Teachers Trained and Prepared for Emergency Prevention, Preparation and Reaction

All teachers are CPR & First Aid Certified and have been trained in emergency and disaster preparedness as well as illness and disease prevention and control.  We provide a wide range of in-service training seminars, at least monthly, to keep certifications and training up to date and accurate.

We hold emergency drills regularly and post the dates on our calendars. Teachers are trained to remain calm and in control of the children and to follow specific documented procedures for safe exit and/or evacuation if needed. All teachers have been shown the location of and use of: fire extinguishers, gas, water and electrical shut off, smoke, carbon monoxide and  fire alarms,  and other emergency equipment. This plan document is posted by every telephone, HALSEY SCHOOLS EMERGENCY PLAN & NUMBERS 

Buildings Inspected & Maintained

In addition to our own inspection and maintenance, our buildings are regularly inspected by the Fire Department, the Health Department and the Department of Social Services for structural safety and to ensure our safety procedures are in place and that all safety devices like fire extinguishers, smoke alarms, carbon monoxide detectors, etc. are properly maintained.

Supplies on hand

We stock extra water & food for children on solid foods. Infants need 2 wks of parent provided formula & baby food on hand at all times.

Evacuations Planned & Practiced

If needed we will evacuate to one of our other facilities or Saint Luke’s Church. If further evacuation is needed we would go to the nearest evacuation center as instructed by authorities. (Could be a hotel, mall, etc.)

Communication, Contacting

Messages will be sent in Brightwheel, social media or phone calls and emails.

We do everything we can to prevent and prepare for all emergencies.

Handout Version

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What is QSLA – Quality Start Los Angeles?

Quality Start Los Angeles – QSLA is a county-wide Quality Rating and Improvement System (QRIS) designed to empower early learning providers, like Halsey Schools, to build upon and improve the quality of care and education they provide.

We have partnered again this year with QSLA!

Quality early learning is invaluable. Your child’s brain grows faster during the first five years of life than at any other time. Our partnership with you & Quality Start Los Angeles – QSLA will help your children develop higher reading, math and critical thinking skills than their peers. Together, we will provide high-impact, high-quality early childhood development and care.

Teacher’s Continual Professional Development

Our partnership with Quality Start LA gives us access to a variety of professional development opportunities and resources that will help us to be even more effective early learning teachers & directors. I know, you think we are great already! But there is always room for improvement. We constantly push ourselves and reach for further development and refinement.

We’ve already participated in classes on Best Practices for STEAM. We learned some great new STEAM (Science, Technology, Engineering, Art and Math) activities and practices and incorporated them into our daily routines.

We also have personal coaches who help us set goals for ourselves, our classrooms, the children, family engagement and Halsey Schools as a whole.

We are partners with you too

You are your child’s first teacher and best advocate. Together we help each other support your child’s healthy growth and development. You are valuable to our program and we look forward to the day when we can get back to your participation in our on campus activities.

We will always improve & grow

At Halsey Schools, we are committed to providing high quality early education and care and continually improving our program. Our partnership with QSLA will help us be even better. We will always improve and grow.

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Children become ill by catching viruses

Your child becomes ill by catching viruses/germs: from other children at school, from you (after getting something from work or elsewhere), from neighbors, from brothers and sisters, etc. Viruses are transferred: by touching others, breathing airborne viruses, touching items with viruses on them etc. Colds are not caused by cold weather, rain, exposure to cold, air conditioning, or changes in temperature. The ONLY way to catch a cold is to be infected by a virus.

At Halsey Schools we follow this strict illness policy to help keep your child from getting ill too often.

• All families & teachers self-check at home and are checked before entry for any signs of illness. Temperatures are checked. Anything >100° stays home. All illnesses stay home.
• Any COVID-19 symptoms require 1+ negative COVID-19 tests and/or quarantine and no symptoms. And administration/director approval. Read More
• If your child visits a doctor, please ask for a return authorization note. Halsey Schools reserves the right to exclude a child from school at any time for any reason, even if a doctor or other recommends otherwise
• If we have 3 or more children come down with something we provide more information on the illness.
• If there is any possible exposure to COVID-19 families would be notified immediately.

If your child is sent home with an illness today
he/she will not be permitted back to school tomorrow.

Children are observed at drop off time & throughout the day

Upon arrival every child is welcomed and checked in by a teacher. If a child appears to be ill and/or has a fever >100° the child cannot be dropped off. Parents must make sure their children are accepted into the classrooms before signing in & leaving.   If a child gets sick during the day, we let the child rest away from other children and call the parents for an immediate pickup.

Parents must have an illness plan

It is important that you decide ahead of time what you will do when your child can not come to school due to illness. You might:

• Keep your child at home with you
• Have a backup care plan with Grandma or Grandpa or another loved one
• Take time off work
• Work from home
• Trade off stay at home duties with your spouse, friend or neighbor

Medication can be administered at school

With a doctor’s note or prescription, medication can be administered at school. Please complete this medication form weekly. Please bring the medication into the school yourself and hand directly to an adult. Never give it to a child or leave it in a bag, etc.

Teachers trained in Illness Prevention and CPR & First Aid

To help keep your child as healthy as possible all teachers are trained in illness prevention, universal precautions, CPR and First Aid. All teaches complete disinfection training and clean and disinfect all day long. Learn more about our teachers here.

Cleaning, sanitizing and disinfecting helps prevent the spread of viruses

We help control the spread of viruses with regular cleaning, sanitizing and disinfecting of changing tables, sinks, bathrooms, floors, carpets, toys, equipment etc. We dispose of waste, trash and diapers properly. We prepare and keep food in clean areas and wash and sanitize all dishes, utensils, etc. We clean and disinfect constantly.

All Children and Teachers are required to be immunized

Immunization is one of the best ways parents in Woodland Hills and around the world can protect their infants from 14 serious childhood diseases before age two. Make sure your child  is up to date on immunizations with this schedule; 0-6yrs-immunizaton-schedule-infants-preschool (provided by CDC).

Washing hands often helps prevent the spread of illnesses

We, both teachers and children, wash our hands regularly throughout the day and always before we eat for at least 20 seconds. We sneeze and cough into tissues or elbows and keep our hands off our face. And when needed we wear masks or face coverings.

Always wash yours and your child’s hands before leaving school

Did you know you can decrease your child’s illnesses by as much as 50% by simply washing his or her hands before leaving schools, grocery stores, movie theaters, or other social gatherings? It’s true! So be sure to wash those hands.

No policy will prevent all illnesses

If you and/or your child come into contact with others you are very likely to contract an illness no matter how careful you are. Illnesses pass from person to person in any social setting.  We make every effort to minimize their spread at school, but nothing can prevent it all the time.

Managing Allergies

• If a child has a food allergy, all employees are informed and we make note of the allergy on our allergy document hung by food & snacks.  Parents can also let us know  if they want us to ONLY serve food provided by the parents.
• If a child has a severe allergy and requires an EpiPen,  parents must provide the EpiPen and complete Parent Consent For Administration of Medications LIC 9221. All teachers are trained to use EpiPens and will be informed of the allergy.

If your child will be out for any reason please call or email the school by 10:00 a.m.

Sick@HalseySchools.com | 818-992-1942

Handout Version

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Potty Training is easy when you follow these steps

Determine if your child is ready to use the potty on his or her own

If your child has most of these skills, your child will soon be completing another milestone at school and at home; using the potty! Children are usually ready around 2 years old.

• Follows simple directions
• Remains dry for at least 2 hours at a time during the day. Dry after nap time.
• Regular and predictable bowel movements. Some may have bowel movements every day and some may have them less frequently.
• Walks to and from the bathroom, pulls down own pants and pulls them up again
• Seems uncomfortable with soiled or wet diapers
• Seems interested in the toilet.
• Has asked to wear grown-up underwear.
• Wants to do it.

Let your child decide when he/she is ready

Even if your child shows all the indications of being ready, let your child make the decision. Forcing never works and will prolong diaper wearing.

Introduce the Potty Chair or Potty Seat while still using diapers

When your child starts to show the readiness signs, we recommend getting a potty chair at home. Then encourage your child to sit on it and observe you in the bathroom as you talk about the process. At the same time we’ll introduce your child to the toilet with a potty seat at school. Getting familiar with the toilet makes starting the real process easier.

Potty training should start at home and be coordinated with teachers

Make sure to let us know when you’re ready to start. Then pick a weekend and follow our steps below. Constant communication between teachers, parents and children is key. So let us know what is working and not working at home and we’ll do the same.

Here is how we help our children learn to use the potty at school

We suggest you do the same at home. Consistency is very important.

Words to use

Go potty, pee pee, poo poo, wee-wee, penis, vagina, bottom, private.

A calm, unrushed, easy going approach works best

It won’t happen overnight. The process can’t be hurried. When children are ready they’re ready. When they’re not, they’re not. Expect it to take some time and be patient and calm.

Observing others helps

At school your child will be able to see how other children use the potty and we will discuss all the steps; Knowing when it’s time, undressing, going, wiping, dressing, flushing, and washing hands. Lead by example and demonstrate at home too as you talk about and demonstrate the feelings, needs and steps.

Practice – Pretending is often a good way to start

To get familiar with the process and vocabulary, it sometimes helps to go through all the steps without trying to go or even removing clothes.

Your child should go directly from diapers to underwear

Pull ups are not used at school and shouldn’t be used at home. They do not help transition your child but instead hold back progress.  They will confuse your child, “Are they underwear or diapers?” Essentially they are just diapers that are easier to get on and off.

Dress your child in easily removable clothing

Elastic pants, shorts, skirts or leggings are best. No belts, onesies, or overalls should be worn. The easier it is for your child, the better.

Encourage your child to use the toilet regularly

Set up regular intervals for your child to try to use the potty and learn how to recognize when it is time. We always go before and after eating and sleeping. And before and after going outside.

Accept that accidents will occur

If an accident occurs, encourage your child to change and clean on his/her own with your help.

Keep changes of clothes on hand at all times

Your child will need to have at least 2 changes of clothes with shoes and socks on hand at all times.  Please check cubbies daily for dirty clothes to take home.

Never shame or embarrass for accidents

Be positive and reassuring at all times and share the knowledge that success will come. Just say something like: “It’s ok, accidents happen.  We will just keep trying to make it to the potty.”

Reward potty success with praise and recognition but don’t go overboard

“I’m so proud of you! You knew when it was time to use the potty!” “How does it make you feel? Are you proud?” Giving stickers or stamps and/or using a star chart can sometimes be beneficial. But never “bribe” with prizes, rewards, privileges etc.

Never force it

Never set a certain amount of time to sit on the potty or force to sit until it happens.

♫ Sing our favorite potty songs ♪

When we use the potty we often sing songs and rhymes. They make it fun and help your child remember the necessary steps.

Read our favorite potty books

We LOVE Once Upon a Potty & The Potty Book! 

Expect Setbacks

Setbacks happen and that’s ok. Expect them and let them go. You child may be taking a temporary step back to a more comfortable place, which helps support later progress.Expect setbacks

Use a diaper at night time and know that staying dry at night may take some time

Most likely your child will still need a diaper at night. Nighttime dryness may take an additional six months to a year.  When you start noticing your child is waking up with a dry diaper,  it is time to go diaper free at night.

Now you’re ready to start potty training! 🙂

Handout Version

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Printable Version

Parent Handbook and tuition rates with frequently asked questions, FAQs, dates closed, parent involvement events, what to wear, bring and do.

Printable Version

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Halsey Schools Core Philosophies

Children learn and develop by doing

Children learn best through interactive hands-on activities in a structured yet flexible environment.

• Play is an important part of learning.
• Passive screen activities (TV, iPads, Tablets, Smart Phones…) should be almost non-existent in preschool.
• A mix of open ended, structured and free-play activities help children develop fully:
  • Art, Manipulatives, Science, Music, Drama/Play/Pretend;
  • Problem Solving, Reading, Phonics, Writing Skills, Worksheets when age appropriate;
  • Movement & Dance, Physical Education, Gross Motor Skills, Outdoor Fun;
  • Leadership, Interpersonal Skills, Socialization and getting along with others,  being polite, using good manners, being thankful and empathetic…
• Children love routines
  • Structured times for snacks, lunch, nap, etc help children feel comfortable by knowing what to expect next.

Children love to do things for themselves and should be age-appropriately encouraged to do so.

• From rolling over to skipping, hopping and jumping, children need an environment that encourages and fosters their full mind and body for optimal growth and development.
• Children should be given the opportunity to make their own choices and decisions.

Children learn at their own pace.

• Teachers and parents should understand that childhood milestones are achieved at different times depending on each individual child’s developmental pace.
• Children should be encouraged but never pushed too hard or made to feel stressed.

Children learn and expand their minds by asking questions.

• “Why” is a favorite word of many toddlers and preschoolers and it should be encouraged by:
  • offering short, simple, honest, answers
  • asking “What do you think?”
  • finding out or looking up answers together

Children need to be asked open ended questions. There are many possible answers to questions.

• Children should always be encouraged to answer with what they think is the best answer.

Discipline should be approached proactively and positively

Discipline is not a punishment

• Discipline is about learning how to recognize our desires and feelings and act on them appropriately within the boundaries or limits of society and our surroundings. Read more about how we handle discipline here.

Teachers are so much more than caregivers

We refer to our entire staff as teachers from infants through preschool.

• Our teachers are much more than caregivers. Yes caregiving is an important part of being a teacher but our teachers are so much more.
• Our teachers are not simply observers, protectors or facilitators; they are active participants in your child’s daily activities. We never use TVs, Movies…
• Our teachers are fully educated in Early Childhood Development and are CPR & First Aid Certified.
• Our teachers love, encourage and bond with your entire family.
• Our teachers educate and encourage parents and children.
• Our teachers learn each child’s special needs and quirks.
• Read more about teachers here.

Preschools should teach Parents & Families too

We believe that educating and helping parents and families is just as important as teaching the children.

• You can always learn from our teachers’ caregiving skills and teaching techniques.
  • Teachers offer face to face advice.
  • Our Blog is full of:
    • Tips & Tools for Parents
    • HomeFun! Activities
    • Medical Q&A’s
    • Happy Times Newsletters
    • Childhood Milestones
• Parent conferences are provided on request and scheduled twice a year.

Parents involvement at home and at school is important

• You should read with your children every night.
• You should limit screen time at home.
  • Children over two years old should spend no more than 1 to 2 hours a day on screen media of any kind. Children under two should not use screen media at all.
• You should age-appropriately talk to your children about their day asking specific questions like “What was it like when you blew bubbles today?”

You are encouraged to be as involved in school activities as much as you would like. When you can, please join us on field trips, monthly events, read a story at pickup or drop off time, sign up to be a visitor – play your guitar, tell about your job, bring in your child’s favorite treat…

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Biting is instinctive – not learned

If you do not already know it, you will quickly learn that almost all toddlers bite at one time or another. For them biting is simply a form of communication. Children do not “learn” this behavior from others. Rather it is instinctual. For those of you who nursed, you may know what I mean.

Biting is a behavior that is very disturbing to all concerned. It frightens the child who is bitten and alarms his parents. It also worries the parents of the child who bites and often scares the biter as well.

Children Bite for different reasons

Children bite for different reasons. Sometimes they feel frustrated or threatened; in other cases, they get a sense of power over others. We try to help children recognize their feelings and learn words to express them.

Biting is not o.k.

We must clearly label biting as unacceptable and explain the reason in words that the child who was bitten, we say something like this: “Biting hurts. You may not bite anyone.” Or “Biting is not o.k.” Or “Please use your words. We do not bite.”

If biting happens again, we may remove the child from the other children. We will explain that she can play with the others only if she does not bite. In some cases we will require the child to be picked up from the school.

We make it a major priority to prevent further biting, both to avoid damage to potential “bitees” and because the shrieks and tears of another child are often rewarding to the biter increasing the chances of still more biting.

To nip biting in the bud, we stick close to the child who has bitten, ready to jump in and prevent a bite. (However, despite our greatest efforts we cannot prevent all biting.)

At Halsey Schools we work together with our families to prevent and stop biting.

Of course, we also talk with the child’s parents to ensure that we’re all responding consistently at home and at school. In addition, we want to see what parents notice about the biting, such as cues that the child is about to bite or observations about situations in which biting seems to happen. (Parents should never “play bite” with children or bite back to show how it feels.)

We want all parents to know that we take prompt determined action to teach the children that biting is unacceptable. We do our best to eliminate biting in our classroom. In the past, our methods have worked. Biting has been brought to a quick stop. But that doesn’t mean it won’t happen again.

Handout Version

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Discipline is not a punishment

Discipline is about learning how to recognize our desires and feelings and act on them appropriately within the boundaries or limits of society and our surroundings.

At Halsey Schools our approach to discipline teaches your child how to become emotionally and socially responsible by learning self-discipline. Disciplined children learn to respect adults, authority, and the needs and desires of others. They learn how to postpone pleasure or immediate gratification, how to be assertive without being aggressive and to tolerate discomfort when necessary. Discipline starts when your child is born and never ends.

At Halsey Schools we use a positive and proactive approach to discipline.

• • We provide safe age appropriate environments for your child.
  • We lead by example. Preschoolers love to imitate adults. Teach them the behaviors you want them to imitate and they will copy you.
  • We are active listeners. If your child wants to tell us how he feels about his friend taking his toy, we listen and do not cut him off. We listen and work together to come up with a solution through conversation. We acknowledge your child’s feelings and help him make the right choice on what to do.
  • We set reasonable and consistent limits. For example, we don’t expect a toddler to be able to sit for more than 5 minutes.
  • We understand and accept age-appropriate behavior. Certain behaviors happen simply due to the child’s lack of understanding, interest in exploration or  lack of motor-skills. Knocking over food or spilling a glass of milk is normal behavior for a toddler.
  • We establish reasonable consequences, knowing consequences do not have to be punitive. They include praise, recognition, distraction & redirection.
  • We give your child limited choices. It puts him in control to some degree.  We say “Do you want to paint or play in the dress-up center?”
  • We give warnings before moving on to another activity. We say “Three more turns on the bike it’s lunch time.”
  • We sing songs to transition between activities and encourage cooperation.  We sing “Cleanup. Cleanup. Everybody everywhere. Cleanup. Cleanup. Everybody do your share.”
  • We use our words carefully. When possible we tell children what to do instead of what not to do. We say “Please keep your feet on the floor.” Instead of saying “Stop yelling!” We say “Inside voices please.”
  • We offer reasons why. We say “We don’t call people names because it makes them sad.” Or “Please talk quietly. Yelling hurts my ears.”
  • We know that every child is different and adjust our expectations accordingly taking personal temperament and personality into consideration.
  • We minimize negative consequences and only use as a last resort.

We Praise & Recognize Appropriate Behavior

It may not seem like discipline at first, but calling attention to appropriate behavior is probably the most important element in discipline. It helps reinforce our expectations and makes your child feel good. Your child will soon realize that the best way to get attention is not to do something wrong but to do something right.

• We anticipate inappropriate behavior situations and minimize or eliminate them. Often children behave inappropriately because they are tired, hungry or crashing from a sugar high. Certain behaviors happen simply due to the child’s lack of understanding, interest in exploration or  lack of motor-skills. We anticipate those incidences and create a plan to prevent them.
  • We establish routines so children know what to do next – circle time, playground time, lunch time, nap time…
  • Some children need to have more free time than other. Some need more structure. We adjust to help your child get the most out of our program.
  • We know that children have short attentions spans and we don’t expect too much from them. We know their limits.
• We ignore behaviors that really don’t matter like jumping up and down or fidgeting and temper tantrums. If we were to call attention to the behavior or negotiate your child out of it, they’ll go on forever.
• We actively ignore behaviors by saying something like “If you want to yell, please do that outside with the other class.”
• We allow safe natural consequences to run their course.
• Praise & recognize positive behavior.
  • We say “Thank you for putting away your toys.”
  • We smile and nod.
  • We give a hug or a pat on the back.
  • We say “I see Michael sitting nicely.”
  • We ask “How does it make you feel to know you did it?”
  • We use material rewards with caution. If they are used too much children won’t behave without them and can lead to negotiations and bargaining for more.
• We distract or redirect your child into a new activity before problems arise.
  • Distraction is used to divert your child’s attention to something else. We may start singing a song, doing jumping jacks, making a silly face… We may start a new activity: reading, play-dough, walking, running… We may just move on to something else and ignore the behavior.
  • Redirection is used to teach your child a different way to do something. The inappropriate behavior is pointed out and an alternative is given. If your child is throwing books we say “Books are for reading. Balls are for throwing. Let’s play catch with this ball.”
• We enforce a logical consequence. If your child is throwing blocks we might say “Looks like we need to put the blocks away until you are ready to use them correctly.”
• We offer limited choices. If children are fighting over a toy we might say “Would you like to sit on my lap until Sally’s turn is over or would you like to play with the blocks until it is your turn?”
• We avoid nagging and making threats we don’t mean or won’t enforce. Doing so may actually encourage the undesired behavior.

We don’t Use Punitive Time-Outs

We do not use traditional time-outs at all for any age group.

We use Quiet-Time (Positive Time-Out)

We use quiet-time minimally as a last resort and only with children 20 months or older.

Unlike a traditional time-out, quiet-time is more of a helping hand than a punishment. It’s simply a cooling off period with no activities.  We either calmly take the child to the quiet-time area or ask the child to go there. (The quiet-time area could be a chair, a carpet, a teacher’s lap…) We might say something like “Biting is not o.k. Please take some quiet-time.” Or “It seems like you are getting angry. Come take a break with me.”

Our quiet-times:

• are short; one minute for each year of child’s age and are used on children 20 months or older. Any younger and they just do not understand.
• take place where we can still see the child
• are ended by the teacher, not the child
• are never in a corner facing the wall
• are never used to humiliate
• are never longer than 5 minutes

A quiet-time gives your child a few minutes to settle down and think about what has happened. We end the quiet-time by briefly talking with the child about the misbehavior.

• We explain what happened, what should not have been done and what should have been done instead.  Your child will be given the opportunity to practice the correct behavior.  We might say, “It’s not OK to hit your friend. Instead you need to use you words. Next time tell Sally it’s your turn to ride the bike.”
• We ask your child to think about how the behavior made other people feel and discuss. We might ask “How do you think that made Sally feel?”
• We encourage your child to apologize.

We use consequences like losing  privileges, activities, or toys minimally as a last resort.

There are basically two types of consequences we use. Ones that are linked directly to the behavior and ones that have no connection and are meant to be punitive.

• Directly linked consequence
  • If a child were to throw a block at another child, we might say “Looks like you don’t remember that we do not throw blocks, please put the blocks away. Tomorrow we’ll see if you can use them correctly.”
• Punitive Consequence
  • Some behaviors that continue despite using all of the above may be helped by taking a privilege away. We might tell a child “Since you hit again, you won’t be able to go on the field trip.” Then briefly discuss hitting and what to do instead.
  • Sometimes we’ll let the child participate either in advance or at the time of the misbehavior what the consequence is. We might say “Since you hit your friend again instead of using your words do you think you should miss out on music time or game time?”

We apply rules, expectations and consequences consistently

• We give consequences as soon as possible. We do not punish later. (However sometimes loss of privileges does occur a bit later.)
• We do not enter into arguments with children during the correction process.
• We make the consequences brief.
• We say what we mean and say it without yelling. When possible we squat down and say it face to face at eye level.
• We make sure your child understands that the correction is directed at the behavior not the child. There is no such thing as a ‘bad’ child. The behavior is inappropriate. Say “No hitting.” Or “Hitting is not o.k.”  Or “Please keep your hands to yourself.” Not “You are bad because you hit.” Or “You are mean.”
• We don’t argue or negotiate.
• We don’t humiliate, threaten or hit under any circumstances.
• We follow consequences with love and trust. And always forgive.
• We avoid bringing up past mistakes.

The purpose of Halsey Schools’ discipline is to teach, not to punish. We use discipline to make your child feel better not worse. It takes a lot of effort, time, patience and love and it’s worth it. Our students learn to make good choices, be empathetic and become self-disciplined.

In very rare incidences, if we do not feel we are the best fit for a family or child, we may suggest alternative care be pursued.

All teachers are trained to follow these procedures and sign our Discipline Agreement to assure consistent and proper implementation.

Handout Version

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All Children and Teachers are required to be immunized

Immunization is one of the best ways parents in Woodland Hills and around the world can protect their infants from 14 serious childhood diseases before age two. Make sure your child  is up to date on immunizations with this schedule; 0-6yrs-immunizaton-schedule-infants-preschool (provided by CDC). Learn more about immunizations here.

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Healthy Schools Act Notice

Site Designee: Jennifer Rice
General Information about pesticide: www.cdpr.ca.gov

Plan of use: We do not plan/expect to use any pesticides for pest management under the Healthy Schools Act. We disinfect throughout the day using safer alternatives to bleach and other chemicals: Odoban.

Training: All teachers trained in Basic Pest Management in the School & Child Care Settings.

Integrated Pest Management (IPM)

We manage pests with a commonsense IPM system to reduce pests naturally by:

• keeping things clean, sanitary & unappealing to pests
• sealing all food
• minimizing standing water
• removing clutter & cardboard boxes
• controlling pest entry points
• removing pests with microfiber cloths, paper towels, disinfectants or non pesticide sprays or solutions.
• using inaccessible, safe, self contained bait traps when necessary

Only when all other precautions and plans fail, when absolutely necessary, as a last resort, Halsey Schools will have a professional company spray a natural pesticide called essentria IC3. In rare cases, if it is used, it will usually only be applied outside during a weekend.

Safer pesticides

Essentria IC3 is composed of rosemary oil, peppermint oil and geraniol (found in rose oil, palmarosa oil, and citronella oil).  Essentria IC3  is a Minimum-Risk pest control product, and qualifies for exemption from EPA registration under the Federal Insecticide, Fungicide and Rodenticide Act (FIFRA).  And therefore does not fall under the Healthy Schools Act. Reporting and notice of spraying is not required. Read more about Exempt Pesticides here.  Pesticides in the form of a self-contained bait or trap, or a gel/paste put into cracks or crevices, are exempt. As are all sanitizers and disinfectants. Those that do not need to be registered by the United States EPA (like mint oil) are also exempt. Reporting and notice of spraying is not required. Read more about Exempt Pesticides here.  Material Safety Data Sheet: essentria IC3

Register for pesticide application notification

Parents/guardians can register with the school to receive notification of individual pesticide applications. Persons who register for this notification shall be notified at least seventy-two (72) hours prior to the application, except in emergencies, and will be provided the name and active ingredient(s) of the pesticide as well as the intended date of application. Parents/guardians seeking access to information on pesticides and pesticide use reduction developed by the Department of Pesticide Regulation pursuant to California Food and Agricultural Code 13184, can do so by accessing the Department’s website at www.cdpr.ca.gov. Sign-up for Pesticide Use Notification IF we use pesticides required to be registered with the EPA. We do not plan to and have not used any in the past. This is just in case. We use lysol daily. And may use bleach periodically. 

• Online signup: https://www.remind.com/join/pesticides 
• Text Signup: @pesticides to 81010 or 512-982-9350 

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