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2026– 2027 CSPP- Preschool San Jacinto Campus 1499 N. State Street, San Jacinto, CA 92583 951.487.3605 Facility License #: 330908048

The late Gwendolyn Schlange, a longtime educator who also served as a member of the Mt. San Jacinto College Board of Trustees for 20 years, reads to children at the MSJC Child Development Center. Ms. Schlange passed away on November 21, 2016. On April 13, 2017, MSJC dedicated the center in her honor.

I. ABOUT OUR PROGRAM ………………………………………………………………………………7-17 Vision/ Mission/ Philosophy Goals and Objectives Our Staff The Toddler Program The Preschool Curriculum Community Involvement Enrollment and Eligibility Family Certification and Recertification Continuity of Services Application Process Family Fees for Subsidized Program Services Family Fees for Full Tuition Program Services II. NUTRITION, PHYSICAL ACTIVITY, HEALTH & SAFETY …………………………………………….18-26 Nutrition Nondiscrimination Statement Physical Activity Health Prescribed Medications Safety Emergency Preparedness Accidents and Injuries Mandated Reporter Requirements Inspection Authority

III. PARENT INFORMATION & RESPONSIBILITIES …………………………………………………………29- 38 Home and School Partnership/ Open Door Policy Parent Communication/ Education/ Advisory Committee Desired Results for Children and Families Arrival/ Departure/Late Pick-up Right to Pick-up Child Custody and Separation Concerns Cell Phone Policy Attendance Policies and Procedures Daily Sign-in/ Sign-out Records Absences Abandonment of Care Behavior Guidance Termination/ Appeal Process Uniform Compliant Policy Frequently Asked Questions IV. COPIES OF PROGRAM FORMS………………………………………………………………………..41-49 Family Agreement: CSPP- California State Preschool Program Termination of Services Notification of Parent’s Rights Personal Rights Incidental Medical Services Plan of Operation

Welcome!

I warmly welcome you to the Mt. San Jacinto College Child Development and Education Center! As a lab site for the Teacher Education and Developmental Studies (TEDS) Program, we are dedicated to offering a high-quality educational experience rooted in developmental learning principles. Our goal is to nurture the growth and development of children, while fostering a strong connection between home and school. We celebrate and value the cultural diversity that each family brings to our community, encouraging you to share your heritage with us throughout the year. This handbook serves to introduce you to our program, philosophy, policies, and procedures, addressing any questions you may have about our center. Should you require further clarification, our teachers, office staff, or myself are readily available with our open-door policy. Your involvement as a parent is vital, as you join a supportive community of caring staff, student teachers, and fellow parents dedicated to providing a positive educational experience for all children and families. I am honored to lead this wonderful program for young children and student teachers and look forward to collaborating with you and your child on this memorable and meaningful journey. Warm regards,

Dr. Kendra Woodcock Interim Director, Child Development and Education Center

Child Development and Education Center Staff

Interim Director: Kendra Woodcock: (951-487-3347) Site Supervisor: Kendra Coromandel: (951-487-3605) Administrative Associate I: Muramay Mata: (951-487-3605) Kitchen: Roxanna Lovato: (951-487-3610)

Website: www.msjc.edu/childdevelopmenteducationcenter Email: childdeveducationcenter@msjc.edu

The staff at the MSJC Child Development and Education Center (CDEC) welcomes you and your family to our program. We look forward to the opportunity to share in the development of your child. Please take time to read this handbook so that you are familiar with the many aspects of our program.

ABOUT OUR PROGRAM The Child Development and Education Center (CDEC) serves as a lab program for Mt. San Jacinto College. One of the primary goals of the center is to train future teachers. Towards this end, a collaborative partnership exists between the Child Development and Education Center and the college’s Teacher Education and Developmental Studies Department (TEDS). Our center serves children who are at least 18 months of age through 5 years of age (i.e. not yet ageeligible for kindergarten). The CDEC refrains from any religious instruction or worship and is an equal opportunity provider. Enrollment applications are accepted without regard to race, gender, sexual orientation, religion, disability, ethnicity, or national origin. The CDEC is funded through contracts from the California Department of Education-Early Education Division (CDE-EED) and the California Department of Social Services-Child Care and Development Division. The CDEC is contracted to provide a California State Preschool Program and a General Childcare & Development Program. The CDEC is required to adhere to Contract Terms and Conditions as outlined in Title 5 Regulations. The CDEC is also mandated to meet Title 22 State Licensing Regulations for health and safety standards.

Hours of Operation: Monday – Friday; 7:30am – 5:30pm

Vision Statement To be a viable training lab center that fosters student success and provides quality preschool and childcare for the community. Mission Statement The Child Development and Education Center provides high-quality childcare for the children of MSJC students and the community by offering a warm, nurturing, safe, and educational environment. We provide developmentally appropriate childcare for toddlers and preschool children with a focus on guiding and supporting the learning process for each child in all developmental domains: social, emotional, cognitive, and physical growth. Philosophy The Child Development and Education Center, in collaboration with the Teacher Education and Developmental Studies Department, provides an exemplary early childhood program that supports the personal and professional development of lifelong learners. Learning opportunities occur in a research-based, inclusive, and responsive environment that integrates a variety of programs and services. The program prepares students to enter the workforce, obtain a formal degree, transfer to a four-year institution, and advocate for children and families in a rapidly changing and highly diverse society. Goals and Objectives The CDEC strives to achieve the following goals: • To provide a model program of education and care of young children • To provide a caring environment that supports students, children and their families • To provide a warm, responsive relationship, and interactions among children, families, students, and staff. • To foster and support the school-home connection • To provide health and social service resources to families and students • To create a high-quality indoor and outdoor learning environment by providing developmentally appropriate materials and equipment • To serve as a high-quality training site for interns and student teachers and to provide opportunities for students enrolled in teacher education courses and other disciplines to observe children in a natural learning environment • To implement curriculum that emerges from the children’s interests and developmental needs • To design a daily routine that provides a balance of child-initiated and adult-initiated activities • To provide a setting for research opportunities for students and faculty • To serve as an information and training resource for the collaborative efforts of the college

Family Engagement & Strengthening At MSJC Child Development and Education Centers (MSJC-CDEC), we believe families are a child’s first and most important teachers. Our goal is to create a welcoming and inclusive environment where families feel valued, respected, and supported as equal partners in their child’s learning and development. We encourage active family involvement and offer a variety of opportunities to engage with the program throughout the year. Opportunities for family engagement include, but are not limited to: •

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Parent Orientation Held before your child’s first day of school; orientation provides families with important information about the program, classroom routines, and how to best support your child’s transition into care. Parent-Teacher Conferences Conducted twice per year, these conferences are a collaborative opportunity for families and teachers to discuss each child’s growth and development, and to set meaningful learning goals together. Annual Parent Surveys Families are invited to complete annual surveys to provide input on program quality, services offered, and areas for improvement. Your feedback helps guide program planning and development. Parent Advisory Committee (PAC) PAC meetings provide a forum for families to learn more about child development, discuss parenting topics, and offer feedback on program operations. This is also a great opportunity to build community and connect with other parents. Parent Workshops and Trainings Offered throughout the school year, these sessions may include topics such as nutrition education, healthy physical activity, school readiness, and positive parenting strategies. Resources and materials are provided to support learning at home.

These family engagement activities are an essential part of our high-quality program and reflect our commitment to building strong school-home partnerships. Important Note: Parents who wish to volunteer in the classroom must provide proof of current tuberculosis (TB) clearance, as well as documentation of immunizations for measles (MMR), pertussis (Tdap), and influenza. Please refer to the campus visitor information and district policy for more details regarding health and safety requirements for volunteers.

Our Staff An important consideration in a quality program is the number of teachers compared to numbers of children in their care. In our center, the ratios of teachers to children meet or exceed State licensing standards. Toddler classrooms have a 1 to 4 staff/child ratio. Preschool classrooms have a 1 to 8 staff/child ratio. Our permanent teaching staff hold Master Teacher, Teacher, or Associate Teacher permits issued by

the California Commission on Teacher Credentialing and have completed background checks through Federal and State criminal records, as well as the child abuse index. All permanent staff hold a current CPR/Pediatric First Aid Card.

Our staff are required to complete a minimum of 21 hours of professional growth & development training every year. Each staff member has a professional development plan that is designed from goals set forth during their employee performance evaluation. All staff professional growth & development activities are in alignment with our program vision, mission, philosophy, goals, and objectives. Additionally, student interns work regularly in classrooms. Student interns are students who are majoring in Child Development and Education and are working towards a permit, certificate, and/or degree. They have likewise completed a background clearance. As a lab school, practicum students, student observers, and students from other programs such as nursing students may be in classrooms to conduct observations or other classroom assignments. All of these adults are supervised by our qualified staff members and are never left alone with children. Any questions parents may have regarding lab school functions can best be answered by the Director or Site Supervisor.

The Preschool Program The preschool program supports the continuing Social-Emotional, Physical, and Cognitive

development of children. Additionally, the program provides activities and experiences that focus on the development of Language/Literacy and Mathematical skills that are the foundation for later school success. In our program, preschool children are provided the security of a consistent daily routine with opportunities for small-group and large-group activities both indoors and outdoors. The typical preschool day will include one or more large group meeting times which may be comprised of stories, songs, music, movement, or games. A free play time allows children to explore the environment and follow their own initiative with adults supporting their choices of activities. During small group time, teachers provide activities which target developmental and individual needs. Outdoor time provides a variety of opportunities to develop large motor and social skills. Depending upon the length of the day that the child attends preschool, he may also have a rest time, and receive snacks & meals that are developmentally and culturally appropriate.

Curriculum Framework The curriculum framework for the Mt. San Jacinto Child Development and Education Center is based on a firm foundation of theory and research. We follow the essential elements of high-quality toddler and preschool programs as set forth by the state of California in California Preschool Program Guidelines, ensuring school readiness for all children. Influenced by theory and motivated by the National Association for the Education of Young Children’s (NAEYC) “Best Practices,” we implement a play-based, active learning environment that builds on children’s interests, strengths, and emerging abilities. Within each specific domain of learning our overall curriculum includes an enriching environment, positive emotional and social support, and quality studentstaff interactions and relationships. Our curriculum goals and objectives are structured in accordance with the California Department of Education’s Infant & Toddler and Preschool Curriculum Foundations and Framework which align with the overall education goals for all of California’s diverse student populations.

Desired Results for Children and Families One of the contract requirements for the CDEC is the implementation of the Desired Results System. The Desired Results System has been established by the California Department of Education-Early Education Division and the California Department of Social Services-Child Care and Development Division to improve program quality in early care and education programs across the state. The Desired Results System consists of the 6 Desired Results:

1. 2. 3. 4. 5. 6.

Children are personally and socially competent. Children are effective learners. Children show physical and motor competence. Children are safe and healthy. Families support their child’s learning and development. Families achieve their goals.

The Desired Results System includes the following program elements: The Desired Results Developmental Profile (DRDP) is a formative assessment tool used by teachers to observe, document, and support young children’s growth and development across multiple learning domains. It helps educators understand each child’s developmental progress over time rather than focusing on scores or pass/fail outcomes. Teachers use the DRDP through ongoing, authentic observations in everyday classroom activities. They collect information by watching children engage in play, interact with peers and adults, communicate, solve problems, and participate in learning experiences. Teachers may also use work samples and family input to better understand each child’s development in context. The DRDP measures development along a continuum in areas such as social-emotional development, language and literacy, cognitive development, physical development, and approaches to learning. It also supports inclusive assessment practices for all children, including those with individual learning or developmental needs, ensuring that progress is understood in a fair, strengths-based way that reflects each child’s abilities and growth. The results from the DRDP help teachers identify where each child is currently functioning developmentally, highlight strengths, and determine areas where additional support or enrichment may be beneficial. This information is then used to guide intentional and individualized instruction, helping teachers plan learning experiences that are responsive to each child’s needs and interests. In addition, the DRDP supports collaboration with families by providing meaningful, ongoing information about a child’s development. This helps strengthen home–school partnerships and ensures that learning goals are supported consistently across environments.

Overall, the DRDP is a research-based, developmentally appropriate assessment system that connects observation, planning, and instruction to support the whole child’s growth in an inclusive and equitable learning environment. Parent-Teacher Conferences: Parent-teacher conferences are scheduled twice each year to provide an opportunity for families and teachers to discuss each child's growth, development, and learning progress. However, families are welcome and encouraged to request a conference at any time throughout the year, especially if there are concerns, questions, or changes in circumstances that may affect their child's well-being or success at school. During conferences, teachers will share your child's progress, including their Developmental Profile (DRDP) assessment results, discuss strengths and areas for growth, and collaborate with you to develop strategies that best support your child's individual needs. These meetings provide an important opportunity to build a strong partnership between home and school, ensuring that together we can create the most positive and successful learning experience for your child. Family Survey: You will be encouraged to complete a parent survey during the school year. We value your views and comments; they help us with our program planning and assist us in assuring every family’s needs are being met. Early Childhood Environment Rating Scales: Once a year the CDEC conducts a review on each classroom using either the Environment Rating Scale-Revised for the Preschool Classrooms or the Infant/Toddler Rating Scale for the Toddler Classrooms. These assessments are used to ensure that our program is meeting all requirements in every area of the program: Space and Furnishings, Personal Care routines, Language & Reasoning, Curriculum Activities, Interactions, Program Structure, and Parent-Staff Relations. Based on the results, we create an action plan annually for each classroom to assure we are meeting and/or exceeding the requirements in every area with the goal being to enhance the quality of our care and education. Program Self Evaluation: A program self-evaluation is completed annually by the CDEC Director and is submitted to the California Department of Education-Early Education Division and the California Department of Social Services-Child Care and Development Division. The evaluation includes a summary and action plan for all program elements of the Desired Results System components and program contract requirements such as governance, administration, family and community involvement, staffing, professional development, and health and social services.

Community Involvement Per Title 5 Regulations, we are required to include a community involvement component to our program which includes, but not limited to the following: 1. Solicit support from the community including the solicitation for donated goods and services. 2. Provide information to the community regarding available services. 12

California State Preschool: FULL-DAY Services (Based on Eligibility and Need) Enrollment Priorities: ________1st Priority: Three and four-year old children who are recipients of child protective services or who are at risk of being neglected, abused, or exploited and for whom there is a written referral from a legal, medical, or social service agency. ________2nd Priority: 5% of enrollment is set aside for children with exceptional needs. This service priority shall be given to all three- to five-year-old children with exceptional needs from families with income below the income eligibility threshold. ________3rd Priority: Eligible three- to five-year-old children who are not enrolled in a state-funded transitional kindergarten program. Children shall be enrolled in the following order: a) Children enrolled in CSPP as a three-year-old b) Eligible children with the lowest income according to the income ranking on the most recent schedule of income ceilings shall be enrolled first. If two or more families have the same income, the child that has a primary home language other than English, the child that has been on the waitlist for the longest time shall be admitted first. ________4th Priority: Eligible three-year-old children shall be enrolled in the following order: a) Eligible children with the lowest income according to the income ranking on the most recent schedule of income ceilings eligibility table shall be enrolled first. If two or more families have the same income ranking, the child that has primary home language other than English shall be enrolled first. If there are no families with a child that has a primary home language other than English, the child that has been on the waiting list for the longest time shall be admitted first. ________5th Priority: Children from families who's income is no more than 15% above the eligibility income threshold. Within this priority category, priority shall be given to three- and four-year-old children with exceptional needs interested in enrolling beyond those already enrolled in the precent of funded enrollment set aside, then to four- year- old children before three- year- old children without exceptional needs. ________6th Priority: Does not apply to our program ________ 7th Priority: Does not apply to our program.

Eligibility: 13

For a family to be eligible for enrollment in the California State Preschool Program: Part-day and Full- day, a family shall meet at least one of the following eligibility criteria: 1. 2. 3. 4.

Family is a current aid recipient. Family is income eligible. Family is experiencing homelessness. Family has children who are recipients of protective services, or whose children have been identified as being abused, neglected, or exploited, or at risk of being abused, neglected or exploited. 5. Families who have a member pf its household who is certified to receive benefits from Medi-Cal, Cal Fresh, the California Food Assistance Program, WIC, the Federal Food Distribution Program on Indian Reservations, Head Start, Early Head Start, Cal WORKS, or any other designated means- tested government program. 6. The child has exceptional needs. Need: 1. A recipient of child protective services, or identifies as being abused, neglected, or exploited, or at risk. 2. The family is experiencing homelessness. 3. The parent/s are: a. Employed. b. Seeking employment. c. Engaged in vocational training leading directly to a recognized trade, paraprofessional or profession. d. Engaged in an educational program for English language learners or to attain a high school diploma or general educational development certificate. e. Seeking permanent housing for family stability. f. Incapacitated. g. No need. California State Preschool Programs: Definition of Three and Four-year-old children:

− Eligible three-year-old children are defined as children who have their third birthday on or before December 1 of the fiscal year they are being served. Children who have their third birthday on or before December 2 of the fiscal year, may be enrolled in a California State Preschool Program on or after their third birthday. − Eligible four- year old children are defined as children who have their fourth birthday on or before December 1 of the fiscal year they are being served.

FULL-DAY and Services for Children Ages 3-5 years of age. California State Preschool Program (CSPP) Enrollment Requirements Enrollment in the California State Preschool Program (CSPP) is based on eligibility and need, as determined by the California Department of Education (CDE). Families are expected to comply with all program requirements to maintain enrollment. Children must attend according to their certified schedule and participate regularly in the educational program. Children certified for 25 or more hours per week are considered full-time participants and are expected to attend all scheduled program days and hours unless absent for an excused reason. Parents/guardians are responsible for promptly notifying the program of any changes that may affect their child's eligibility, need for services, or certified schedule. This includes, but is not limited to, changes in: • Family income • Family size • Employment status • Education or training participation • Contact information • Other circumstances that may impact eligibility or need for services Regular attendance is essential to support each child's learning and development and to ensure compliance with CDE requirements. Frequent unexplained absences, chronic underutilization of certified hours, or failure to comply with program requirements may result in a review of the family's eligibility, need for services, or enrollment status. When appropriate, the program may adjust a child's certified schedule or discontinue services in accordance with applicable California Department of Education regulations and program policies. The program reserves the right to review attendance patterns and take appropriate action to ensure compliance with all state regulations governing CSPP enrollment and attendance.

Enrollment Priorities: ________1st Priority: Three and four-year old children who are recipients of child protective services or who are at risk of being neglected, abused, or exploited and for whom there is a written referral from a legal, medical, or social service agency. ________2nd Priority: Once the enrollment set-aside for children with exceptional needs has been filled, priority shall be given to all eligible three- and four-year-old children with exceptional needs from families whose income is below the applicable income eligibility threshold. ________3rd Priority: Eligible four-year-old children who are not enrolled in a state-funded Transitional Kindergarten (TK) program shall be enrolled in the following order: a. Children who were previously enrolled in the California State Preschool Program (CSPP) as three-year-olds. b. Remaining eligible children, ranked by family income, with the lowest-income families enrolled first according to the most recent income eligibility schedule. If two or more families have the same income ranking, priority shall be given to the child whose primary home language is other than English. If there are no such children, priority shall be given to the child who has been on the waiting list the longest. ________4th Priority: Eligible three-year-old children shall be enrolled in the following order: a. Eligible children with the lowest family income, according to the most recent income eligibility schedule, shall be enrolled

first. b. If two or more families have the same income ranking, priority shall be given to the child whose primary home language is other than English. If there are no such children, priority shall be given to the child who has been on the waiting list the longest. ________5th Priority: Children from families whose income is no more than 15 percent above the income eligibility threshold. Within this priority category, enrollment shall occur in the following order: a. Three- and four-year-old children with exceptional needs who are seeking enrollment beyond the funded enrollment setaside. b. Eligible four-year-old children without exceptional needs. c. Eligible three-year-old children without exceptional needs. ________6th Priority: Does not apply to our program. ________7th Priority: Does not apply to our program.

Eligibility: A family may be determined eligible for the California State Preschool Program (CSPP) if one of the following eligibility categories applies: 1. The family is a current cash aid recipient. 2. The family has a household member who is certified to receive benefits through a designated meanstested government program, including Medi-Cal, CalFresh, the California Food Assistance Program, WIC, the federal Food Distribution Program on Indian Reservations (FDPIR), Head Start, Early Head Start, CalWORKs, or another designated means-tested government program. 3. The family is experiencing homelessness. 4. The family has a child who is receiving child protective services or has been identified as being abused, neglected, exploited, or at risk of abuse, neglect, or exploitation. 16

5. The family is income eligible. 6. The child has exceptional needs. Need for Services A family may be determined to have a need for California State Preschool Program (CSPP) services if one or more of the following conditions apply: 1. The child is a recipient of child protective services or has been identified as being abused, neglected, exploited, or at risk of abuse, neglect, or exploitation. 2. The family is experiencing homelessness. 3. The parent(s) have a need for services because they are: a. Employed. b. Seeking employment. c. Engaged in vocational training leading directly to a recognized trade, paraprofessional, or profession. d. Engaged in an educational program for English language learners or to obtain a high school diploma or high school equivalency (GED) certificate. e. Seeking permanent housing to achieve family stability. f. Incapacitated. 4. No need for services is required. Family Certification and Recertification: At initial certification and each recertification, a family shall be certified for services for a period of not less than 24 months, provided the family continues to meet California State Preschool Program (CSPP) eligibility requirements. During the 24-month certification period, families are considered to continue meeting the eligibility and applicable need requirements and are not required to report changes to income, family size, or need, except as required by law or regulation. Before services can begin, families must submit all required enrollment and eligibility documentation. Documentation may include, as applicable: • • • •

A completed and signed Application for Services. Proof of the child's age (e.g., birth certificate, passport, or other acceptable documentation). Proof of California residency, if required by the contractor. Documentation supporting the family's eligibility, such as: o Current cash aid documentation. o Verification of participation in a qualifying means-tested government program. o Income documentation for all applicable sources of income. o Documentation of homelessness, if applicable. o Documentation of child protective services or at-risk status, when applicable. 17

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o Documentation verifying a child has exceptional needs, if applicable. Documentation supporting the family's certified need for services, when required (e.g., employment verification, training or school schedule, incapacity documentation, or documentation of seeking permanent housing). A current physical examination and immunization records, or applicable exemptions, as required by California law. Any additional forms or documentation required by the California Department of Education (CDE) or the contractor to determine eligibility and complete enrollment.

Enrollment cannot be finalized until all required documentation has been received, reviewed, and eligibility has been certified.

Recertification Families must be recertified for continued CSPP services at least once every 24 months. The 24-month certification period begins on the date the contractor's authorized representative signs the Application for Services. As part of the recertification process, families will be required to submit updated documentation, as applicable, to verify continued eligibility. This may include updated income documentation, verification of participation in a qualifying means-tested program, documentation supporting certified need for services (if applicable), updated family information, and any other documentation required by the California Department of Education or the contractor. Families will receive written notification before the end of their 24-month certification period with instructions regarding the recertification process and the documentation required. Recertification must be completed no later than 50 calendar days after the end of the family's 24-month certification period. Failure to provide the required documentation within the established timelines may result in termination of CSPP services in accordance with applicable California Department of Education regulations. Continuity of Services: To promote the continuity of childcare and development services, a family that no longer meets a particular program’s income, eligibility or need criteria may have their services continued if the contractor is able to transfer that family’s enrollment to another program for which the family continues to be eligible prior to the date of disenrollment of services. The transfer of enrollment may be to another program within the same contracting agency or to another agency that administers state or federally funded childcare and development programs. Application Process: Follow the steps below to apply for the California State Preschool Program (CSPP):

Step 1: Complete the Waitlist Interest Form Complete the Waitlist Interest Form by visiting our website at www.msjc.edu/childevelopmenteducationcenter or by picking up a form at the Child Development and Education Center front desk. Office Monday–Friday, 7:30 a.m.–5:30 p.m.

Hours:

Submitting a Waitlist Interest Form does not guarantee enrollment or eligibility for services.

Step 2: Waitlist Review and Contact Once your Waitlist Interest Form is received, you will receive confirmation by phone or email. When an opening becomes available, families will be contacted based on the California State Preschool Program (CSPP) enrollment priorities established by the California Department of Education (CDE). At that time, you will be invited to schedule an Enrollment Certification Appointment. If no space is available in the program for which you applied, your child will remain on the waitlist until an opening becomes available.

Step 3: Enrollment Certification Appointment At your scheduled appointment, program staff will: • • • • • •

Review your family's eligibility and enrollment priority. Verify all required documentation. Determine eligibility for CSPP services. Complete the Enrollment Certification Packet. Review program policies, parent rights, and program requirements. Finalize your child's enrollment if all eligibility and enrollment requirements have been met and a space is available.

Families should bring all required documentation to the appointment, including proof of eligibility, income (if applicable), proof of age, immunization records, and any other documents requested by program staff. Failure to provide the required documentation may delay enrollment until all required information has been received and verified. Family Fees for Subsidized Program Services:

(Based on the income information you provide you may incur a partial family fee.) Family fees are determined in accordance with applicable California Department of Education (CDE) regulations and are based on the following: 19

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Gross monthly family income, including, but not limited to, wages or salaries, self-employment income, alimony, child support, Social Security benefits, unemployment compensation, veterans' benefits, and other countable sources of income. Family size. Certified hours of care authorized for the child: o Full-Time Care: 130 or more certified hours per month. o Part-Time Care: Fewer than 130 certified hours per month.

The current Family Fee Schedule is available at the Child Development and Education Center (CDEC) front desk upon request.

Fee Collection If a family fee is assessed, payment is due in advance on the first school day of each month. • • • • •

If the first day of the month falls on a weekend or holiday, payment is due on the next business day. Family fee payments are accepted at the Child Development and Education Center front desk. Accepted forms of payment include debit cards, credit cards, personal checks, cashier's checks, and money orders payable to Mt. San Jacinto College. A receipt will be provided for all payments. If a personal check is returned for insufficient funds, future payments must be made by cashier's check or money order.

Failure to pay assessed family fees may result in delinquent fees and may affect continued eligibility for services in accordance with applicable CDE regulations. Families experiencing financial hardship or who are unable to make a payment by the due date are encouraged to contact the Director or Site Supervisor as soon as possible to discuss available options. The Child Development and Education Center is committed to working with families to help ensure continued participation whenever possible while complying with California Department of Education requirements.

Full Tuition Program Services The Child Development and Education Center (CDEC) offers a full tuition program for families who do not meet the income and/or need requirements for enrollment in subsidized programs. Families enrolled in the full tuition program are responsible for tuition payments based on the current Programs and Services Fee Schedule.

Full Tuition Fee Calculation Monthly tuition fees are calculated by determining the total annual cost of services and dividing that amount into 11 equal monthly payments. • • •

Monthly tuition payments are not adjusted for holidays, scheduled closures, or partial months of attendance. A one-time, non-refundable application fee of $50.00 is required at the time of registration. The current Programs and Services Fee Schedule is available at the CDEC front desk.

Fee Collection for All Programs Fees and tuition payments are due and payable in advance on the first school day of each month. • • • • •

If the first day of the month falls on a weekend or holiday, payment is due on the next business day. Payments may be made at the CDEC front desk. Accepted forms of payment include debit cards, credit cards, personal checks, money orders, and cashier’s checks payable to Mt. San Jacinto College. A receipt will be provided at the time payment is received. If a personal check is returned due to insufficient funds, future payments must be made by money order or cashier’s check.

Delinquent Fees Fees are considered delinquent when payment has not been received within seven calendar days after the due date. When fees become delinquent, the family will receive a Notice of Action (NOA) – Recipient of Services that will include: • • • •

The total amount of unpaid fees. The applicable fee rate. The period of delinquency. Notice that services will be terminated two weeks from the date of the Notice of Action unless all delinquent fees are paid in full before the end of the two-week notice period.

Families who are experiencing difficulty meeting payment obligations are encouraged to contact the Director or Site Supervisor as soon as possible to discuss available payment arrangements. The current fee schedule and applicable program regulations are available at the CDEC front desk.

Nutrition Education & Wellness At MSJC Child Development and Education Centers (MSJC-CDEC), we believe that healthy eating and active living are essential to a child's growth, development, and readiness to learn. Our program integrates nutrition, education and physical activity into the daily curriculum in developmentally appropriate and engaging ways. Nutrition Education We use a variety of interactive tools and approaches to teach children about healthy eating habits: •

MyPlate: Children learn about the five food groups through visual aids and hands-on learning experiences. Teachers model healthy food choices and encourage children to consume a variety of nutritious foods and beverages.

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School Gardens and Farm-to-School Activities: Children participate in planting, tending, harvesting, and tasting fruits and vegetables grown in our garden. These experiences help children develop a connection with healthy food and where it comes from.

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Non-Food Celebrations: To promote health and equity, we encourage families and staff to use nonfood items or activities (e.g., stickers, dance parties, special activities) to celebrate accomplishments.

Staff and Family Engagement Staff receive ongoing professional development in nutrition and physical activity through workshops, training, and technical assistance. Much of this support is provided by the CalFresh Healthy Living program through the San Bernardino County Superintendent of Schools. Resources and strategies learned are shared with families through newsletters, workshops, and family events, helping to reinforce healthy habits at home. Child and Adult Care Food Program Meals and Snacks MSJC Child Development and Education Centers (MSJC-CDEC) participate in the California Child and Adult Care Food Program (CACFP) to ensure that all meals and snacks meet state and federal nutrition guidelines. This program supports children’s healthy growth and development by providing balanced, nutritious meals throughout the day. Full-day children are served breakfast, morning snack, lunch, and afternoon snack at no additional cost to families. Meals are served family-style, which means children and teachers sit together at the table and share meals in a calm, social setting. This approach supports both nutrition and important developmental skills. During family-style meals: •

Children are encouraged to participate in serving themselves appropriate portions of food with support from teachers as needed. 22

• • • • •

Children practice independence, decision-making, and self-help skills by choosing what and how much to eat from the items offered. Teachers model healthy eating habits, positive mealtime behavior, and social skills such as conversation, turn-taking, and respectful sharing. Mealtimes are viewed as learning experiences that support language development, social-emotional growth, and fine motor skills. Children are encouraged—but never forced—to try new foods, helping them build positive attitudes toward a variety of foods over time. Staff support children in recognizing hunger and fullness cues, promoting the development of selfregulation and healthy eating habits.

Mealtime Environment Mealtimes are designed to be relaxed, supportive, and developmentally appropriate. Teachers sit with children and create a positive atmosphere where children feel comfortable and included. Conversations are encouraged, and children are given time to eat at their own pace within the scheduled mealtime. Family-style dining helps children build independence, confidence, and lifelong healthy eating habits while fostering a sense of community and belonging within the classroom. Special Dietary Requests If your child has dietary restrictions due to allergies, medical conditions, or religious beliefs, please notify the front office. To accommodate food substitutions (such as non-dairy milk), families must submit a Medical Statement to Request Special Meals and/or Accommodations, completed and signed by a licensed healthcare professional. Physical Activity, Health & Wellness MSJC Child Development and Education Centers recognize the importance of physical activity and healthy habits in supporting the overall growth, development, and well-being of young children. Regular movement and active play help children build strong bodies, develop coordination and motor skills, support social-emotional development, and establish lifelong healthy lifestyle habits. All children enrolled in our programs are provided with at least 90–120 minutes of daily outdoor active play, which includes both teacher-led physical activities and free-choice play that encourages exploration, movement, and social interaction. Children will go outdoors on most days unless weather or environmental conditions make outdoor play unsafe. This includes periods of active precipitation, extreme heat or cold, or public health advisories such as poor air quality or other conditions that may pose health risks to children. Health and Hygiene Practices Because children in group care settings are more susceptible to the spread of germs, we follow consistent health and sanitation practices to help reduce illness and promote wellness. We encourage families and staff to work together in supporting these routines: 23

Families are asked to help children wash their hands upon arrival to the classroom. Children are taught and supported to wash hands regularly, including after toileting, sneezing, touching animals, outdoor play, and before eating. • Children are introduced to healthy habits such as using tissues for runny noses and other ways to reduce the spread of germs. • Teachers regularly clean, sanitize, and disinfect classroom surfaces, toys, and shared materials. • Staff follow universal precautions, including the use of gloves when handling food, diapering, or when caring for illness- or injury-related situations. These combined practices help ensure a safe, healthy, and active learning environment for all children in our care. • •

Health Children learn best when they are healthy. Through a daily health check and healthy practices of staff and children, CDEC can protect the well-being of all children in its care. Each day, as children arrive, teachers perform a health check where they briefly and informally look for obvious signs of illness. School Physical: A physical exam form completed by the child’s physician is required, the physical must have been performed within the past 12 months of the child’s enrollment date. The physical form must be turned into the center no later than 30 days after the child’s first day of attendance. A new physical form is required every year (one year from the exam date documented on the form). The following is a guide to some common symptoms which require staying at home and the criteria for returning to school: *May require documentation that child has been treated by a physician before (s)he is allowed to return. *THIS IS A PARTIAL LIST; THERE MAY BE OTHER SIGNS OF ILLNESS THAT REQUIRE US TO ASK YOU TO TAKE YOUR CHILD BACK HOME. THE CENTER IS NOT LICENSED OR EQUIPPED TO CARE FOR CHILDREN WHO ARE ILL. If your child is absent due to a communicable disease, a doctor’s note will be required the day your child returns. If a child becomes ill at school, the parent/guardian will be called to come promptly and pick up the child. If we are unable to contact the parent/guardian, other contacts listed on the emergency card will be called. It is of utmost importance to keep the information on the emergency card updated. While ill children are waiting to be picked up, the CDEC will provide them with a comfortable place to rest and may isolate them for the protection of others. Please plan in advance for back-up care in the event your child is ill. In group settings, children tend to spread germs more easily, despite our best efforts toward healthy practices. The following simple health practices can help minimize illness:  Please help your child wash his hands upon arrival to the classroom.  Children wash their hands after toileting, sneezing, touching animals, playing 24

outdoors, and before eating.  Children learn about other barriers to germs, such as tissues for runny noses.  Teachers wash, sanitize, and disinfect surfaces and toys regularly.  Teachers practice universal precautions, such as the wearing of gloves, any time they’re dealing with food, diapering, or with by-products of illness or injury.

Prescribed Medications In order for a child to receive prescription medication at the center, the following steps must be taken: 1. A Physician / Doctor’s Authorization form must be filled out completely and on file in the classroom. 2. A Parent Medication Consent form must be filled out completely and on file in the classroom. 3. The medication must be in its original container with the pharmacy label intact and showing that it is prescribed for the child. It will be stored in a safe, locked location. 4. No over-the-counter medications are permitted. ***Sunblock / Sunscreen is considered an over-the-counter medication. We will permit Sunblock / Sunscreen however a Parent Medication Consent form must be filled out completely and on file in the classroom and the expiration date must be valid. 5. In circumstances where over the counter creams and lotions are needed for diaper rash, eczema, etc. a Parent Medication Consent form (LIC 9221) must be filled out completely and on file in the classroom and the expiration date must be valid. If your child has health needs that require specialized devices or equipment, please talk with the Director or the Site Supervisor. ***Our complete Incidental Medical Services Plan of Operation can be found in: IV. COPIES OF FORMS on pages 32-33*** Health and Wellness SYMPTOMS OF ILLNESS Fever: A temperature of 100 degrees or higher; or lower when combined with other symptoms Diarrhea and/or Vomiting Unexplained or contagious (explained) rash Eye discharge that is thick, colored, sticky; eyes that are itchy or painful Severe coughing not related to allergy or asthma Head Lice

WHEN CHILDREN MAY RETURN After 24 hours without an elevated temperature No episodes for 24 hours Rash-free or treated with medication confirmed by a physician’s note 24 hours of prescribed medication and/or a physician’s note* Great improvement or physician’s release, medication, and permission to return No nits (egg cases) * 25

Unusual behavior; “not her/his usual self” – sometimes tells us that something is wrong Cast and/or Stitches

When energy levels return to normal and no illness develops

Requires a physician’s release which will be reviewed by the Director to determine return eligibility. The release must provide detailed instructions noting any limitations on activities and equipment both outdoors and indoors. Incidental Medical Services Plan of Operation

The following policies and procedures are related to the provision of Incidental Medical Services at the Mt. San Jacinto College Child Development and Education Center (CDEC). The CDEC Plan of Operation policy permits staff to administer prescribed medications providing the following steps are followed: PRESCRIBED MEDICATIONS • • • o o o o •

•

A Physician/Doctor’s Authorization form must be filled out completely and on file in the classroom. A Parent Medication Consent form (LIC 9221) must be filled out completely and on file in the classroom. The child’s authorized representative will provide the CDEC with detailed written instructions on the administration of the medication and relevant information such as: Specific indications (such as symptoms) for administering medication in accordance with the physician’s prescription. Potential side effects and expected response. Dose form, amount, start date, end date, and time of day in which medication is to be administered in accordance with the physician’s prescription. Actions to be taken in the event of side effects or incomplete treatment response in accordance with the physician’s prescription. This includes actions to be taken in an emergency. The medication must be in its original container with the pharmacy label unaltered and showing that it is prescribed for the child. It will be kept in the classroom in the locked medication cabinet. If the medication requires refrigeration it will be kept in a locked box in the refrigerator located in the Site Supervisors office. Medication administration will be documented on the Medication Chart located on the

Parent Medication Consent form (LIC 9221). • • 1. 2. 3.

The child’s authorized representative will be informed daily when medications have been given. Administration of medication will be given in the following order: Permanent Teaching Staff in the child’s classroom Site Supervisor Director

EPI-PENS The above Prescribed Medications policies and procedures apply.

NEBULIZER / INHALED MEDICATIONS In addition to the above Prescribed Medications policies and procedures a Nebulizer Care Consent/Verification form (LIC 9166) must be filled out for each person who administers inhaled mediation to the child. OVER THE COUNTER MEDICATIONS No over the counter medications are permitted *. *Sunblock/Sunscreen is considered an over the counter medication. We will permit Sunblock/Sunscreen however a Parent Medication Consent form (LIC 9221) must be filled out completely and on file in the classroom and the expiration date must be valid. OVER THE COUNTER CREAMS & LOTIONS In circumstances where over the counter creams and lotions are needed for diaper rash, eczema, etc. a Parent Medication Consent form (LIC 9221) must be filled out completely and on file in the classroom and the expiration date must be valid. STAFF QUALIFICATION AND TRAINING 1. All permanent staff are required to hold valid CPR & First Aid certification. Certification includes hands-on training on the use of Epi-pens. 2. The CDEC is recognized as an Asthma Friendly Facility, the staff receive training every two years from Riverside University Health System-Public Health. 3. Training of Inhalers, Nebulizers, and Epi-Pens will also be performed by the authorized representative of the child in need of this treatment while at the CDEC. Immunizations – CSPP (California State Preschool Program) CSPP follows all California Department of Public Health requirements under Title 17 to ensure the health and safety of children and staff in preschool settings. All enrolled children must meet age-appropriate immunization requirements before attending the program. Required Immunizations Children must receive all vaccines listed in California’s childhood immunization schedule (Title 17, Table 1). These vaccines protect against serious diseases such as measles, mumps, rubella, polio, pertussis (whooping cough), hepatitis B, and varicella (chickenpox), among others based on age. Parents/guardians are responsible for: • Providing official immunization records at enrollment • Keeping records current as new vaccine doses are received • Submitting updated documentation after each additional dose Children who do not meet immunization requirements and do not have an approved medical exemption may not attend CSPP.

Immunization Options for CSPP Families 1. Standard Immunizations (Recommended) The most common path is following the routine childhood immunization schedule provided by a licensed healthcare provider. This ensures compliance with enrollment requirements and ongoing participation in the program. 2. Medical Exemption (Only Allowable Exemption) California law does not allow personal belief or religious exemptions for school or childcare enrollment. A medical exemption may only be granted when a licensed physician (MD or DO) determines that a vaccine is medically unsafe for the child due to a specific health condition. How to obtain a medical exemption: Parent/guardian consults with the child’s licensed physician Physician reviews medical history and determines if a valid medical contraindication exists If appropriate, the physician issues the exemption through the California Immunization Registry – Medical Exemption (CAIR-ME) system • The exemption is electronically submitted by the physician (not the parent) CSPP programs verify exemptions through state systems or official documentation. Only exemptions issued through CAIR-ME are accepted. • • •

Safety Parents need to have peace of mind that their child is safe while in the care of the Child Development and the Education Center. Prevention and careful planning help to ensure the safety of children. Some of the safety measures implemented are the following: • Be prepared to show a valid photo ID upon entering the Center. • Visitor ID’s and sign-ins monitor all comings and goings. • In the classrooms, teachers arrange and monitor areas to discourage unsafe activity and to provide themselves with a clear view of the entire classroom. • Safety checks of materials and equipment occur regularly. • Children are supervised by qualified staff at all times. • Staff is trained in Pediatric CPR, First Aid and AED. • Classrooms participate in regular disaster drills including fire, earthquake, and lockdown procedures. • Curriculum includes focus on safety rules and regulations. • Evacuation plans are posted in each room. • Emergency Disaster Plan for Childcare Centers (Licensing Form 610) is posted in each room. • Emergency supplies are stored for immediate access. • Please make sure your child’s Emergency Card information is always current. Emergency Preparedness In the event of a disaster, the CDEC staff has been assigned to respective duties of direct 28

evacuation procedures. The duties are listed on the Emergency Disaster Plan for Childcare Centers which is posted in the lobby and in each classroom, the duties include: Person count, administration of first aid, roster of emergency personnel telephone numbers, parent/guardian contacts, transportation, and campus security. Emergency Kit In order to be prepared in an event that an emergency evacuation is necessary, the CDEC requires having an Emergency Kit for each child enrolled in the program. By having the kit ready, which has been carefully put together by you, we will be able to provide some comfort to your child. Research proves that having an emergency kit can be a very helpful tool to not only survive physically but mentally as well. The concept of being properly prepared is good enough to boost a person through a traumatizing event. Here is a list of items that the CDEC requires*All items must fit in a gallon sized bag • • • • • • • • •

Full set of clothing including underwear and socks Small blanket or pocket camping blanket Family Picture Small cuddly animal or toy Two non-perishable food items-this could include granola bars, cookies, canned food that does not need a can opener or to be warmed, etc. Small bag of tissue Small bag of wipes Small package of bandages One bottle of water

Please provide the items in a Ziploc bag or in a small bag with your child’s name on it and then turn them in to your child’s teacher on the first day of school. This bag will be stored with our emergency supplies and will be returned to you when your child leaves the CDEC, or at the end of the school year. Accidents and Injuries Employees make every effort to ensure the safety of your child and despite preventative practices to keep children safe, occasional accidents and/or injuries may occur. As a partner in the care of your child, please be aware of the following procedures:  A serious injury will be treated with first aid and a call to families; depending on the severity, a 9-1-1 call may come first. Maintaining current emergency card information is critical!  Minor injuries will be treated as needed which may include soap and water, ice pack, band-aid, and comfort. - In the case of any minor injury where there is any concern regarding the possible need for medical treatment, the family will be called immediately. - In the event an injured child needs medical attention, the child’s primary 29

insurance will be utilized first, and then the district insurance will be secondary. The CDEC Director and/or the Site Supervisor will coordinate such injuries with Risk Management and the parent.  Any bump/injury to the neck and above will be followed up with a call so that the parent/guardian can make the determination of whether or not to pick up their child and whether medical attention may be needed.  Accidents and injuries are documented on an “Accident Report” which details the description of the accident/injury and the treatment given. You will receive a copy and a copy will remain in your child’s classroom file. Mandated Reporter Requirements By law, all teachers and staff at MSJC Child Development and Education Centers are mandated reporters. This means they are legally required to report any suspected signs of child abuse or neglect to Child Protective Services (CPS). This includes physical, sexual, and emotional abuse, as well as general or medical neglect. Staff do not investigate but are obliged to report any concerns immediately and confidentially. Mandated reporting includes concerns related to: •

Physical abuse

•

Sexual abuse

•

Emotional abuse

•

Neglect, including failure to provide adequate food, shelter, medical care, or supervision

Staff are trained to follow strict reporting protocols and do not investigate suspected abuse themselves. Reports are made immediately upon suspicion, as required by law, and are kept confidential. We understand that parenting can be challenging, and we are here to support families. If you or someone in your household would like help finding positive discipline strategies, learning stress or anger management techniques, or accessing parenting resources, please speak confidentially with your child’s teacher or Site Supervisor. We are committed to helping all families thrive in a safe, respectful environment. Inspection Authority The MSJC Child Development and Education Center is licensed by the State of California and governed by Title 5 and Title 22 Regulations. The California Department of Social Services-Community Care Licensing Division, the California Department of Social Services-Child Care and Development Division, and the California Department of Education-Early Education Division, has the authority to inspect the facility without prior consent from the center or families; this may include interviewing children, interviewing staff, and reviewing record.

Toileting Expectations for Preschool Children – CSPP (California State Preschool Program) 30

At the MSJC Child Development and Education Center, we recognize that toileting is an important developmental skill that supports children's independence, self-confidence, and readiness for school. We partner with families to promote successful toileting habits while ensuring a safe, respectful, and sanitary learning environment. Toileting Expectations for Preschool Children • •

•

• • •

• •

•

• •

Children enrolled in CSPP are expected to be toilet trained or actively participating in the toilet-learning process. If a child is not yet consistently independent with toileting, a Toilet Training Plan will be developed collaboratively between the family and program staff. The plan will identify goals, strategies, routines, and communication methods to support the child's progress and ensure consistency between home and school. Children are provided with regular opportunities to use the toilet throughout the day and are encouraged to develop independence with toileting routines, including handwashing and managing clothing as developmentally appropriate. Staff may provide limited assistance with clothing fasteners, reminders, and guidance during toileting routines while encouraging children to practice self-help skills. Families are responsible for providing at least one complete change of clothing, including underwear, socks, and shoes, which should be kept at the center at all times. In the event of a toileting accident, staff will support the child in changing into clean clothing while maintaining the child's dignity and privacy. Children will be encouraged to participate in the changing process to the extent they are able. Soiled clothing will be placed in a sealed bag and sent home daily. Staff are not permitted to rinse or launder soiled items due to licensing regulations. Children experiencing frequent accidents or challenges with toileting will be supported through ongoing communication between staff and families. The Toilet Training Plan may be reviewed and adjusted as needed to promote success. Diapering or pull-ups for children with identified medical and or developmental needs will be addressed through an individualized plan developed in partnership with families and, when applicable, support service providers. Toileting areas are maintained in a clean and sanitary condition, and staff follow all health, safety, and licensing requirements, including universal precautions. Children are always under appropriate supervision during toileting routines to ensure safety and support.

Family Partnership Toilet learning is a shared process between families and staff. Open communication helps ensure consistency and supports each child’s progress. Families are encouraged to speak with their child’s teacher or Site Supervisor regarding readiness, routines, or concerns. If additional support is needed, a toileting support plan may be developed in collaboration with the family to promote success and consistency across home and school settings.

Nondiscrimination Statement In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English. To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: (1)

Mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410 -Or-

(2)

Fax: (202) 690-7442 -Or(3) Email: program.intake@usda.gov. This institution is an equal opportunity provider.

PARENT INFORMATION & RESPONSIBILITIES

Home and School Partnership / Open Door Policy Staff at the Child Development and Education Center recognize and value the many roles families play in the growth and development of their children. We respect the dreams, hopes, and values that you have for your child. By working in partnership with families, we can share in the responsibility of shaping our program to best support the individual strengths and needs of each child and to provide continuity between home and school. The CDEC has an open-door policy during business hours from 7:30am-5:30pm. All parents have unlimited, open access to their children while at the center, as long as the care and education of others is not disturbed. To ensure program security, parents must check in at the front desk. Remember though that some children may find it hard to say good-bye more than once a day. Many classrooms can be observed from an observation room which allows undisturbed viewing.

Parent Communication, Education, and Advisory Committee Communication: Daily communication between the parent and the teacher is beneficial to a successful childcare experience. Allowing time for a relaxed drop off and pick up is helpful to the transition between home and school for children and also allows time for important communication between staff and parents. Parents of toddlers will also need to allow time for filling out the Daily Report form. Each classroom has a Parent Board where you can find the daily routine, weekly lesson plan, classroom events, and other valuable information. A monthly newsletter will come home with your child and will also be available in the classroom. Newsletters may include parenting information and ideas, as well as current classroom and/or center information. You will also find a Family Information Board in the front lobby, on this board we post relevant community events, information, resources, the monthly menu, and licensing documents. Education: Parent Topic Meetings are held twice a year (in the Fall & Spring). Topics are selected based on feedback we receive from the parents. Topics may include information on a child’s developmental growth stages, best practices for working with a child’s challenging behaviors, nutrition, and emergency preparedness.

Parent Advisory Committee (PAC): The CDEC has an active parent group. The Parent Advisory Committee meets periodically throughout the school year. All parents and guardians of enrolled children are encouraged and invited to attend the meetings. The goal for the committee is to share ideas for center improvement, program planning, and special events. We believe in the importance of the school-to-home connection and its impact on the positive outcome in the development of young children. We value your participation and look forward to the collaborative partnership. Parents of toddlers will also need to allow time for filling out the Daily Report form. Each classroom has a Parent Board where you can find the daily routine, weekly lesson plan, classroom events, and other valuable information. A monthly newsletter will come home with your child and will also be available in the classroom. Newsletters may include parenting information and ideas, as well as current classroom and/or center information. You will also find a Family Information Board in the front lobby, on this board we post relevant community events, information, resources, the monthly menu, and licensing documents. Health and Social Services: The CDEC is prepared to assist with resources for any family who is interested in requesting services. At the time of your enrollment, you will complete a Family Needs Assessment, the form includes topic areas of interest where you can identify services of need, you will also be given a list of Community Resources. We will follow-up with your requests. Throughout the year you are always welcome to share additional needs with your child’s teacher, the office staff, the Site Supervisor, or the Director. We will help you with information on community resources and assistance programs. Ages & Stages Questionnaires: (ASQ: SE-2 “Social-Emotional Screening” and “ASQ-3-Development Screening”) The Ages & Stages Questionnaires are our screening and monitoring program. Because the first 5 years of life are so important, we want to help you provide the best start for your child. The questionnaires will provide us with insight into your child’s developmental progress; this will enable us to provide support, plan individualized curriculum activities, and offer resources as needed.

Attendance Policies and Procedures Attendance is vitally important to the funding of our program. Additionally, adhering to a regular, predictable schedule helps children build trusting friendships with staff and children and allows the CDEC to plan and sustain quality teacher-to-child ratios. Each child’s schedule at the CDEC is established at enrollment and must be maintained according to the contract. It is the responsibility of parents to keep the center current regarding emergency information and class schedules. 34

Arrival  Sign in with a full, legal signature and the actual time when you arrive.  Put your child’s belongings in his/her cubby and assist him/her with washing hands.  Check in with your child’s teacher -so that the teacher knows you’ve arrived and can conduct a brief health check.  Allow enough time to say good-bye in the unhurried way children need to feel confident and secure; attempts to “sneak” out can cause fearful behavior and generate a lack of trust.

Departure  Sign out your child with a full, legal signature and the actual time when leaving…  Only family members or friends identified on the emergency cards may pick up and sign out your child; No one under 18 years of age may pick up a child; A driver’s license or other photo identification is required if the authorized adult is not known to the center staff.

Late Pick-up It is critical that you arrive at your contracted time to pick up your child, 3 late pick-ups in one fiscal year will result in termination of services. A “Late Pick-up” is defined as 15 minutes past your contracted time. Late pick-up procedures: • ________1st Late: You will receive a verbal reminder and sign the late pick-up form. ________2nd Late: A meeting will be scheduled with the Director and/or the Site Supervisor, and you will sign the late pick-up form. ________3rd Late: Services will be terminated, a Notice of Action will be issued, and you will sign the late pick-up form. Daily Sign-In/Sign-Out Records Parents/Guardians are required to document the attendance of each child receiving services on a Daily SignIn/Sign-Out sheet. The Child Development and Education Center (CDEC) issues one original sheet for each child for each month of services. The Sign-In/Sign-Out sheet must be completed daily as services are provided. It is important that the parent/guardian signing the child in and out records a full legal signature and the exact clock time each day. For example, 9:03 a.m. is an exact clock time and should not be rounded to 9:00 a.m.

Documenting Absences When a child is absent on a scheduled day of service, the parent/guardian must document the absence on the Daily Sign-In/Sign-Out sheet by: • Writing the specific reason for the absence. • Printing the name of the person reporting the absence. • Providing a full legal signature. Example: Date: 10/15/2026 Reason: Billy out sick Signature: Jane Smith All absences must be classified as an Excused Absence (E), Best Interest Day (BID), or Non-Contracted Day (X), as applicable. Excused Absences (E) Excused absences may include, but are not limited to: Illness of the enrolled child, parent, or guardian Quarantine of the enrolled child, parent, or guardian Dental, medical, health, or therapy appointments for the enrolled child, parent, or guardian Family emergencies, including: ο Death or funeral of an immediate family member (parent/guardian or sibling) ο Court appearance of a parent/guardian ο Car accident involving a parent/guardian ο Illness of a sibling • Court-ordered visitation with an absent parent (court order required) • Transportation emergency or lack of transportation (maximum of three occurrences per fiscal year) • Inclement weather • Personal matters • Other circumstances approved by the program This list is not exhaustive, and additional circumstances may qualify as excused absences. If an absence does not fall within an approved category, it may be considered unexcused. • • • •

Best Interest Days (BID) Families participating in California Child Care and Development Programs may use up to ten (10) Best Interest Days per fiscal year (July 1 – June 30). Best Interest Days may be used for reasons that are in the child's best interest but do not otherwise qualify as an excused absence. Examples include: • • •

Vacation Out-of-town activities Spending time with a parent or relative 36

• •

Attendance at a sibling's school program or field trip Religious activities

Non-Contracted Days (X) Non-Contracted Days are days when child care services are not expected to be used, including: • • • •

Days the parent/guardian does not have a need for services Center closure days Scheduled school breaks or non-school days for student parents or school employees Child custody agreement days when the child is not in the custody of the parent/guardian receiving services

Monthly Certification At the end of each month, the parent/guardian must carefully review the Daily Sign-In/Sign-Out sheet for accuracy and completeness before signing the certification statement at the bottom of the form. By signing, the parent/guardian certifies, under penalty of perjury, that the information recorded is true and accurate and that child care services were utilized for the certified need. Abandonment of Care Abandonment of care occurs when a family has not utilized services and has not communicated with the Child Development and Education Center (CDEC) regarding the reason for the absence for seven (7) consecutive calendar days. If a family has not attended or communicated with the program for seven consecutive calendar days, the CDEC will make reasonable efforts to contact the parent/guardian using the contact information on file. The program will attempt to contact the family at least three (3) times using a variety of communication methods, which may include telephone calls, email, text messages, written correspondence, or other available means of communication. At least one contact attempt will be made in writing, which may include electronic communication. All communication attempts will be documented and maintained in the family file, including copies of written correspondence and records of telephone calls, emails, text messages, or other communication efforts. During these communication attempts, the CDEC will inform the parent/guardian that failure to respond or communicate with the program may result in disenrollment due to abandonment of care. If the family does not communicate with the program for a total of thirty (30) consecutive calendar days, the CDEC may initiate disenrollment procedures based on abandonment of care. A Notice of Action (NOA) will be issued to the parent/guardian in accordance with applicable California State Preschool Program (CSPP) requirements and due process procedures.

Families are responsible for notifying the CDEC as soon as possible of any extended absences, changes in contact information, or circumstances that may affect their participation in the program.

Cell Phone Policy Out of respect for your child’s need to have you fully engaged with them during the morning separation and afternoon pick-up process, we ask that you refrain from using your cell phone while in the building or on the playground. Please consider the CDEC a “no cell phone zone”. We are here to give our full attention to the children.

Right to Pick-up Child Under the laws of the state of California, both parents have the right to pick up their child, unless a court document restricts that right. The enrolling parent, who chooses not to include the child’s other parent on the authorized pick-up list, must file an official court document (e.g. current restraining order, sole custody decree, divorce decree stating sole custody). Without such document on file, the CDEC may release the child to either parent provided that parent documents his paternity/her maternity of the child.

Custody and Family Relationship Matters The Child Development and Education Center (CDEC) recognizes that families may experience changes in their personal circumstances, including separation, divorce, custody disputes, or other family transitions. Our primary responsibility is to provide a safe, supportive, and emotionally secure environment for every child. Parents and guardians are expected to conduct themselves in a respectful and cooperative manner while on Center premises. To minimize stress for children and maintain a positive learning environment, disagreements or discussions regarding custody, visitation, or other family matters should not take place at the Center or in the presence of children, families, or staff. If a parent, guardian, or other authorized individual engages in behavior that is disruptive, threatening, intimidating, or creates an unsafe environment for children, families, or staff, the Center may take appropriate action, which may include restricting access to the facility, requesting assistance from campus or local law enforcement, or taking other actions consistent with program policies and applicable laws. The Center will comply with all valid court orders related to custody, visitation, and restraining orders. Parents are responsible for providing the Center with the most current court orders or legal documents affecting the release of a child. Until official legal documentation is received and reviewed, the Center will follow the information provided on the child's enrollment records and authorized pickup forms. Staff are committed to supporting families in a respectful and confidential manner. If you would like to discuss a family matter that may affect your child's care or attendance, please schedule a private meeting with the Director or Site Supervisor. Upon request, staff can provide information about community resources and referrals to agencies that offer family support services. 38

Behavioral Guidance and Support The Child Development and Education Center (CDEC) is committed to providing a safe, inclusive, and nurturing environment where every child is supported in developing positive social-emotional skills. Our teachers use positive guidance practices and consistent, respectful interactions to help children develop self-regulation, build healthy relationships, solve problems, and express their feelings and needs appropriately. We strive to create classrooms where children feel safe, valued, and respected. Teachers intentionally design engaging learning environments, establish predictable routines, and provide developmentally appropriate activities that promote positive behavior and minimize conflict. Because learning to interact with others is part of early childhood development, disagreements and conflicts are expected and are viewed as opportunities for children to learn important social skills. Staff use developmentally appropriate guidance strategies to help children resolve conflicts, develop empathy, and practice appropriate ways to communicate and cooperate with others.

Supporting Children When a child demonstrates persistent and serious challenging behaviors that interfere with the safety of the child or others or significantly disrupt the learning environment, the Center will partner with the child's family to identify appropriate supports and interventions. Prior to suspending or disenrolling a child due to persistent and serious challenging behaviors, the Center will comply with all applicable California laws and California Department of Education (CDE) requirements by documenting reasonable efforts to support the child's continued and safe participation in the program. These efforts include, as appropriate: • • •

• •

Promptly consulting with the child's parent(s) or legal guardian(s), classroom teacher(s), and other appropriate staff. Consulting with an early childhood mental health consultant, when available. Providing the parent(s) or legal guardian(s) with written notice describing: o The child's persistent and serious challenging behaviors. o The supports and interventions being implemented. o The plan to maintain the child's safe participation in the program. With written parental consent, consulting with the agency responsible for implementing the child's Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP), when applicable. Considering whether additional developmental or behavioral screening would be beneficial, including the child's social-emotional development using appropriate screening tools, such as the Ages & Stages Questionnaires®: Social-Emotional (ASQ) or the Centers for Disease Control and Prevention (CDC) "Learn the Signs. Act Early." materials. Referring families, when appropriate, to community agencies or specialists for additional evaluation or support services. Implementing individualized behavior support strategies within the classroom to promote the child's successful participation. 39

Disenrollment If, after documenting and implementing the required reasonable efforts, the Center determines that the child's continued enrollment presents a serious safety threat to the child or to other enrolled children that cannot be reduced through reasonable supports, the Center may proceed with disenrollment in accordance with California law. This determination will be made in consultation with: • • • •

The child's parent(s) or legal guardian(s). The child's teacher(s). The early childhood mental health consultant, when applicable. The agency responsible for implementing the child's IFSP or IEP, when applicable and with written parental consent.

If disenrollment is determined to be necessary, the Center will: • • •

Provide the family with a Notice of Action (NOA) terminating services, consistent with California Department of Education requirements. Refer the family to other appropriate early learning programs or services, including the local Child Care Resource and Referral (R&R) agency or other community resources. To the greatest extent possible, assist the family in making a smooth transition to a more appropriate placement that can better meet the child's needs.

The Center may take up to 180 calendar days to complete the required behavioral support process before disenrollment, unless a shorter timeframe is permitted by law due to an immediate and serious safety concern. The Child Development and Education Center believes that every child can learn and succeed when provided with positive relationships, individualized support, and collaborative partnerships between families and educators. Our goal is to maintain each child's successful participation in the program whenever possible.

*Parental support and partnership are necessary for a successful and positive change in behavior* 40

Termination/Appeal Process The Child Development and Education Center (CDEC) may terminate services in accordance with applicable California Department of Education (CDE) regulations, program policies, and the terms of the enrollment agreement. For families receiving California State Preschool Program (CSPP) subsidized services, the Center will issue a Notice of Action (NOA) before terminating services. The Notice of Action will be provided at least 19 calendar days before the effective date of the action if mailed, or at least 14 calendar days before the effective date if personally delivered. The Notice of Action will explain the reason for the proposed action, the effective date, and the family's right to appeal. Instructions for requesting a local hearing and the appeal process are included with the Notice of Action. Unless otherwise required by law or specified in the Notice of Action, children may continue to receive services during the notice period. Families who wish to voluntarily withdraw their child from the program are requested to provide the Center with at least 14 calendar days' written notice before their child's last day of attendance. Providing advance notice helps ensure accurate records and allows the Center to offer the available space to another eligible child. Families remain responsible for any outstanding fees or financial obligations incurred prior to the effective date of withdrawal or termination, in accordance with applicable program policies.

Uniform Complaint Policy Should a parent/guardian or other individual receiving subsidized childcare from the California Department of Education (for the Preschool Program) believe that the CDEC is in violation of State or Federal laws and/or discriminates in any program regulated under Title 5, contact should be made in writing to: California Department of Education Early Learning and Care Division 1430 N Street, Suite 341 Sacramento, CA 95814-5901 Attn: Complaint Officer If a complaint is filed under the California Department of Education (CDE) Uniform Complaint Procedures or another applicable complaint process, the California Department of Education will review the complaint and, when appropriate, initiate an investigation or other resolution process in accordance with applicable state laws and regulations. Families will be informed of their rights and the applicable complaint procedures at the time a complaint is filed. 41

Licensing and Program Oversight The Mt. San Jacinto College Child Development and Education Center (CDEC) is licensed by the California Department of Social Services (CDSS), Community Care Licensing Division (CCLD) and operates in compliance with all applicable licensing laws and regulations. The Center's California State Preschool Program (CSPP) is administered through the California Department of Education (CDE) and must comply with applicable California Education Code, Title 5 regulations, and CSPP funding requirements. At the time of enrollment, families receive the Notification of Parent Rights (LIC 995), which explains parents' rights and the complaint procedures related to Community Care Licensing. Families are encouraged to retain this document for future reference.

Frequently Asked Questions May my child bring something home to share? Yes. Please speak with your child's teacher in advance to schedule a sharing day or special activity. Sharing experiences are planned to support classroom learning and ensure they are appropriate for the children's ages and developmental levels. For the safety of all children, please do not bring: • • •

Live animals or pets (unless previously arranged as an approved educational activity). Valuable, fragile, or irreplaceable items. Toy weapons or items that could pose a safety risk.

How are birthdays celebrated at the CDEC? Birthdays are recognized as special occasions and celebrated in meaningful, age-appropriate ways. Families are welcome to arrange with the classroom teacher to participate in the celebration, read a favorite story, share family photographs, or participate in another special activity. To help support healthy habits and accommodate food allergies and dietary restrictions: • •

Please do not bring birthday cakes, cupcakes, candy, or other food items to share with the class. Please do not bring party favors or gifts for distribution to other children.

Please coordinate any birthday plans with your child's teacher in advance.

How are holidays celebrated at the CDEC? The Child Development and Education Center values and respects the diversity of the families we serve. Rather than focusing on individual holidays, teachers provide learning experiences that celebrate diversity, cultures, traditions, and family experiences throughout the year. Families are encouraged to share their cultural traditions, family celebrations, languages, music, stories, or customs with the classroom. If you would like to participate, please make arrangements with your child's teacher in advance. What if my child will be arriving late? If your child will be arriving after their normal arrival time, please notify the Center as soon as possible. Whenever possible, children should arrive before 9:30 a.m. Arriving on time helps children participate in the full educational program and allows staff to plan classroom activities, maintain appropriate teacher-to-child ratios, and prepare meals and snacks. If your child has a scheduled appointment or another unavoidable reason for arriving late, please let your child's teacher know in advance. What should my child wear? Children learn through active play, exploration, and outdoor experiences. Comfortable, weather-appropriate clothing helps children safely participate in all daily activities. Please do: • • • •

Dress your child in comfortable play clothes that may get dirty during art, sensory play, outdoor activities, or meals. Provide clothing that can be layered as temperatures change throughout the day. Choose clothing that is easy for your child to manage independently during toileting. Ensure your child wears closed-toe, closed-heel shoes with non-slip soles appropriate for running, climbing, and outdoor play.

Please avoid: • • •

Clothing displays violent or inappropriate images or language. Loose or dangling jewelry that could create a safety hazard. Flip-flops, crocs, slippers, dress shoes without heel straps, or other footwear that is unsafe for active play.

What should my child bring each day? Please provide the following items, as applicable: • • • •

Diapers, Pull-Ups, and wipes (if needed). At least one complete change of clothing, including underwear and socks, in a labeled, resealable bag. Any required medications or medical supplies, accompanied by the appropriate authorization forms. A small comfort item for rest time (if permitted by your child's classroom teacher).

Please label all personal belongings with your child's first and last name. What should my child not bring to school? To help maintain a safe learning environment, please do not send the following items to school unless requested by your child's teacher: • • • • • •

Food or beverages from home (unless approved for a documented medical or dietary need). Candy, gum, birthday treats, holiday treats, or other food items for sharing. Money, jewelry, electronics, or other valuable items. Personal toys, unless requested for a classroom activity or approved sharing day. Toy weapons or items that promote violent play. Items that could present a safety risk to children or staff.

The Center is not responsible for lost, damaged, or misplaced personal belongings brought from home.

IV. COPIES OF ENROLLMENT DOCUMENTS

Child Development and Education Center Family Agreement (Subsidized-CCTR-General Childcare & Development) I agree • • • •

To abide by the Child Development and Education Center Family Handbook. To make payments, if required, according to guidelines listed in my contract. To participate in teacher parent conferences twice per year. To provide personal identification if asked to do so by the staff. and (please initial each box below)

 I understand that physical punishment of children has no place here. While on the premises, I will practice positive discipline techniques, as modeled in the classrooms.  In accordance with California State Licensing Regulations and the Student Code of Conduct at Mt. San Jacinto College, I understand that if my behavior, language, or demeanor threatens the safety of any person on the Center premises, I will be asked to leave the premises, and my family will be terminated from the program.  I understand that the CDE Center is not responsible for any child who is not signed in upon arrival.  I understand that the program will not be held responsible for incidents that may occur as a result of false information given at the time of enrollment (examples are failure to disclose income accurately and/or failure to disclose a child’s special needs).  In accordance with California Education Code-Section 8263(h), I understand that upon my Initial Certification or Recertification my family is eligible to receive services for no less than 24 months.  A family may at any time voluntarily report income or other changes. This information shall be used, as applicable, to reduce the family fees, increase the family’s services, or extend the period of the family’s eligibility before recertification.  A family’s income eligibility is based on the current Schedule of Income Ceilings. I understand that I am required to report changes within 30 days when my family’s income exceeds the statutory threshold; the statutory threshold for these families is more than 85 percent of the state median income. (Reference handout in your enrollment packet) Permission Agreement My child has my permission  To use all of the play equipment and participate in all of the activities at the Child Development and Education Center.  To play in the sand, mud, water, and in all activities which may result in their body, clothes, or shoes getting wet and/or soiled.  To take walks on the college campus under the supervision of the center teachers.  To be included in observations and hands-on assignments conducted by students in the Child Development and Education Program and other educational disciplines of the college; for these routine assignments, students will protect the identity and privacy of the children.  To be videotaped and/or photographed for teacher training purposes, student teacher professional portfolios, and to be photographed for center activities or college publications. I understand that, prior to any photographs being taken for any other purpose, I will be given notification and the opportunity to decline.  No, I do NOT grant permission for my child to be videotaped and/or photographed.  Please sign here and arrange to meet with the Director or the Site Supervisor to discuss your concerns.

hild’s Name______________________________________________

___

Date _________________

Child Development and Education Center Family Agreement (Subsidized-CSPP-California State Preschool Program) I agree • • • •

and (please initial each box below)  

   



I understand that physical punishment of children has no place here. While on the premises, I will practice positive discipline techniques, as modeled in the classrooms. In accordance with California State Licensing Regulations and the Student Code of Conduct at Mt. San Jacinto College, I understand that if my behavior, language, or demeanor threatens the safety of any person on the Center premises, I will be asked to leave the premises, and my family will be terminated from the program. I understand that the Child Development and Education Center is not responsible for any child who is not signed in upon arrival. I understand that the program will not be held responsible for incidents that may occur as a result of false information given at the time of enrollment (examples are failure to disclose income accurately and/or failure to disclose a child’s special needs). In accordance with California Education Code-Section 8263(h), I understand that upon my Initial Certification or Recertification my family is eligible to receive services for no less than 24 months. A family may at any time voluntarily report income or other changes. This information shall be used, as applicable, to reduce the family fees, increase the family’s services, or extend the period of the family’s eligibility before recertification. A family’s income eligibility is based on the current Schedule of Income Ceilings. I understand that I am required to report changes within 30 days when my family’s income exceeds the statutory threshold; the statutory threshold for these families is more than 15 percent over 100 percent of the state median income. (Reference handout in your enrollment packet). Permission Agreement

My child has my permission     



To use all of the play equipment and participate in all of the activities at the Child Development and Education Center. To play in the sand, mud, water, and in all activities which may result in their body, clothes, or shoes getting wet and/or soiled. To take walks on the college campus under the supervision of the center teachers. To be included in observations and hands-on assignments conducted by students in the Child Development and Education Program and other educational disciplines of the college; for these routine assignments, students will protect the identity and privacy of the children. To be videotaped and/or photographed for teacher training purposes, student teacher professional portfolios, and to be photographed for center activities or college publications. I understand that, prior to any photographs being taken for any other purpose, I will be given notification and the opportunity to decline. No, I do NOT grant permission for my child to be videotaped and/or photographed.  Please sign here and arrange to meet with the Director or the Site Supervisor to discuss your concerns.

Child’s Name___________________________

Parent’s Signature________________________ Date ______________

TERMINATION OF SERVICES

(Services are terminated for any changes which make the family ineligible for services according to Federal Regulations, State Regulations, Funding Terms and Conditions or Board Approved Agency Policies.) Please check each box after reading and sign that you have read and understand each reason. A family may be terminated for any of the following reasons:  Failure to keep contracted hours (e.g., late pick-ups) or misuse of contract days and hours. (3 late pick-ups in one fiscal year will result in termination of services. A late pick-up is defined as 15 minutes past your contracted time).  Abandonment of Care: When the family has not been in communication with the provider for 7 consecutive calendar days and has not notified the provider of the reason the family is not using services. A Notice of Action will be issued to disenroll the family when there has been no communication for a total of 30 consecutive calendar days.  Providing inaccurate or false information on eligibility forms or sign-in cards.  Failure to maintain accurate sign-in/sign-out cards on a daily basis.  Failure to abide by the parent contract, program rules and/or policies.  Failure to make payment of family fees for childcare services. If the previous month’s fees have not been received by the first day of service in the second month you will receive a termination notice.  For parents/guardians who attend school: The period of eligibility for services shall be for not less than 24 months. Ongoing eligibility for services based on enrollment in an educational program is contingent upon making adequate progress. At recertification, the parent shall provide documentation of the adequate progress from the last enrolled quarter, semester, or training period. To make adequate progress, the parent shall obtain: (a) student parents in a graded program, a grade point average of 2.0 or above is required, and (b) student parents in a non-graded program (pass/fail), must pass the program’s requirement of adequate progress at a 50% success rate. The first time the parent does not meet the requirement, the parent can be recertified and continue to receive ongoing services for another 24 months. At the conclusion of this eligibility period, non-compliance will result in termination of services.  Insulting or threatening behavior towards staff, students, or any person on the center premises.  Behavior Guidance: If the program has expeditiously pursued and documented the seven reasonable steps in the Behavior Guidance policy as outlined in the Family Handbook, to maintain the child’s safe participation in the program and determines that the child’s continued enrollment would present a serious safety threat to the child or other enrolled children, the program may expel the child and must refer the parents or legal guardians to other potentially appropriate placements, the local childcare resource and referral agency, or other referral service available in the local community, and, to the greatest extent possible, support direct transition to a more appropriate placement. This determination to expel the child must be made in consultation with the parents or legal guardians of the child, the child’s teacher, and if applicable, the local agency responsible for implementing the IFSP or IEP.

Parent’s Signature

Date

Personal Rights Child Care Centers- LIC 613 A

Child Care Center Notification: LIC 995 A

Parent Consent for Administration of Medications and Medication Chart: LIC 9221 50