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Preparing today's students for tomorrow's world in a caring learning environment

Preschool

Welcome to MP Preschool!

Our 4 year old preschool program is an integrated preschool open to all children who will be 4 years old by September 15th. We offer an integrated 3 year old preschool program for children that are 3 years old by September 15th. In addition, we offer an Alternative Kindergarten program serving children age 5 by September 15th.

The mission of our preschool program is to provide a safe, nurturing, and developmentally appropriate environment in which students can learn and develop to their fullest potential.  We respect and accommodate the differences within each child’s developmental level.

Mid-Prairie offers one site location for preschool.  There are four classrooms at MP-West Elementary for the 2019-2020 school year.  Preschool typically follows the same calendar schedule as the remainder of the school district.  Our preschool is 4 days a week, half days. Preschool takes place on Monday, Tuesday, Thursday and Friday with a morning session (8:15 - 11:15 AM) and afternoon session (12:15 - 3:15 PM).

MPCSD Preschool offers 3 Year Old Preschool in the mornings only from 8:15 - 11:15 AM on either Mondays/Thursdays or Tuesdays/Fridays.  3 Year Old Preschool is not funded by the state of Iowa and is a tuition-based program.  Currently, the monthly tuition is $110 per month due the first week of each month starting in September through May.  Transportation is NOT provided for students in the 3 Year Old preschool program.

MPCSD also offers Alternative Kindergarten in the afternoons only (5 days per week) from 12:15 - 3:15 PM.  

For those who qualify, Mid-Prairie offers some transportation for children in the program for 4 Year Old Preschool and Alternative Kindergarten ONLY and ONLY in the midday to and from daycare centers within the Mid-Prairie Community School District.  Ultimately, administration and the transportation director make all transportation decisions.  Additional transportation arrangements can be made with the Washington County Mini Bus.

-- Positive Behavior Support -- Family Questions and Answers

What is Positive Behavior Support (PBS)?

Positive Behavior Support (PBS) is an approach for changing a child’s behavior that is based on humanistic values and research. It offers an approach for developing an understanding of why the child has challenging behavior and teaching the child new skills to replace challenging behavior. Positive Behavior Support offers a holistic approach that considers all of the factors that impact a child and the child’s behavior. It can be used to address challenging behaviors that may range from
aggression, tantrums, and property destruction to withdrawing or repetitive behaviors.

How is Positive Behavior Support used in my child’s program?

Positive Behavior Support provides a process for identifying the challenging behaviors of the child, developing an understanding of their purpose or function, and developing a behavior support plan that will result in reducing challenging behavior and developing new skills. In your child’s program, the behavior support plan is implemented by all caregivers in the program, while also being implemented by the family in the home and community. The use of the support plan ensures that the child’s behavior will change quickly, and the child’s  caregivers will be better able to teach and interact with the child.

How is Positive Behavior Support different from other approaches?

Positive Behavior Support is different from traditional behavior modification in three ways. First, it is focused on the use of positive intervention strategies that are respectful of the child. Second, the interventions that are developed are individualized and are based on an understanding of the child, the child’s communication abilities, and the unique situations of the child. Third, the intervention strategies that are developed are focused on helping the child gain access to new environments, have positive social interactions, develop friendships, and learn new communication skills.

Why would my family want to do this?

Positive Behavior Support will provide you with a new understanding of your child’s behavior. During the process of Positive Behavior Support, you will learn why your child engages in challenging behavior (e.g., tantrums, withdrawing, self-injury) and how those behaviors are maintained. Your early
childhood education provider will work with you to develop a behavior support plan that will include strategies for preventing the occurrence of challenging behavior while teaching your child new skills. The result of Positive Behavior Support should be that your child will have less challenging behavior and new ways of interacting and communicating with others. Once you have learned this process of understanding and intervening with your child’s challenging behavior, you will be able to apply it to new situations or circumstances.

What exactly is the process of Positive Behavior Support?

Positive Behavior Support begins by identifying the behaviors that are a concern and observing the behaviors in the situations where they occur. Your early childhood education provider will interview you using a Functional Assessment Interview to identify the situations where challenging behavior occurs and the conditions that relate to the behavior. Your early childhood education provider may also want to conduct observations and collect information by seeing the challenging behaviors actually happen. In addition, you and your early childhood education provider may decide to collect some information to see if certain factors affect the likelihood that your child will have “difficulties” (e.g., lack of sleep, allergies). This process of identifying the challenging behaviors and developing an understanding of what factors surround challenging behavior is called Functional Assessment. The goal of Functional Assessment is to gain an understanding of why your child engages in challenging behavior. The Functional Assessment process ends with the development of a purpose statement or hypothesis statement about the challenging behavior.

The hypothesis statement will describe the conditions or events that “trigger” the challenging behavior, what the challenging behavior means, and how challenging behavior is maintained or reinforced. Your early childhood education provider will work with you in developing these statements. Once the statements are identified, your early childhood education provider will share ideas with you about the following: (a) how the behaviors can be prevented, (b) new skills that your child can be taught, and (c) how to react to the behaviors when they occur. A behavior support plan will be developed that provides a guide for preventing challenging behavior, teaching new skills to replace the behavior, and responding to the behavior in new ways.

Physical Form

What is Program-Wide EC-PBIS?

Enhance your program’s implementation of EC-PBIS strategies while building internal supports to increase long-term sustainability using the program-wide approach!

Program-Wide Early Childhood Positive Behavioral Interventions and Supports (PW EC-PBIS) is a systemic effort within a program to implement PBIS with fidelity and sustainability.

PW EC-PBIS involves four components: a leadership team, staff commitment, family involvement and policies and procedures.

In this model, a leadership team guides the implementation process and develops supports and infrastructure to ensure the fullest adoption of PBIS methods and strategies. The leadership team is focused on the ongoing process of supporting the implementation of PBIS and using data-based decision making to guide implementation efforts and monitor outcomes program-wide and across classrooms.

All staff become involved in implementation, from cooks to teachers to administrators.

Teachers are trained in EC-PBIS methods and receive implementation coaching support.

Partnerships with families are established by sharing information, providing support around social emotional skill development, and collaborating to support individual children.

Many policies and procedures support implementation and ensure sustainability. These include: program-wide expectations, behavior support procedures, and data-based decision making. Program wide expectations provide a shared focus and language for describing expected behavior. Behavior support procedures assist staff as they address challenging behavior in proactive ways. Data are collected and reviewed by the leadership team and used to make decisions about implementation.