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Upon enrollment students making their initial entry into our school must present a record of a physical examination completed within the past 12 months and their immunization record.
These two forms are usually referred to as the Blue and Yellow forms.
The standardized School Entry Exam form (DH 3040-CHP-07-2013) is used to document completion of a physical examination. It must be completed by a health care provider licensed in the United States to perform physical examinations.
The Florida Department of Health provides requirements for school entry examinations, immunizations, and school health programs. Other requirements for school entry can be found through the Florida Department of Education or the local school district.
Through a combination of the world’s most famous philosophies and curriculums, we aim to provide a high-quality Early Childhood Education Center. We strive to create an innovative and technology-rich environment that invites children from infants to age five to participate in meaningful, eco-conscious, enlightening, and creative learning experiences. We aspire to aid in the development of responsible and resourceful citizens of the world.
School Entry Health Examination
Florida Statute (s. 1003.22(1), F.S.)
Rule (Chapter 6A-6.024, FAC)
The Florida Certification of Immunization, Form DH680, must be used to document the immunizations required for entry and attendance at Tiniciti Preschool. These forms are not available to the public and must be completed by a Florida physician or a Florida county health department. Additional information is available at the Florida Immunization Program website under the following headings.
Certificate of Immunization Sample
School Immunization Requirement
Illness & Medication Policies
If your child should become ill at school, she/he will be brought to the school office, and staff member will call you. Your child will rest in the office until he/he is picked-up.
If a communicable illness or disease should arise in our school, we will let the families know via our app, but we will maintain the privacy of any family involved.
For the protection of the health and well being of all children and staff at the school, the following rules must be adhered to in regard to sick children.
Fever: A child with a fever is to be excluded until fever-free for 24 hours. A fever is defined as a temperature greater than 100 degrees. Children who are sent home with a fever may not return to school the following day.
Strep Throat: A child may return to school 24 hours after antibiotics have been started.
School Immunization Requirement
Vomiting: A child may return to school 24 hours after the last episode.
Colds: A cold’s symptoms are described as an irritated throat, watery discharge from the nose and eyes, and sneezing. A cold may or may or may not include a fever. Children are often most contagious in the early, runny stage of a cold. A green discharge can signal infection. A child may return to school after 24 hours of medication.
Diarrhea: A child may return 24 hours after the last episode.
Conjunctivitis (Pink Eye): Bacterial: A child may return to school after antibiotic treatment has begun and eye ooze has stopped. Viral: May return with doctor’s note that the child is no longer contagious.
Ear Infections: A child may return to school once antibiotics are administered.
Rashes: A child may return to school with a doctor’s note.
Head Lice: We have a strict no-nit policy. No child may be present while there are any nits present in his or her hair.
DCF licensing regulations stipulate the following requirements:
All medication that needs to be administered to your child at school MUST be in its original prescription bottle and must be accompanied by the appropriate measurement spoon.
For non-prescription medications (e.g. Benadryl or Tylenol), parents may fill out the Authorization to medicate without having a doctor’s signature.
A copy of the Authorization to medicate form is available at the front desk.
Orchard recognizes that each child is a unique person with an individual pattern and timing of growth, as well as individual personality, learning style and family background. While some behaviors are typical for a specific “age and stage,” we recognize that children learn appropriate social behaviors at different rates. With that in mind, we observe and make individual behavior plans when necessary. We believe in “positive discipline,” which focuses on good behavior, rather than bad. We may need to redirect a child and speak with them about appropriate behavior. When necessary, we speak to a child with a firm but caring voice. At times, it may be necessary to remove the child from the rest of the group. If a behavior persists, we will contact the child’s parents and ask them to come in for a conference.
At that time, we will work in conjunction with the family and teaching staff on a behavior management plan that meets with the needs for that particular child. It is also our practice to consult with specialists who work with children and families.
Developmental Screening & Action Plan
We want to do what is best for our children by seeking knowledge about their development and skills earlier. We also want to identify potential issues sooner and work with the families to help the child achieve their potential. In order to best meet the needs of the children and their teachers, we are implementing a plan to better identify areas of concern, address them internally, and bring in the parents to work together to help the child. We will establish baseline developmental inventories, identify opportunities and work with parents to achieve those developmental goals. This plan is a clarification and strengthening of the policy already in place and requires three different components:
School-wide screenings at the beginning of the year,
On-going in-school training for the teachers, and
A process to work with the parents to help the child when we have concerns.
Time limits are included to make sure that we are able to seek early intervention when needed. We expect that the parents will work with us to best meet the needs of their child, and we have established guidelines to confirm this.
A Note on Biting
Even in the best child care programs, outbreaks of biting occur in baby and toddler rooms, and sometimes even among preschoolers.
Kids this age don’t have the ability to do or say what they want, and that frustrates them. Most children also bite to test their limits and communicate their thoughts and emotions; it is difficult to pinpoint the reasons for biting, especially within a group of various kids and scheduled activities. Other factors and reasons include simple sensory exploration, seeking to be attention, or the intense desire for a toy. Repeated biting becomes a pattern of learned behavior that is often hard to distinguish. But however unfortunate, it is natural and unavoidable. And not something to blame on children, parents or staff.
When a child is bitten, we avoid any immediate response that reinforces the biting, including negative attention and the word ‘NO’ or ‘Don’t do that!’. Children deem any attention, as positive reinforcement irrespective of whether the attention is intended as negative. The biter is immediately removed and will be cared for my an assistant while the teacher focus’ on the bitten child. The biter is talked to on a level that he/she can understand then is redirected.
We look intensively at the context of each biting incident for patterns.
We work with each biting child to resolve conflict/frustration in an appropriate way.
We try to adapt the environment, and work with parents to reduce any child stress.
We make special efforts to protect potential victims.
It is our job to provide a safe setting where no child needs to hurt another child to achieve his or her ends. The name of the biting child is not released because it serves no useful purpose and can make an already difficult situation more difficult.
Biting is a difficult stage some children go through, which thankfully has no lasting developmental significance.
A child who bites is not on a path to being a discipline problem. Parents are responsible to work with our staff team-members on a strategy for change and reduction of any stress the child maybe feeling.
We try to make every effort to get rid of the behaviour quickly and to balance our commitment to the family of the biting child with that of other families. When biting occurs, we are challenged but do maintain a broader perspective and always pull together.
We appreciate your understanding and all the trust you place in us, our teachers and team members with the care of your child. Please know that we work to our fullest capacity before and after biting may occur.