Individualized Education Plan (IEP) Training
Parents of Children With Special Needs: IEP Training
IEP training will be provided by Peggy Bud, certified and licensed speech/language pathologist who provides targeted Effective Communication support for families of special needs students. Through training sessions and individual coaching she develops her clients’ communication skills, ensuring that their message is clearly understood and remembered.
*Childcare will be provided in our PASEP classrooms. Pre-Registration is required so that we may provide adequate staffing.
Earthplace Preschool Policies and Procedures
Abuse and Neglect Policy
- any non-accidental physical or mental injury (i.e. shaking, beating, burning)
- any form of sexual abuse (i.e. sexual exploitation)
- emotional abuse (i.e. excessive belittling, berating, or teasing which impairs the child's psychological growth)
- at risk behavior (i.e. placing a child in a situation which might endanger him by abuse of neglect)
- injuries which are inconsisitent with the explanation given.
- denied proper care and attention physically, educationally, emotionally, for example a child who has not been provided appropriate food, clothing, shelter, education, mental care and supervision, or
- allowed to live under circumstances, conditions, or associations injurious to his/her well being (CT GS 46b-120).
- The child has bruises, broken bones, lacerations, puncture marks, swollen areas, missing hair, bites, or burn marks.
- The child has frequent signs of major or minor injuries.
- The child has different injuries in various stages of healing.
- The parent or child gives odd or impossible explanations for the child's injuries.
- The child is frequently tardy or absent.
- The child receives overdue, unsuitable, or no treatment for injuries.
- The child cannot interact well socially, has very low self-esteem, or is listless, apathetic, or depressed and cannot respond to normal adult behavior.
- The child has a parent who treats the child in unusual or abnormal ways, such as refusing to care for or talk to the child, treating the child as an object, keeping the child from normal social experiences, punishing the child for his/her normal behavior, and/or thinking or feeling in a consistently negative way about the child.
- The child is anxious about his or her survival.
- The child lacks energy or is overactive.
- The child is unable to concentrate or to play.
- The child often seeks attention.
- The child is hungry and/or dirty.
- The child's clothes are inappropriate for the weather.
- The child shows sudden behavior changes or erratic behavior.
- The child becomes withdrawn.
- The child is hostile or extremely aggressive.
- The child is suspicious or watchful of others' actions, as if fearing them.
- Names, addresses, and phone numbers of the child and his parents and/or guardians;
- The age and gender of the child;
- Relevant information such as physical or behavioral indicator, nature and extent of injury, maltreatment or neglect;
- Exact description of what the reporter has observed;
- The approximate date and time of the injury, abuse, or neglect;
- Any information about previous injuries, maltreatment,or neglect to this child that staff knows about;
- A description of the circumstances under which the reporter learned of abuse/neglect;
- The names of the person or persons suspected of being responsible for the abuse/neglect;
- Any information the reporter believes would be helpful;
- Descriptions of the actions taken to treat, provide shelter, or otherwise assist the child;
- Medical attention given to the child if necessary.
- Review the approved and prohibited disciplinary techniques on a yearly basis;
- Brainstorm to help teachers figure out ways to deal with disruptive behaviors;
- Review the indicators of abuse and neglect on a yearly basis;
- Conduct a thorough check of the references of new staff;
- Orient new staff using the above policy;
- Supervise new teachers on a close and consistent basis;
- Do a background check on all teachers, including fingerprinting;
- Parents and volunteers from organized middle and high school programs are directly supervised by the teaching staff. Earthplace Preschool does not utilize other adult volunteers.
- Teachers may not use physical restraint unless the child is in danger of hurting himself or others. The restraint consists of the teacher wrapping his/her arms around the child.
- The director and staff may not tie nor bind children and shall not physically restrain children except for the protection and safety of the child or others, using the least restrictive methods.
- Report suspicion to the director of the Preschool, director of Earthplace, and chairman of Earthplace board.
- Call the Child Protection Careline (1-800-842-2288) to report the suspicion of abuse or neglect. Again the call must be made within twelve (12) hours of the suspected abuse.
- Notify the child's parent or legal guardian responsible for the child's care that a report has been made. One of the above administrators calls the parent to explain that a report has been made, what the report says, and what further action and investigation will be taken.
- Suspend the staff member with pay until investigation by Department of Children and Families (DCF) is completed. The staff member is not allowed in the building when the school is in session. The staff member is only allowed in the facility at other times when requested to be there by the Earthplace board.
- Submit the written report within 48 hours of the suspected abuse. Follow the same criteria as for the reporting of an individual who is not a staff member.
- Additionally a call must be placed to the Department of Public Health at 1-800-282-6063 or 1-860-509-8045.
- Convene the Earthplace board to oversee the internal review, which includes:
- Protect the child during the investigation. The child's teachers receive advice from our Social Service consultant for working with the child in the classroom.
The Earthplace Preschool Abuse and Neglect Policy is included on our Policies and Procedures page of the website.