Portland Parks Preschool Participant Handbook

Preschool Philosophy and Curriculum 

Portland Parks Preschool is dedicated to providing a play-based, child-centered, and inclusive educational preschool program. We believe that play is an important avenue for learning. Our program is based on the developmental philosophy that children develop and grow at their own rate, and it is our goal to honor where each child is in their development. Years of research on children's learning and development document the many benefits of play and exploration on a child's intellectual, social, emotional, physical, and language development. To grow, children must play by exploring and manipulating their environment. They learn using their senses. As children imitate what goes on around them, they begin to understand how things work and how they are used. Initially, this is a process of trial and error. However, with time and repetition, they use new information to increase their understanding of the world around them.

Portland Parks Preschool aligns daily lessons with the Oregon Early Learning and Kindergarten Guidelines. Our programs and services reflect the cultural diversity of our community. We do not discriminate based on religion, race, color, gender, national origin, sexual orientation, age, or ability.

Class Format

Hours of Operation

Portland Parks Preschool operates a school-year program from September through June, Monday through Friday, for 6 hours per day. Start and end times vary by location. Before the program begins, participants will receive a program calendar that includes pre-scheduled non-school days, which closely align with the Portland Public School Calendar. Portland Parks Preschool has additional pre-scheduled closures for annual building maintenance. 

Drop-Off

To allow teachers time to prepare for the activities of the day, classroom doors will remain locked until the program start time. Regular attendance, including drop-off times, is beneficial to children and supports a successful day at school. We ask families to drop off students within 15 minutes of the program start time. This allows a vital transition period for students to settle in before the first group activity. 

Pick-up 

Children must be picked up by the program's end time. Portland Parks Preschool does not offer late pick-up or extended care. Late pick-ups put additional strain on staff and children. If an emergency situation arises, and you will be late picking up your child, please inform our team as soon as possible. Children who are picked up late will wait for their caregivers in the office.

Early Pick up

Regular attendance is important, and families should plan to have their children participate in the full, 6-hour, day regularly. Early pick-up can take place before the daily rest period begins or after the rest period has ended. Caregivers who plan to pick up their child early should communicate with their child’s teacher at drop-off.

Parking

Portland Parks Preschool programs operate within full-service Community Centers. Drop-off and pick-up times coincide with other PP&R programming, which may limit parking. Please plan ahead, as parking near the Community Center is not guaranteed at drop-off and pick-up times. Fire lanes must always remain clear for emergency vehicle use and are not available for drop-off or pick-up. Cars that are parked illegally may be reported and towed.

Attendance and Absences

Attendance Policy

Preschool for All requires that families who wish to enroll intend to participate 5 days per week. Ideally, children should get 6 hours of daily early learning experiences each program day. For families who need to work up to 6 hours, our team can be flexible and responsive to families' individual needs. Please communicate with your child’s teacher if you believe you will need an alternate schedule, like a late drop-off or early pick-up.

It is important for children to have a consistent school routine. This provides continuity not only for your child but for other children in our program. Extensive absences make it difficult to achieve learning goals, routines, and understanding of the themes and topics explored in class. 

Absence Reporting

If your child will be absent from school, please notify staff as soon as possible. Having accurate attendance in advance helps our team plan for materials needed for activities, meals, and daily staffing levels. 

Attendance Tracking and Withdrawal 

Preschool for All Providers are required to provide accurate attendance to the County each month. If a student misses 30 continuous days of school, without prior communication to staff, the student will be unenrolled.

If you would like to withdraw your child from the program, please notify a team member as soon as possible to allow your space to be filled by another family on the waiting list. 

Daily Activities

Learning Stations: Learning stations allow children to make choices each day. Stations encourage active learning and hands-on experiences, the development of social skills, communication, creativity, curiosity, and experimentation. Stations will include various themes of science, math, language, art, and early literacy.

Circle Time: Gathering as a group for themed discussions allows the class to build social and cooperation skills. This is a special time where new information is introduced through stories and songs. Students will talk about the activities and expectations for the day, discuss new concepts, and have opportunities to share their ideas.

Arts and Crafts: Art helps children grow creatively, socially, emotionally, and intellectually. Through art experiences, children develop concepts about color, size, shape, form, and texture. Children gain independence and confidence as well as skills in cooperation, sharing, problem-solving, and decision-making. 

Snack Time: Snack time is an important part of the preschool day. When sitting down to share a small meal, children learn important skills in socialization and cooperation. Our program offers two snack breaks each day. See “Classroom Expectations and Policies” for more information.

Meal Time: Participating in a shared meal time allows students to continue to build community and further develop social skills. Participants are welcome to receive a free lunch from school or bring lunch from home. See “Classroom Expectations and Policies” for more information.

Physical Activity: Children are encouraged to move their bodies throughout the day and during scheduled play times. As children engage in physical activity, they develop strength, coordination, body awareness, self-control, and confidence. Movement activities make children healthier and happier, relieve stress, serve as an outlet for energy, and help children concentrate and perform better. Each program has two 30-minute, scheduled large-motor play times each day. 

Story Time: Reading to a child develops listening skills, attention span, language development, vocabulary, and concept development. Children gain insight on how to cope with emotions and feelings, creative thought and imagination, values, and culture.

Rest/Nap Time: Rest is an important part of the day, as children will be busy learning and moving throughout the day. Rest/nap periods are scheduled each day, with children having the opportunity to lie down on a cot or mat. If picking up early, please pick-up before or after scheduled rest times. See “Classroom Expectations and Policies” for more information.

Participant Information

Emergency Contact Information | ePACT

Portland Parks & Recreation uses ePACT to collect health and emergency information online. Registered participants will receive an invitation to complete their family account by email in August. Follow the link to create an account and fill out the health information completely, including information about allergies, authorized pick-ups, and emergency contacts.

Immunization Requirements

Portland Parks Preschool programs are obligated to conform to the school immunization requirements set by Oregon State statutes and regulated by Multnomah County. This means that every child in our program must have an immunization form completed and signed before they begin our program.

Shot requirements vary based on age. Medical, non-medical, or religious exemptions may be in compliance with requirements and are outlined on the form.

If a child is not up-to-date with their immunizations, they have until January to receive all required shots or declare medical or non-medical exemption. Failure to meet these requirements will result in your child’s exclusion from the program until they meet the requirements. 

Please check the Multnomah County website for current School Immunization Reporting information.

Allergies and Medications

If your child has severe allergies, will come to school with an epi-pen, or needs to take medicine while at school, please inform your child’s Teacher and the Program Coordinator. In these cases, you will be asked to fill out a “Medication Administration Form” and review our policies. Please know we are very familiar with these needs and will make every effort to ensure that your privacy is protected and that your child avoids any potential complications due to allergies or medication requirements.

Success in School: Specialists

Just like you, we want your child to be successful while in our care. Our goal is to support every child and honor where each child is in their development. If your child is working with a Specialist, like the Multnomah Early Childhood Program (MECP) please provide your teacher with their contact information so we can best work together as a team.

Inclusion Services through Portland Parks & Recreation

Any participant registered in a Portland Parks & Recreation activity, including Portland Parks Preschool, may request inclusion services. Services may include accommodations to program spaces, access to materials or devices for greater access, or additional staffing.

Learn more about Inclusion Services, including how to submit a request online or call 503-307-4131. 

Caregiver-Teacher Communication

Regular communication with your child’s teachers is essential to a successful preschool experience. Children benefit most when both the teacher and caregiver make their best efforts to have open communication. Newsletters, emails, and in-class notices are tools teachers use to update families on themes, special events, conference dates, requests for donated materials, etc. Teachers do not always have time for extended conversations at drop-off and pick-up, but are happy to schedule separate meeting times when needed. Always let your child’s teachers know if there is a problem or situation that needs immediate attention.

Developmental Assessment and Conferences

Caregivers will receive developmental assessments twice a year, in the fall and spring, and individual conferences may be scheduled by your child’s teacher. Assessments and conferences are designed to celebrate your child’s progress and set goals for the future. Additional meetings may be requested by caregivers and your child’s teacher.

Family Involvement

While not required, there may be occasions when caregivers are asked to volunteer for events like field trips, celebrations, or classroom projects. Your child’s teacher may ask for other ways you can support the classroom, which may include providing materials (to borrow or to keep) for themed dramatic play areas or sensory bins. There may be opportunities for volunteering to be a classroom visitor to share about your family's culture, an occupation, or field of interest that relates to the monthly theme.

Clothing and Personal Belongings

When selecting clothes for your child to wear to school, please consider that children participate in many kinds of activities throughout the day. Children will explore different media, like paint, clay, and sand, and clothing may become soiled. Ensure your child is dressed for free movement and in clothing that allows them to self-dress and undress should a clothing change be needed due to an activity or a bathroom accident. For safety reasons, please send your child to school wearing closed-toed shoes with a back.

Please leave at least one full set of clothing at school for unexpected situations where a change of clothes is required (shirt, pants, underwear, and socks).  Please put your child’s name on their clothing to help them from being misplaced.

Please send your child to school with clothing that is appropriate for the weather, including hot, cold, and rainy days. Unless weather events are unsafe, students will spend time each day outside, including when it is raining. On rainy days, you may send your child to school with extra shoes, like boots, and a raincoat.

Behavior Expectations

Addressing Challenging and Unwanted Behavior

Setting age-appropriate limits and expectations gives students the security of knowing what is expected while at school. Students will be taught and practice using self-regulation skills. Our goal is to create a safe space where your student and their peers can grow and make positive choices together. In collaboration with families and staff, we will work to redirect negative or unwanted behavior and create actionable plans that will help students be successful at school.

Behavior Interventions

Classroom rules are intended to protect the rights of all students and staff and promote a safe learning environment. The behavior of a child must not interfere with their safety or the safety of other children or adults in the classroom. When a child‘s behavior poses danger to the physical well-being of themselves or others, interventions may be used, which include:

• Caregiver conference
• Inter-agency referrals (like Portland Parks & Recreation Inclusion Services)
• Recommendations for referrals to outside agencies (like Multnomah Early Childhood Program)
• Student Success Action Plan, developed with input from the caregiver and staff

Discipline Policy

We make every reasonable effort to ensure that students are kept safe, secure, and happy. We believe in using positive discipline strategies that promote and highlight appropriate and positive social, emotional, and academic learning behaviors. Some examples of positive discipline strategies include:

• Acknowledging a student when they make a good choice
• Providing opportunities for students to have choices and share in decision-making situations whenever possible
• Staff model appropriate and desired behaviors, such as using quiet voices when speaking and gaining children’s attention
• Using cooperation among children instead of competition to achieve a desired behavior
• Using positive language around the expectations for our learning environment

A component of social and emotional development in preschool is learning how to communicate effectively with each other, which requires lots of practice. Teachers will guide and model for students on how to communicate and listen effectively.

Strategies we implement to promote effective communication and support positive social and emotional development include:

• When a student becomes upset or frustrated, we help the child to stop, think, and feel
• To support positive communication student will be prompted to use “I feel _________ when you_______.”
• Students will acknowledge each other’s feelings
• Students will work together to come up with a plan. Teachers will guide and assist students with communication, listening, and developing a plan

Even with positive discipline in place, there will be times when a student will not make the best choice. When this happens, teachers will utilize the following:

• The student will be given a verbal warning explaining what behavior is not acceptable 

If the behavior persists:

• The students will be given a second verbal warning and explained that if the behavior does not stop, then the teacher will make an appropriate choice to correct the behavior

If the behavior continues to persist:

• Students will have appropriate consequences to stop the behavior and will be redirected in a positive manner

If a student is non-compliant after the above methods are used, they will be asked to find a quiet place in their learning area to take a break. Students will sit quietly for a time that is equivalent to their age (Ex, 3-year-old = 3 minutes). After the quiet break, the Teacher and student will come up with a plan:

• The teacher will explain to the student that it is important to take breaks when feeling overwhelmed. The child will restate what the problem is, and if the child is not able to, the teacher will restate it for them
• The teacher will ask students to follow through on the task that was asked of them
• The teacher will see that the task is followed through and thank the student for making a good choice

Our priority is for all children to feel safe, secure, and happy while at school. If a child continuously behaves in a way that jeopardizes the safety of others, our team will meet with the family to ensure consistent strategies are used both at home and at school. We will work collaboratively with the caregivers to implement strategies to improve behavior.

Program Days and Cancelations 

No School Days

Classes will not be held on holidays and teacher planning days. Portland Parks Preschool closely follows the Portland Public School’s calendar for Holidays and teacher planning days, with some additional days for mandatory PP&R staff training and building maintenance. Each site will provide participants with a calendar of days off before the beginning of the school year.

Canceled Classes

Portland Parks Preschool schedules 10 extra school days, beyond the minimum requirement for PFA Providers, to allow for emergency cancellations. Pre-scheduled days that are canceled due to inclement weather (snow, ice, etc.), teacher illness, or other unforeseen reasons may be made up at the end of the school year in the event cancellations exceed the minimum requirement of 150 program days.

Inclement Weather

PP&R classes, activities, rentals, and sports events may be canceled due to inclement weather, such as ice, snow, or extreme heat. Call 503-823-2533 or visit portland.gov/parks/closures for the most current information. Some recreation programs may run as conditions and staff availability allow. Safety is a major factor in determining operations at each PP&R facility. PP&R facility’s voicemail, social media outlets and PP&R website will all feature operating information including opening and closing times.

Sick Policy

If your child shows two (2) or more of the following symptoms, we recommend you keep your child home from school. We believe the first consideration should always be for the comfort of the child, even if their symptoms do not exactly fall into these categories:

• Headache
• Coughing, sneezing, runny nose
• Sore throat
• Pulling at ears
• Itching
• Upset stomach, nausea
• Mild skin rashes of a confined area
• Change in eating or drinking habits (excessive thirst, loss of appetite)
• Unusual behavior (cranky, less active than usual, cries more than usual, seems not well)

If your child shows any of the following symptoms they must be kept home from school. If they attend school, and we notice any of these symptoms, we will contact a caregiver to pick-up their child. Students should stay home until these symptoms cease:

• Diarrhea (more than one abnormally loose stool per day): may return 48 hours after diarrhea resolves
• Fever greater than 100.4 degrees: may return if fever-free for 24 hours without the aid of medication
• Severe running nose: may return if fever-free for 24 hours without the aid of medication
• Vomiting: may return 48 hours after the last episode of vomiting
• Severe coughing: may return after symptoms have improved for 24 hours
• Yellow color to the skin or eyes: may return to care with written clearance from a licensed healthcare provider.
• Skin/eye lesions or rashes that are severe, weeping or pus-filled, including chickenpox: may return to care after rash is resolved, when sores and wounds are dry or can be completely covered with a bandage, or with written clearance from a licensed health care provider.
• Eye lesions that are severe, weeping, or pus-filled: may return to care after symptoms resolve or with written clearance from a licensed healthcare provider

Classroom Information and Policies

Nap/Rest Time

Each child will have a designated mat with their name to avoid cross-contamination. Sleeping mats/cots will be separated by a minimum of 36 inches head-to-toe and head-to-head.

Children may bring a blanket, comfort item, and pillow from home for nap/rest time. Outside of nap time, children’s blankets and comfort items will be stored in their backpacks. Families will take these items home at the end of every week to wash them and bring them back to school the following week.

To prepare for nap time:

• Shades and curtains will be drawn
• A sound machine may be turned on
• Students will lie still with their eyes closed to rest their bodies

For children who do not sleep, rest time will be no longer than 30 minutes. Quiet activities will be provided to children while sleeping children rest. At the completion of rest/nap time, each mat/cot will be wiped down and sanitized using a bleach solution before being stored.

Water Bottles 

Students must bring a water bottle, labeled with their name, for snack times and for access to drinking water throughout the day. 

Snack Time

Morning and afternoon snacks will be provided each day and will follow USDA guidelines. If you choose to send your child with a snack from home, please make sure it is a healthy snack, avoid sugary foods, and ensure that your child can open snacks independently.

USDA suggestions of healthy choices that should be sent for a snack:

• ½ cup of 2% milk
• ½ cup of 100% juice, ½ cup of fruit, or ½ cup of vegetable
• ½ ounce of meat
• ½ slice of bread or equivalent, cereal or bread alternate (crackers, bagel, granola, etc.)

Lunch Time

Lunch will be provided to all students with food options that follow USDA guidelines. A menu is provided each month. Please inform your child’s teacher if your child needs any accommodations, like meat-free/vegetarian, or has food allergies. 

Children will not be allowed to share food, whether provided by the school or from home.

Lunch from Home

Students may bring lunch from home instead of participating in the lunch program. Lunch items brought from the child’s home must be labeled with the child’s name. 

All students bringing a lunch from home should pack a healthy lunch according to their dietary needs. Please avoid sending sugary foods and overly processed food items. Please do not pack dessert in your child’s lunch. You may send your child to school with a drink to go with lunch. The drink should be fortified and healthy, or the student may drink water.

Please check with your child’s teacher regarding access to the refrigerator to store home lunch. Due to limited space, you may need to keep your child’s lunch cool using ice packs and a lunch container sent from home.

Bathroom Use, Accidents, and Diapering 

Students will be provided at least 3 scheduled group bathroom breaks throughout the day and may use the bathroom whenever needed in addition to scheduled times. During scheduled and unscheduled bathroom use times, children will be in the Teacher’s line of sight at all times

Families are asked to encourage children to use the restroom when they arrive at the building, before drop-off at the program. Families must send their child to school with extra diapers/pull-ups, if using regularly, wipes, and at least 2 full changes of clothes.

If a student has an accident, Teachers will assist children with clean up and changing. Staff may use stand-up diapering guidance to assist children with changing themselves when appropriate.

Hand-Washing Requirements

Children will be required to wash their hands with warm running water:

• Upon arrival to the program
• Before and after snack
• Before and after lunch
• After scheduled playtimes on the playground or in the gymnasium
• After any trip to the restroom
• After wiping their nose

Playground/Park Procedures 

Students will receive daily exercise and develop gross-motor skills every morning and afternoon. Please apply sunscreen to your child in the morning before arriving at school.

The following steps are followed when leaving the facility to go to the park/playground:

• A Staff member will evaluate the outside area each day for dangerous items and debris
• Students will have the opportunity to change into outdoor shoes, like rainboots
• Students will be given the opportunity to use the restroom prior to going outside
• Teachers will take a walkie-talkie, first aid kit, and/or an emergency backpack
• The student-teacher ratio will remain 1:10
• Students will wash their hands upon returning the classroom

Separation Anxiety

We encourage you to spend a few relaxed minutes when dropping off your child, which can help ease the transition into the program. Assure them that you will return at the end of class, and then be on time when picking up your child. When it is time to leave, make it quick and smooth. This can include a kiss or a hug, and then say “goodbye” once and leave promptly. Do not approach an outside window and look in on them. This increases the time it takes for a child to join the class and become comfortable with their surroundings.

It is normal for some children to cry when a caregiver leaves. Most children stop crying shortly after their caregiver leaves the room. Children’s interest are quickly gained by activities and other children in the room. If needed, the teacher will contact the caregivers from the information provided on the original enrollment form.

Emergency Drill and Response 

Every Portland Parks Preschool site is required to have an evacuation plan in the event of an emergency. Staff receive training on safety, evacuation plans, and their duties.

Fire Evacuation Drill

• Fire drills are conducted each month and recorded
• Evacuation drills will be initiated by activating a sound system. This sound system should be predetermined by the staff and recognizable by students
• To ensure accountability, staff will complete a head count once they arrive at the site-specific assembly point

In the event of actual fire, staff will:

• Pull the fire alarm
• Call 911: When on the phone with 911, staff will state emergency, give name, location, address, and phone number
• Clear the facility
• No one may reenter the premises until authorized to do so by the building supervisor or fire personnel
• Perform a head count of students and staff
• Evaluate students for injuries and perform first aid as needed

Earthquake Drill

• Participate in Great Oregon Shake Out (October)
• Every classroom will have an emergency backpack
• Each site will designate an internal safe area/location for teachers and students
• Initiate Duck, Cover, and Hold
• Staff will lead a “Check-Self” drill where students check themselves for injuries
• Assess the immediate area to determine if the location is safe. If unsafe, evacuate and bring an emergency backpack and participant emergency contact information
• Staff complete a headcount after evacuation to account for each student

Shelter in Place

• Staff will explain to students the reason for “Shelter-in-Place” annually, answer questions, and reassure students
• Determine the spaces within the building that are appropriate for shelter use
• Respond to a “Shelter-in-Place” alert
• Move to the assigned shelter location with students
• Lock all exterior doors and close windows
• Turn off any classroom heating or ventilation; cover air vents
• Instruct students to stay calm and share developmentally appropriate information
• Inventory any injuries or other problems; provide first aid if needed
• Keep students occupied to reduce anxiety and wait for further instructions
• Wait for an “all clear” signal or communications from emergency responders

Lockdown Procedures and Drill 

Lockdown drill indicates a dangerous situation where it is determined that lockdown is needed for safety. No one enters or leaves the building and all activities are suspended. Staff and program participants will likely need to move to safe areas hidden from view. Lockdowns are used during active shooter events on-site. 

• When initiating a lockdown, the following announcement will be communicated by a predetermined system at your site: “STAFF, SECURE THE BUILDING FOR LOCKDOWN.”
• Upon hearing the announcement, the following steps are taken:
  • Students are to get down and out of sight in the classroom and remain silent
  • Students and staff move to a part of the room that is deemed safest by staff
  • Staff will check the halls around their room, bringing in any students, staff, parents, or volunteers who might be close to the room
  • Staff will lock all doors into the rooms
  • Lights will be turned off and blinds closed
  • Windows on doors are to be covered with paper. Obstacles in front of the door can help slow down the intruder if he enters the room.
• Staff are not to open doors for anyone under any circumstances. When police arrive, they will clear each room. Staff may ask police officers for ID before letting them in
• Facilities follow bureau procedures for drill, which contain at a minimum the following:
  • Notify staff through predetermined method (i.e., bell, intercom, phone system).
  • Teachers secure and lock classrooms
  • Keep students away from windows and doors
  • Stay quiet and out of sight until notified by designated personnel
  • Take attendance (all students/adults in your classroom)

Lockout Procedures and Drill

Lockout Drill indicates a potentially dangerous situation existing outside the school where it is determined that a Lockout is needed for safety.

• When initiating a lockout, the following announcement may be given: “STAFF, SECURE THE BUILDING FOR LOCKOUT.”
• Precautionary Lockout:
  • Staff may resume normal classroom activity, but keep blinds closed and doors locked. There should be no outside activities or individual movement
  • Restroom use will be done in groups after informing the Employee-in-Charge that the class will be out using the restroom. The Employee-in-Charge needs to be notified when the class has returned to the room.
• Facilities should follow these guidelines for this drill, which will contain at a minimum the following:
  • Use site site-specific system to notify staff
  • Lock all exterior doors
  • Occupants can go from room to room, but cannot leave the building
  • Take attendance 

Grievance Policy and Procedure

The purpose of the Grievance Policy is to ensure quality care for children by encouraging open communication, addressing concerns promptly, and fostering a positive relationship between caregivers and Staff.

Addressing concerns effectively requires open communication between the Preschool Program and guardians. In many cases, positive solutions can be found through discussion and collaboration. Each Preschool for All Program Provider establishes general program processes that are aligned with applicable state guidelines and Preschool for All contract requirements, including hiring and supervising preschool staff, facility conditions, nutrition and meals, behavior management, and curriculum.

Engaging in discussions or asking questions that contribute to your child's positive well-being is encouraged. If you encounter any issues with the facility or staff, please follow these steps:

1. Discuss the concern with the educator who works with your child immediately
2. Allow time for the educator to follow up with you and resolve the concern
3. If your concerns persist, please take your concerns to the Site Supervisor 

Most concerns can be addressed informally, through immediate conversation with staff and ongoing relationship building. Unfortunately, there may be times when a concern is not resolved or is more serious. Whenever possible, if a serious concern needs to be elevated, it is preferred that concerns be submitted in writing. However, we understand that there may be situations where alternative methods are necessary. These alternatives include:

• Conducting an in-person interview/conversation
• An online meeting
• A phone conversation

Informal Discussion:

1. Family concerns regarding the facility or staff should be first discussed with the educator/staff member who works directly with the child
2. Allow time for follow-up from the educator regarding the concerns
3. Families are responsible for first discussing concerns directly with the preschool staff involved to try to solve them early. If issues persist, they should follow the formal grievance process

Supervisor Involvement:

1. If you still have concerns, schedule an appointment to meet with the Site Supervisor
2. The Supervisor will speak to the educator who works directly with the child to learn more details about the situation
3. The Supervisor will listen to the concerns and collaborate with the family on possible solutions and next steps
4. Please allow time for the Supervisor to carefully review, gather relevant information, and implement a thoughtful resolution that addresses the main source of the concern

Preschool and Early Learning Division Involvement:

In the case of exceptional circumstances, Preschool for All families may request a review of the complaint and resolution by the Multnomah County Preschool and Early Learning (PEL) Division. The Preschool Provider will cooperate and share all documentation and notes related to the complaint and the resolution with the PEL Division. Serious complaints from families may impact the Provider's standing and future contract with Preschool for All.

If the grievance concerns potential child abuse and/or neglect, you must immediately report to the Oregon Department of Human Services (ODHS) at 1-855-503-7233. Concerns about the health and safety requirements of childcare facilities should be reported to the Oregon Department of Early Learning and Care (DELC). You can call 1-800-556-6616 or submit a complaint online.

Specific Site-Level Information

Portland Parks Preschool operates at nine community centers. Sites may have additional policies and information specific to their daily operations. Families will be provided with additional information before the school year begins, which may include: 

• Start and end times
• Arrival and departure procedures
• Who to contact for absence, late drop-off, late pick-up
• Times for early pick up (before/after nap time), and late drop-off (before group time)
• Daily schedule
• Program Calendar
• Curriculum topics for the school year
• Family involvement/engagement