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32 | Staff reported that if a child was being disruptive, the child would first be directed to sit at their desk. If the disruptive behavior continued, staff would speak with the child. If the behavior persisted, the child would be sent to the Director’s office. Staff referred to this as “break time,” which provided the child an opportunity to calm down and gather themselves.
While in the Director’s office, the Director would speak with the child about classroom rules and making appropriate decisions. After approximately five to ten minutes, the teacher would return to the Director’s office to pick up the child and reintegrate them into the classroom.
Allegation 2: Staff Isolates Daycare Child
Interviews conducted during the investigation revealed that C1 was not consistently seated at the back of the classroom. Multiple staff members stated that during the school year, C1 sat at the end of the front row, in a group setting, and at the back of the classroom.
When asked why C1 sometimes faced away from the front of the room or the teacher, staff stated that C1 would move the desk and position it according to their preference. At times, C1 would position the desk facing the back of the classroom. Staff reported that C1 was permitted to face the back of the classroom while completing independent work; however, when classroom instruction was being provided, staff would turn C1’s desk back toward the front of the classroom.
Based on the information obtained during the investigation, the above allegations are determined to be Unsubstantiated.
A finding of Unsubstantiated means that although the allegation may have occurred or may be valid, the evidence obtained does not establish, by a preponderance of the evidence, that the alleged violation occurred.
An exit interview was conducted. A copy of this report, appeal rights, and a Notice of Site Visit were provided to the Director on this date. |