Each teacher will receive specialized training in Observation and Assessment, evaluations and review will be supervised with the Program Director.  Children’s growth will be recorded as well vision screenings offered.  Parents are encouraged to conference before and after the goals are set to insure collaboration and support.   Permission will be requested if specialized evaluation may be beneficial through, Headwaters, CESA 9, Speech Pathologist, Pediatrician, O.T., tutors, Literacy Task Force of other trained professionals serving in the community.  For individual evaluations or specialized assessments (like The Denver Screening or Lion’s Club Vision screening) a quiet non-stimulating room will be utilized.  All records and disclosure will be maintained until consent is on record to ensure complete confidentiality throughout the process.  Children’s files will enclose copies of past assessments and evaluations for reference, only after consent from guardian is compliant to release to professionals or other staff.

Staff- Parent Interaction

  1. New children and parents are introduced to center with a pre-enrollment visit which includes spending time within the center before enrollment begins.
  2. Staff and parents communicate about childrearing practices in the home and center in order to minimize potential conflicts and confusion for children
  3. Staff gives parents specific ideas for promoting children’s healthy development and learning at home.
  4. The Center shall give parents opportunities and materials to gain and serve as a facilitator in early childhood education.
  5. Parents, and other parent approved relatives or friends are welcome visitors in the center at all times. Visitors may observe, eat with child, or volunteer to help in classroom or on a field trip.
  6. Parents are informed of day to day happenings and are informed ofchanges in a child’s emotional or physical state.
  7. Conferences are available at parents or teachers request throughout the year. Progress reports are written for each child on a yearly basis.
  8. Staff and parents communicate to ensure that children experience smooth transitions from one program to another during the day.

Transition Policy (transitioning a child from one group to the next)


  1. The Primary Teacher and Program Director will mutually determine when the child is ready to make the transition to the next age appropriate group.
  2. The child’s Primary Teacher contacts the teacher of the group to which the child will be transitioning.
  3. The child’s’ Primary Teacher informsthe parent(s) of the child’s pending transition.
  4. These teachers cooperatively work out a mutually agreeable schedule of times the child will be transitioning into the new group. The teachers will determine the length of time the child will spend each visit, the number of visits and the number of days involved.
  5. Once determined, the Primary Teacher informs the parent of the schedule of times the child will be visiting their new groupand the child’s progress.
  6. Time will be scheduled, if needed, for the teachers to share pertinent information regarding the child’s special needs.
  7. Developmental evaluations books shall be transferred to the new primary teacher.
  8. Transfer the emergency file enrollment sheet to the new teacher.
  9. The child’s primaryteacher (prior to any transitioning) is responsible to communicate the child’s progress to the family. This teacher also serves as the mediator between the new teacher and administration should there beconcerns regarding the child.


Special Exceptions to Children Under 2 Years Old

Children turning age 2 may transition into an older group as long as the new group size does not exceed 8 children and the child’s second birthday is no more than 2 weeks prior to the transition date.  Transition of a child to a new age group needs to be planned, and discussed with parents prior to the transition.  Document on the Intake for Child Under Age 2 form.

Original Traditions and Diversity Policy

The updates to this policy will be flexible and will spill over into everyday schedules and routines.

The role of the center will be to experience rather than celebrate holidays and culturally specific designated days. Celebrating traditions and rites of passages are important and bring young and old together forming relationships and creating lifetime memories.  Teaching will be inclusive of many traditions and cultures, and more specifically, reflect and respect the individual “family culture” of the enrolled children.  All teaching will emphasize the history and uniqueness, including special needs, of each family unit’s culture and the greater idea that all of us have something to share.

Teaching techniques used will be appropriate to the age and learning styles of the children. Activities that constitute appropriate learning include: listening to oral stories and books, listening to / dancing to /singing songs, language arts experiences and immersion, working with art materials and creative expression, appreciating artwork of diverse cultures, making and tasting different foods,  growing and identifying native plants and animals, dramatic play props, games, and celebrations. Schedules will be flexible and daily routines will incorporate traditions such as Try It Tuesday, (exploring new meals and Farm to Table recipes). Other Examples are, Friday Show and Share a Book.   Children’s work will be displayed as any other projects are displayed throughout the year. Materials and activities will be presented as part of the daily curriculum maintaining daily routine. Changes to lesson planning or menus reflecting cultural and family celebrations will be posted for parents to view the day of changes and during orientation.

Terri’s Treehouse will celebrate seasons, stages in life, accomplishments, traditional holidays from around the world, reflections of community gatherings and historic events.  Any activity that dramatically deviates from each child’s normal routine will be avoided. 

As with any activity available to children, the material will be developmentally appropriate and children will have a choice as to whether to participate and, to what extent. Parents will have prior access to all lesson plans so they are aware of what is being presented to their children.  Families are encouraged to share their “family cultures” within the classroom including discussing or displaying each families’ dynamic culture along with their heritage.

The making of gifts will be included when it is developmentally appropriate. Through the making and giving of gifts, children learn to see beyond themselves. Gift making activities will be a regular activity and children can choose from age appropriate designs chosen by the teachers.  Some gifts will be created from our very own Gathering Garden, with children designing appropriate garden beds and planning all year. 

Specific Traditions, Events or Holidays may be planned. These events may extend from the Center into the community to develop a relationship with a broader Northwoods population. These activities shall be optional for Center families and occasionally family members will be invited to participate. Information will be shared in the parent newsletter, online, parent board or via teacher to families communication ect. Photographs, with permission, will be utilized to collect, share and reflect experiences to our students and their families through our monthly newsletter.

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