no intruder is present under the door into the hallway. Teachers continue on with activities according to procedure. After administration and the Flagstaff Police Department have checked all the halls and verified all is clear, they make an announcement and we unlock our doors and continue with our day.

    In case of a real Lock Down due to an “intruder on campus,” we will follow procedure and wait for instructions from administration and the police department. No one will be allowed to enter or exit the building. Parents will be notified as soon as possible and when released by Flagstaff Police Department parents may pick up their children and center will close for the remainder of the day.

    Severe Storm

    Flagstaff weather varies greatly throughout the day. FUSD rarely closes school due to weather once the day is already in session but the Center may close early at the discretion of the director if they feel their staff and the children may not be safe to travel in the late afternoon. In this situation, the director will call parents/emergency contacts to pick up within 30 minutes due to the center closure. The director will stay with all children until they are picked up and will call Child Protective Services after a reasonable time has passed if parents/emergency contacts cannot be reached. Assume we will reopen the following day unless a snow day is called by FUSD.

    In the case of an evacuation, the Center evacuates to FUSD Administration Building located at 3285 East Sparrow Avenue.  The Center’s staff and attending students will walk to the Administration building through the football and softball fields to avoid the busy streets.  We will not transport children in vehicles, unless FUSD/Flag Police Department evacuates the building with approved vehicles.  Upon arrival at the admin building, we will meet in the conference room and the director in charge will begin to call parents/guardians of the children in attendance to brief them on the situation. At this time parents are welcome to pick up their children or wait to be contacted in we are unable to return to the school. The director on call will contact parents once they are back at the school after receiving FUSD administration/ FPD permission to return. If we are unable to return to the school after two hours of our evacuation, the director on call will contact parents and emergency contacts to pick up their children within 30 minutes. The director on call will stay with all children at the Administration building until they are picked up. After 4:00 p.m. or if the administration building has to be evacuated, and all attempts to call parents and emergency contacts have failed, the director will have no choice but to call CPS to retain custody of the child.

    If phone lines and cell towers are down and we unable to contact parents by phone, Flagstaff Police Department will assist in contacting parents/guardians.  You can contact the FUSD switchboard at the Administration building at (928) 527-6000, Sinagua Middle School’s main number is (928)527-5500.

    The Center will close the building due to severe weather, loss of electricity, loss of phones, fumes, or any emergency administration calls as worthy of closure.  We will try our best to notify you as soon as we are aware of closures and avoid unscheduled closures at all costs. Please be supportive and assist us in our need to close the center.


    It is essential that your child's emergency information card is updated and correct at all times in case of an emergency. 






    11)  Confidentiality


    In order to ensure confidentiality of personal information, the Center has established the following procedures:


    • Children’s records will be available for parent’s inspection at all times.
    • When custody has been awarded only to one parent, access to the child’s records will be limited to the custodial parent providing that all legal documents of custody have been provided and maintained in the director’s office.
    • Sharing of personal records with anyone other than the child’s teacher and/or director will require a written permission slip from the parent.
    • Information about injuries that are either sustained or caused by your child will remain confidential by all staff members.
    • Information regarding illness/infestations that are present in the center will be posted in each classroom. No personal information as to which child has contracted the illness/infestation will be provided except to authorized personnel.



    12)  Transportation and Field Trips


    1. Transportation


             The center does not provide transportation for the children or staff members.


    1. Field Trips


    Children's parents will be notified of planned field trips that the child will be out of the classroom, both on and off campus. Permission slips must be signed and on file for each child to participate. A field trip plan will be left at the facility during the field trip. Scheduled activities will be posted. If you arrive to drop off your child while the class is on the field trip you must take your child to the field trip site or you will not be able to drop your child off until the class returns.


    13)  Insurance


             The Center has liability coverage only through Flagstaff Unified School District.


    14)  Non-Discrimination Statement

    The center is defined by state and federal law as place of public accommodation.  The center shall not discriminate in employment practices or client services on the basis of race, color, creed, national origin, religion, sex, age, or disability.


    15)  Licensing


             The Center follows regulations of the Arizona Department of Health Services.


             Arizona Department of Health Services

             1500 East Cedar Avenue

             Flagstaff, AZ  86004

             (928) 774-2707



    16)  Inspection Reports

    Department of Health Services Child Care Licensure inspection reports are available upon   request for any person who is interested. Please see director.

    17)  Administration of Pesticides

    The facility will post notification on the premises at least 48 hours in advance of any pesticides being used. FUSD Facilities Department is responsible for said posting and notifications.


    18)  Grievance Procedures

    As our clients, we hope that you are always happy with the care and education given to your child.  However, if at some point you have questions or concerns about your child’s care, we encourage you come to us immediately.  Concerns can be voiced to your child’s teacher, the center director, or the district’s Director of Educational Enrichment (sjohnson@fusd1.org).