Coshocton County MRDD - Hopewell Schools

Hopewell Preschool Program

Hopewell School has four preschool classrooms for children three to five years of age. The Preschool programs are licensed through the Ohio Department of Education.

Hopewell Preschool Special Education classes generally enroll eight children with identified needs and four typically developing children per class. Each preschool class has a teacher and a classroom assistant. Children participate in a developmentally appropriate, center based curriculum driven by The Creative Curriculum for Preschool Fourth Edition by Diane Trister Dodge, Laura J. Colker and Cate Heroman and aligned with the State of Ohio Early Learning Content Standards for English Language Arts, Mathematics, Science and Social Studies. Classrooms utilize the principles of Conscious Discipline by Dr. Becky A. Bailey. Children are assisted through individual and small group instruction to address areas of need. Children who qualify may also receive speech and language therapy, physical therapy, occupational therapy, adaptive physical education, sensory therapy and/or aquatic therapy. Hopewell Preschool classes meet four full days per week, Monday through Thursday, following the adopted nine month school calendar. Transportation is provided.

The Hopewell Pilot Preschool classroom is a specifically designed class for preschool children who show characteristics of Autism spectrum disorders. You may find out more information about this class by going to the Pilot Preschool Link on this web site.

The Creative Curriculum for Preschool Fourth Edition is designed for early childhood programs serving children 3-5. It rests on the firm foundation of research and responds to the new requirements for addressing academic content. The Curriculum applies developmentally appropriate practice and highlights the balance between applying general knowledge of child development with the particular knowledge a teacher gains by forming a relationship with each child and family. It incorporates information about the content in literacy, math, science, social studies, the arts, and technology that preschool children can and should learn. The Curriculum describes each subject area and shows how to teach in ways that support children's academic progress while respecting the way they grow and develop.

Conscious Discipline is a comprehensive social and emotional intelligence classroom management program that empowers both teachers and students with the seven Powers for Self Control. These powers allow teachers to draw from within themselves to become proactive instead of reactive in conflict moments. Each of the seven powers has a slogan to help you remember to use it in conflict situations:

Power of Perception: No one can make you mad without your permission.
Power of Unity: We are all in this together.
Power of Attention: What you focus on, you get more of.
Power of Free Will: The only person you can make change is yourself.
Power of Love: See the best in others.
Power of Acceptance: The moment is as it is.
Power of Intention: Conflict is an opportunity to teach.

The Seven Powers of Self Control emerge the Seven Basic Skills of Discipline. The slogans that support them are as follows:

Composure: Becoming the person you want children to be.
Encouragement: Building a school family.
Assertiveness: Saying "no" and being heard.
Choices: Building self esteem and willpower.
Positive Intent: Creating teaching moments.
Empathy: Handling the fussing and the fits.
Consequences: Helping children learn from their mistakes.

There are many ways that we help the young child recognize that all members of the class have wants and needs and that his or her decisions and actions affect others. Some of the ways we guide children to more appropriate behavior follow:

We practice preventive discipline by recognizing the age level characteristics and needs of individual children. Problems can often be prevented by being observant and redirecting a child to a more appropriate activity.
We provide many choices of play and activities.
We clearly define limits and consistently and fairly maintain them.
We see the health and safety of the children as a primary concern at all times.
When appropriate, we allow children time and opportunities to solve problems for themselves.
We state suggestions or directions in a positive manner.
We use words and tone of voice which help the child feel confident and self-assured.
We place limits on the child by telling him/her what he/she cannot do.
We provide outlets for releasing feelings of tension or anger.
If inappropriate behavior becomes frequent, forms a pattern, and/or becomes severe, the supervising adult must inform the Director of Children's Programs. If needed, a team meeting, including the parent will be scheduled to address the behavior(s) and appropriate behavior management policies and procedures will be followed.