A philosophy statement

The Ladybug Academy is an Early Childhood center that offers full day preschool as
well as afterschool programs. The Ladybug Academy program is designed to support
families and children. The Ladybug Academys philosophy resolves around these five
main pillars.
1. Social-Emotional Development
At Ladybug Academy, we believe that social and emotional development is the
roots of all other aspects of learning. Through play and investigation, children are
able to interact socially, learn from their peers, engage in appropriate play, learn
lifelong skills, and develop effective communication. Ladybug Academy believes
in fostering social-emotional development in classrooms, which will allow for
maximum growth in the childs development.
2. Learning is communal
Parents, teachers, and staff members must work together to become models for
students. When parents and schools work together, they are able to model
respectful and meaningful relationships. Through working together with frequent
communication and documentation, both teachers and parents are able to track
progress and development of children.
3. The teachers role is to nurture and guide children in all areas of development.
Ladybug Academy believes in children engaging in self-discovery and
exploration with the support of their teacher. The teachers role is to support
students wide variety of learning styles in order to meet the needs of all learners.
Teachers will encourage discovery and learning through thoughtful centers, crafts,
and activities, which will all support social, emotional, cognitive, and physical
development among students.
4. Early education paves the way for life-long learning.
At Ladybug Academy, we believe it is our mission and job to create an
environment that drives curiosity and a love for lifelong learning among all of our
students. Young children have a desire to learn and explore, so at our academy we
plan to foster and build upon that desire. Through the use of centers, outside
exploration, thoughtful activities, and parent/teacher collaboration, the Ladybug
Academy plans to create a foundation of lifelong learning among all of our
students.
5. Learning is geared toward each individual childs readiness.
At Ladybug Academy we create classroom environments and instruction that
are developmentally appropriate for all of our learners. Through the use of
developmentally appropriate practices such as age-appropriate activities, linking
concepts to childrens prior experiences, assessments to gage students
comprehension, and using learning strategies that enables children to meet goals,
we are able to create instructional learning experiences at the level appropriate for
each individual student. Through the implementation of developmentally
appropriate practices, we plan to reduce achievement gaps among classrooms and
foster success in every student.



A written mission statement
All children can learn. At Ladybug Academy, it is our mission to create learning experiences
that allow for students to reach their highest developmental, social, and academic potential.

An explanation of how the center will consider Iowas licensing requirements and
maintain the staff-child ratio
The Ladybug Academy will staff employees of 21 years of age or older who have completed
a Bachelors degree relating to education. Based off of Iowas Department of Human Services,
Ladybug Academy plans to adhere to DHSs rule of staff to child ratio. In our three-year-old
rooms we will have a staff-child ratio of one adult to every eight children. In our four-year-old
room we will follow DHSs rule of one adult to every 12 children, and for Ladybug
Academys five-year-old room we will follow the DHS ratio of one adult for every 15
children. Ladybug Academy will continue to follow and revise class sizes that remain in
accordance with Iowas Department of Human Services.


A statement regarding the Quality Rating System in Iowa and how it will influence the
practices at your center
The Quality Rating System (QRS) in Iowa is a voluntary application-based rating system for
child development homes, licensed child care centers and preschools, and child care programs
that are operated by school districts.

At Ladybug Academy we will focus on the five elements of the Quality Rating System in
Iowa:
Professional development- every two weeks we will hold professional development for staff
and teachers to further their education and knowledge.
Health and safety- all staff members will have required specified immunizations before they
begin work in Ladybug Academy.
Environment- our environment will be age-appropriate and follow developmentally
appropriate practices.
Family and community partnership- Ladybug Academy places a huge focus on the
collaboration of parents and educators. Parents will be informed about are program and
heavily encouraged to participate in their childs education.
Leadership and administration- Ladybug Academy is for profit but we seek to meet the needs
of all learners.
Our hope is by being a part of QRS, our early childhood center will continually strive to make
improvements.









The contract you will provide to families who enroll in your center (This is in draft
form. Certainly, if you were really going to do this you would seek legal counsel.)

Student Enrollment Contract: Ladybug Academy

Childs Full Name:
_________________________________________________________________Gender: M/F

Home Address:
___________________________________________________________________________
___________________________________________________________________________

Childs Date of Birth __________________________

Allergies-if any, please list:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________


Medications-if any, please list:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Doctors Name and contact: Dentists Name and Contact:
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________

Hospital Preference: ________________________________

Parent/Guardian #1 Information
Name: ____________________________________ Cell Number: _____________________

Relation to Child: ___________________________ Home Number: ____________________

Employer: _______________________________Work Number: ______________________

Signature: _______________________________________ Date: ________________


Parent/Guardian #2 Information
Name: ____________________________________ Cell Number: _____________________

Relation to Child: __________________________ Home Number: ____________________

Employer: ___________________________ __Work Number: ________________

Signature: ___________________________________ Date: __________________


Emergency Contact:
Name: _______________________________________ Number: ________________

Relation to Child:
___________________________________________________________________________
___________________________________________________________________________



By signing this contract you are verifying you have read and reviewed Ladybug Academys
Handbook and you understand and agree to enroll your child into Ladybug Academy for
one academic year (August-May). You agree to pay the non-refundable student enrollment
fee, pay tuition on time based on your payment plan, pay for educationally-based field trips,
attend parent/teacher conferences, and notify the school 24 hours in advance for planned
absences and illnesses. Lastly, by signing this contract you agree to follow all rules,
policies, and procedures implemented by Ladybug Academy.
























Part Two
Written policies and procedures for every aspect of the center as discussed in the courses
textbook (starting within Chapter 4).
Please Refer to the Ladybug Academy Parent Handbook for Part two.

A discussion of potential challenges in staffing and how you plan to overcome these
challenges at your center
When creating and then running a center there are many challenges facility could
encounter. Staffing is one potential challenge of opening and running an early childhood
center. After reviewing the text Planning and Administering Early Childhood Programs, I
was able to narrow down five potential challenges that one could face in regards to staffing an
early childhood center.

The first challenge I foresee is collaboration among staff members. No two people are
the same, but it is vital that staff and team members can come together to achieve common
goals for both the students and the facility. When collaboration is done poorly or not at all it
hurts the facility, the team of teachers families, and most importantly the students. One way I
plan to combat ineffective collaboration is through generating goals. Before the academic year
starts, the director and teachers will generate lists of goals. There will be a list of goals for
students, which includes all of the goals that teachers want their students to achieve and strive
for. There will be a list of goals for our facility, explaining what we want to see improve in
our center. Lastly, the team members will create a list of goals pertaining to what they want
from each other as a team. Whenever the teams of educators meet for professional
development or any other meeting, they will be able to look over and review their lists of
common goals and coordinate unified collaboration. Through having common goals and an
understanding of others expectations, collaboration is simplified and there is less room for
misinterpretation.

The second challenge I foresee ties into collaboration. I think another potential
challenge in staffing is creating appropriate professional development opportunities for staff
members. Oftentimes in schools, professional development is seen as a waste of time or not
beneficial to the staff members. A lot of obstacles come with planning and implementing
opportunities for professional development. The director is in charge of planning and
implementing the staff development activities. If a director were to not know their employees
well, their professional development activities would not be meaningful or pertain to
important topics at hand, which could result in the program being a waste of time and money.
Another aspect of professional development that creates an obstacle is the cost of professional
developments. Professional development opportunities are created to better teachers and the
facility, but without a budget or funding for appropriate professional development
opportunities the school does not have the resources to grow. Based off of the text, there are
many ways to eliminate risk of poorly implemented professional development activities. The
first way is through the director getting to know their employees and their needs. This can be
done through staff job performance assessments, needs assessment surveys, or program
evaluation measures. By completing these assessments, the director is able to gather data on
where their employees need improvement and assistance. The director can then take this data
and apply it to professional development opportunities that will benefit the staff as a whole.
Another possibility to eliminate the risk of poor professional development is by having a
director who plans ahead. By planning ahead, the programs are more likely to be less
expensive, more meaningful, and of higher quality overall.

Another challenge I foresee with staffing is accurately assessing staff members. The
director of a program is only one person, they cannot be in multiple places at once, which
means watching and assessing their team of educators can be time consuming and difficult.
The director has the overall responsibility of assessing all the staff members. This could be a
problem depending on the number of staff members and the amount of time the director has
available. The director should be giving well-run assessments with appropriate feedback.
Without adequate time to conduct these assessments, the staff is unable to grow and become
better educators. Another challenge for assessing staff members is having employees reflect
and complete their own self-assessment. Often this step is overlooked when completing
assessments, but self-reflection is a vital part of being an educator and developing into a better
teacher. There are strategies to combat these obstacles of ensuring useful assessment. The first
is having the director plan ahead for assessments. They should plan when, where, and who
they will be assessing; this will allow the process to run more smoothly. Another strategy, if
allowed, is having the director bring in a board member to assist with employee assessments.
This would allow for the amount of assessments to be cut in half, resulting in more time for
natural observations of classrooms. A third way to combat assessment challenges is by being
open with employees. Staff members should always know they will be assessed, understand
why they are being assessed, be informed of the assessment process, know how the results
will be used, and be given verbal and written results or feedback. The last way to alleviate
some issues of assessment is by having the director start the year with the expectation that
their employees with complete self-assessments and reflect on their teaching periodically
throughout the year. This will allow for employees to track their own personal growth and be
able to improve upon their own personal findings.


The fourth challenge I foresee with staffing is the risk of staff shortage and staff
turnover. From a directors standpoint, this possible challenge is the most pivotal and difficult
to combat. Staff turnover can affect a facility in a wide variety of ways. That being said, there
are strategies to combat staff turnover, one being creating a collaborative work environment.
If work morale is low and the staff does not get along, there is bound to be quick turnover
among staff members. With a work environment that allows colleagues to collaborate and
work towards a common goal, there is an enlightened sense of teamwork and community in
the school. Another strategy to combat staff turnover begins in the interview process. When
the director interviews potential employees, they can ask them to take ethics exams and
personality surveys. Although they are not foolproof, these surveys could assist in weeding
out potential employees who do not share common attributes and goals of current employees.
One of the major contributors to staff turnover is due to the high stress level employees face.
Stress can be brought on by long hours, physical demands of the job, and a number of other
unpredictable stressors. To eliminate climbing stress levels in a facility, the director can
attempt to combat this issue in a few ways. The director can have their employees complete
self-assessments to determine where their employees feel insecure or inadequate in their
teaching, They can then take these results and create professional development training
opportunities. Another way the director can alleviate stress among their employees is through
following DHSs ratio of teacher to students. By having the accurate student-to-teacher ratio,
the teacher will feel less overwhelmed by the students and their needs. Because there is such
an emotional and physical toll on teachers, this stress is difficult to combat. However, a
director can do so by having volunteers help out in the facility throughout the day. Volunteers
are able to compete small tasks for the teacher, thereby removing some stress and helping
them end their day a little sooner.

The final challenge I foresee with staffing is compensation. Teachers are often seen
for having low compensation, which then results in quick turnover, high stress, and low moral
in the facilities. It is difficult to recruit qualified staff members when the salaries are low. In
order to avoid low compensation, Ladybug Academy will be salary-based for full time
employees. They will be allotted 12 paid sick days per year, which can roll over into a new
year. In order to ensure enough desirable and qualified substitute teachers, substitute teachers
and fill-in aides will be paid be paid an hourly wage. Although salaries cannot be raised
extremely high, Ladybug Academy plans to offer desirable professional development to
employees, a salary pay, and flexible time off.


These five potential challenges discussed all intertwine with one another, which means
they all have the potential to be very challenging. However, with the right structure and
activities, these aspects of staffing can create an amazing staffed facility.
























Part Three (Due-Week Nine)

A visual image of your centers layout and design (all aspects of Chapter Six should be
considered.)
Visual Attached


A discussion of the physical environment presented in the visual (2-3 pages).
The Ladybug Academy layout was created with consideration to the age ranges,
staffing, and the creative curriculum. My visual image is a birds-eye-view of Ladybug
Academy. The backside shows a birds-eye-view of the facilities playground, outdoor space,
and parking.
When entering Ladybug Academy, you walk into a lobby that has locked doors
leading into the facility. The lobby has seating, reading material, colorful photos of our
facility and students, and toys as well as a receptionist window to the office. The lobby was
created to ensure high security and safety of enrolled students as well as a comfortable
waiting area for potential clients.
On the right side of the lobby is the office where the directors office, subbing
coordinators office, and enrollment office is located. This area also houses the secretary and
the school supplies closet, which has crafts, papers, and other supplies.
To the left of the lobby is Ladybug Academys school kitchen. In the kitchen all of the
meals are prepared for students and then carted to their rooms for the teachers to serve. The
kitchen has two large fridges, two stoves, a sink, a dishwasher, a prepping area, a large oven,
a pantry, and lots of cupboard space for pots, pans, and utensils.
Next to Ladybug Academys kitchen is the custodial and utilities room. This room
remains locked at all times. There are cleaning supplies, storage items, and tools. Trained
professionals such as custodians, repairmen, and gardeners are the only staff members
authorized to use this area.
Next to the facilities maintenance room are restrooms that visitors and students may
use. There are two separate restrooms: one for females and one for males. The toilets and
sinks in these restrooms are adult size, but there are stools placed in each restroom for student
assistance.
In the back corner of the center is the teacher meeting area. This is where staff may go
to take a break and where all staff members meet for professional development. This room
was created to be a calming room with windows, soft colors, and serene paintings. In this
room there is a fridge, sink, and microwave available for staff to use. There is also a large
conference table to seat all staff members. On the wall is a large whiteboard for staff members
to use when collaborating. On the counter space there is a paper cutter, rulers, and other work
supplies for teachers. On the door is the centers mission statement in an appealing font. This
area was created as a small getaway for staff members. There is a couch for employees to
relax on. This room is intended to be versatile. Staff is allowed to relax and rejuvenate but can
also use this space as a productive a work environment as well.
On the far north side of the building is the facilitys open gym. This area provides
open space for students to run and play at designated times throughout the academic day. Our
gym has tar rubber floor, which is handicap accessible and alleviates injury when students trip
or fall while playing. This gym has large tricycles for students to ride, soft pediatric balls to
play with, visuals on the floor, a parachute, music system, hula-hoops, mats, and other activity
sets. Open gym time is scheduled in each of the rooms schedule throughout varying times of
the day. Teachers that want to coordinate a planned activity, free-play, or indoor recesses can
use this gym.
In the eastern corner of our facility our strip of classrooms begin. Each classroom has one
unisex bathroom, a sink, art areas, cubbies, teacher storage, mailboxes, small tables for meals,
supplies for activities, and centers. Each room has the following centers tailored to the
developmental age: reading, writing, science, math, blocks, dramatic play, art center, puzzle
center, music, cooking, sensory table, one computer, and centers that rotate throughout the year.
All of the classrooms practice developmentally appropriate practices with the toilets, sinks,
cubbies, and storage of toys, all being the appropriate size and height. All of Ladybug
Academys classrooms have a group carpet spot where daily meetings take place. Each
classroom also proudly displays student work. The walls are covered with student
accomplishments and labels. Although the three classrooms are all have the same materials and
centers based on students developmental age, the classrooms each have their own flair and
uniqueness. Each teacher is allowed to add their own special touch to the room as long as the
classroom remains safe and follows DHS and QRS guidelines.
Next is the hallway and island center of our facility. The hallways of Ladybug Academy
are wide and vibrant. The walls contain blocked color painting and displays of student work. The
ceiling of the facility is painted like the sky to allow students curiosity and imagination to
flourish. The hallways also have teacher displays that incorporate pictures of the students to
ensure students feel at home and part of a community. In the center of Ladybug Academy we
have The Island. The Island contains three special rooms for students to explore on designated
days. There is an art room with tables and art supplies for teachers to conduct a full class art
project, instead of in small groups. There is a music room that allows students to explore musical
instruments not found in their class center as a whole class without having to take turns. There is
also a small library for students to explore. The library can host guest speakers, accommodate
read out louds, or allow students to explore texts on their own in a quiet and safe space.
Outside of Ladybug Academy there is a fenced in playground and parking lot for
families. The fenced-in playground contains a playground approved for ages 3-5, a sheltered
area, a grassy area, and an outdoor tar area where students can play with balls, hula-hops, and
tricycles. To enter the outdoor play area there is a pathway from the back of the open gym. This
pathway leads directly to a fence where students enter. The fence is re-closed to ensure safety.













A budget for ones weeks operating income/expense.

Weekly Budget for 02/03/2014- 02/10/2014

Incoming
Tuition:
$1,352.00 (8 families paying $169.00 weekly for a 3-year-old room)
$1,452.00 (12 families paying $121.00 weekly four-year-old room)
$1,530.00 (15 families paying $102.00 weekly for a five-year-old room)
Total: $4,334.00

**3-year-old room: Based off of a 3-year-old classroom teacher salary of $27,000 before
taxes in a classroom with 8 students.
**Four-year-old room: Based off of a 4-year-old classroom teacher salary of $29,000 before
taxes in a classroom with 12 students
**Five-year-old room: Based off of a 5-year-old classroom teacher salary of $30,500 before
taxes in a classroom with 15 students.

Expenses
Groceries (for entire week and additional items for upcoming weeks): $1,750.00
Utilities (water, AC/heat, electricity): $475.00
Miscellaneous Items (office supplies, printing, postage, etc.): $225.00
Unexpected expenses (expected plumping issue, repaying a teacher for supplies, repairs):
$550.00
Spent: $3,000.00

Remaining Amount: $1,334.00



A marketing plan
For Ladybug Academys marketing plan, we have created a Facebook page for our members
and perspective parents to follow. Our Facebook page will provide news, updates, upcoming
events, educational websites, classroom activities, summer activities, weekly highlights, and
more. Our program also has created a Twitter account, which offers postings similar to our
Facebook page. Our academy also has a website which has pull-down tabs for current
families, perspective families, about Ladybug Academy, events, programs, and resources. The
last form of media our program plans to use is printed material such as business cards, signs,
brochures, and clothing items. All of Ladybug Academys marketing approaches will use
internal and external marketing, reach out to potential clients, and follow the guidelines for
print media.





An explanation of the curricular approach of your preschool
Ladybug Academy will follow the Creative Curriculum approach. The Creative Curriculum
uses 38 research-based objectives as the heart of their curriculum. Their objectives are broken
into the categories of: Social-Emotional, Language, Physical, Cognitive, Literacy, Science
and technology, Social Studies, Mathematics, The Arts, and English Language Acquisition.
Ladybug Academy believes that the Creative Curriculum approach will provide teachers and
learners with the best curriculum, along with an emphasis on social and emotional
development of students. Oftentimes curriculums emphasize one or the other, but Ladybug
Academy has found that the Creative Curriculum approach provides the necessary support to
students and parents in a unique and specialized way. Through the implementation of the
Creative Curriculum it is Ladybug Academys hope that children fall in love with learning
and embark on a path of lifelong learning. By using the Creative Curriculum, Ladybug
Academy hopes that students will develop social/emotional, physical, cognitive, and language
skills. Through the Creative Curriculum it is our goal to create opportunities that allow our
students to be creative, confident thinkers. Ladybug Academy has generated goals, which we
hope will aid our students in their success and growth. Our goals align with the Creative
Curriculum in the following ways:

Social: we plan to create trusting safe school environment that fosters positive peer interactions.
We will create an environment where students feel safe, can make friends, and feel like part of a
community.
Emotional: it is Ladybug Academys goal to build self-confidence, independence, and self-
control in all of our students.
Physical: Through an array of activates we plan to increase students physical abilities and allow
them to feel confident in what their bodies can do.
Cognitive: By creating a safe and trusting classroom environment we hope that our students will
be confident in their ideas, ask questions, and attempt to problem-solve.

A daily schedule for each classroom in your center (in line with curricular approach)
Three-Year-Old Room:
7:00-7:30 Arrival and free play
7:30-8:00 Hand washing and Breakfast
8:00-8:20 Morning circle: review todays date, count days, and select star of the day
8:20-9:00 Center exploration- Students will be assigned to a starting center and after 10
minutes they may move to a new center.
9:00-9:15 Bathroom break! All students must try to use the restroom
9:15-9:45 Small Group: explorative play and project work
9:45-10:20 Snack Time
10:20-10:27 Bathroom Break
10:27-10:40 Short story read aloud
10:40- 11:20 Outside play time
11:20-11:35 Bathroom and hand washing before lunch
11:35-12:00 Lunchtime
12:00-12:10 Read short story
12:10-1:30 Naptime
1:30-1:40 Bathroom break
1:40-2:15 Explore centers
2:15-2:45 Snack
2:45 -3:00 Limited choices and small groups
3:15 Pack up and prepare for pick up
3:30 Pick-up

Four-Year-Old Room:
7:00-7:30 Arrival and free play
7:30-8:00 Hand washing and Breakfast
8:00-8:20 Morning circle: review todays date, count days, and select star of the day
8:20-9:00 Center exploration: Students will be assigned to a starting center and after 10
minutes they may move to a new center.
9:00-9:15 Bathroom break! All students must try using the restroom
9:15-9:45 Small Group: explorative play and project work
9:45-10:20 Hand wash and Snack Time
10:20-10:40 Read aloud
10:40- 11:30 Outside play time
11:30-11:38 Bathroom break and wash hands for lunch
11:38-12:00 Lunchtime
12:00-12:10 Read short story
12:10-1:30 Naptime
1:30-1:40 Bathroom break
1:40-2:15 Explore centers
2:15-2:45 Snack
2:45 -3:00 Open gym time
3:15 Pack up and prepare for pick up
3:30 Pick-up

Five-Year-Old Room:
7:00-7:30 Arrival and free write/play
7:30-8:00 Hand washing and Breakfast
8:00-8:20 Morning circle: review todays date, count days, and select star of the day
8:20-9:00 Small group activities
9:00-9:15 Bathroom break! All students must try using the restroom
9:15-9:45 Explore Centers
9:45-10:20 Wash hands and Snack Time
10:20-10:50 Play Outside
10:50- 11:30 Explore Centers
11:30-11:38 Bathroom break and wash hands for lunch
11:38-12:00 Lunchtime
12:00-12:10 Read short story
12:10-1:30 Naptime
1:30-1:40 Bathroom break
1:40-2:15 Explore centers
2:15-2:45 Snack
2:45 -3:00 Group Meeting
3:15 Pack up and prepare for pick up
3:30 Pick-up




A menu for one week of breakfast, lunch, and snacks that meets federal guidelines
02/03/14
--
02/07/14
Monday Tuesday Wednesday Thursd
ay
Friday
Breakfast
1/2 cup
Scrambled
eggs
cup sliced
banana
cup Milk

1/3 cup
Cereal and
cup
strawberries
cup Milk



cup Oatmeal
cup
blueberries
cup Milk
1 whole
wheat
Pancake
with 1
sausage
link
cup
sliced
oranges
cup
Milk
1 slice
whole
wheat
French
toast with
cup
strawberrie
s
cup Milk
Snack

cup Sliced
Apples
Water or
juice
1 Graham
Cracker
With 2oz low
fat yogurt
Water or
juice
cup diced
Pineapple and
cottage cup
of cheese
Water or juice
cup
slice
Mandari
n
Oranges
with
oz
string
cheese
Water
1 cup
Organic
animal
crackers
With 2oz
low fat
yogurt
Water or
juice
Lunch

serving of
whole wheat
dinner roll
cup
spaghetti
with 1.5 oz
of meat
sauce
cup diced
watermelon
cup sweat
potato
cup milk
serving of
cornbread
serving of
hot ham
sandwich
with 1oz
melted cheese
cup of
diced apple
cup sliced
carrot
cup milk
1/4 cup
Macaroni and
cheese mixed
with 1oz of
ground beef
with cup
mixed fruit and
diced 1/2 cup
asparagus
3/4 cup
1Milk
1oz
grilled
cheese
on 1
slice of
whole
wheat
bread
2oz low
fat
yogurt
cup
sliced
banana
cup
peas
Milk
1 oz
shredded
hot turkey
cup
buttered
noodles
with 1tsp
of
Shredded
parmesan
cheese
shredded
green
beans
cup
mandarin
oranges
Milk

Snack
3tbsp peanut
butter
1/3 cup
sliced apples
slice of
cornbread
cup of milk
cup of sliced
baby tomatoes
serving
whole gain
oz
string
cheese
cup
2 oz yogurt
cup
diced
strawberrie
water muffin cantalou
pe
s


A discussion of how your center will maintain a safe environment
My center will maintain a safe environment by taking many precautions. Every morning
our teachers will fill out a safety room checklist, which will ensure all elements of the classroom
create a safe learning environment for students. Since we provide transportation for students, we
will ensure that all drivers have a valid drivers license, provide evidence of a safe driving record,
have no record of substance abuse, and have not used alcohol or drugs recently. We will also
complete monthly inspections on our vehicles. Another safety precaution Ladybug Academy will
take to maintain a safe environment is the implementation of First Aid kits in every classroom.
Ladybug Academy will also conduct fire, tornado, and lockdown drills. Lastly, as a school we
will teach our children how to be safe in their school.
































Work Cited:

Freeman, Nancy K. Planning and Administering Early Childhood Programs. New Jersey:
Pearson, 2009. Print.

Follari, Lissanna M. Foundations and Best Practices in Early Childhood Education: History,
Theories and Approaches to Learning. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall,
2011. Print.

Financing Strategies and Collaborative Funding." ECTACenter.org : The Early Childhood
Technical Assistance Center : Improving Systems, Practices and Outcomes for Young Children
with Disabilities and Their Families. N.p., n.d. Web.
"News." Schoolcraft College. N.p., n.d. Web.
http://www.schoolcraft.edu/docs/default-source/children's-center/family-handbook.pdf?sfvrsn=2

"Free Child Care Referrals." Iowa CCR&R. N.p., n.d. Web
http://www.iowaccrr.org/providers/licensing_requirements/

"West Virginia Department of Health & Human Resources Home Page." West Virginia
Department of Health & Human Resources Home Page. N.p., n.d. Web. 13

"National Association for the Education of Young Children | NAEYC." National Association for
the Education of Young Children | NAEYC. N.p., n.d. Web.

"Early Childhood Education - Curriculum Daily Schedules." Early Childhood Education -
Curriculum Daily Schedules. N.p., n.d. Web.
http://www.nj.gov/education/ece/curriculum/schedules

"Iowa Department of Human Services." Iowa Department of Human Services. N.p., n.d. Web.
<http://www.dhs.state.ia.us/>.

"Welcome to the Iowa Department of Public Health." IDPH Internet Home Page. N.p., n.d.
Web.. <http://www.idph.state.ia.us/>.

Photos for Handbook:
http://www.michelespaintshop.com/ladybug-clip-art-tutorial.php
http://www.clker.com/clipart--ladybug.html