1. Welcome & How to Use This Handbook

Welcome to Stemtree of Coral Gables. This handbook brings together, in one place, the policies, procedures, and standard operating procedures (SOPs) that govern how we work — from employment policy and child safety to behavior management, daily operations, first aid, and performance. Read it in full, keep it, and return to it often.

Much of this document is written in my own voice and draws on my own experiences — the Navy, the streets of Brooklyn, and one year of building this center. I have tightened the language for efficiency, but I have deliberately kept the stories, because the stories are where the lessons live.

In Ty's words. The principles here extend well beyond your employment at Stemtree. Many of you aspire to become physicians, engineers, scientists, software developers, or entrepreneurs — careers that carry real ethical and legal responsibility. Building habits of professionalism, documentation, situational awareness, and sound judgment now will serve you for the rest of your life. Once you sign the acknowledgments at the end, you are responsible for everything this handbook states. Do not take that lightly.

How to use it: Sections 1–6 are policy every employee must know. Sections 7–11 are the instructor and operations SOPs. Section 12 covers how you will be evaluated and developed. The appendices hold the forms you will sign and use, including the incident report and the semi-annual performance review.

2. About Stemtree of Coral Gables

Stemtree of Coral Gables is a hands-on STEM education center serving students roughly ages 3–14 through after-school programs, camps, field trips, homeschool cohorts, tutoring, and out-center partnerships across Miami-Dade. We are not a tutoring mill — we are a place where curiosity grows into confidence. Our mission is to help every child fall in love with learning through discovery, exploration, and real, hands-on engagement in science, technology, engineering, and mathematics.

We serve families across the economic spectrum, from Coral Gables to underserved communities throughout Miami. Every child who walks through our door deserves to be known by name, met at their level, and treated with dignity.

3. Our Operating Philosophy — “Stay Ahead of the Children”

Everything at Stemtree rests on one idea: think in terms of systems. As individuals, some of us need externally imposed structure and some of us do not — but as a professional, you must operate through systems and structure to succeed. Adhere to the systems in this handbook and use the techniques it describes.

In Ty's words. When I flew for the Navy, we constantly talked about “staying ahead of the aircraft.” At 7 or 8 miles a minute you cannot turn late and stay on course — the competent aviator knows when the turn is coming and initiates it at a pre-determined time. Aviators run checklists for every phase of flight. That discipline is exactly why flying is the safest way to travel, and why a passenger can sit in a metal tube at 600 knots without a care in the world: the aircrew does the work so the trip feels seamless. That must be the Stemtree experience. If you fail to run a structured session and prepare the next activity before it is needed, you will quickly lose control of the children — and accidents will follow.

Lead people; manage resources

Management is functional; leadership is emotional. You manage supplies, schedules, and equipment. You lead children and colleagues. If you look stressed, you raise the stress of the entire room, so keep calm and exercise authority without a hint of anger or frustration in your voice. Great leaders are keenly aware of their own body language and tone.

The standard: The highest standard of classroom management is one in which behavioral problems are uncommon — because the instructor proactively structured the environment for success. We do not spend our time disciplining children. If a session descends into chaos, that almost always means we were not proactive enough from the start.

4. Code of Conduct & Professional Standards

Employees are expected to maintain professional conduct at all times. Respect, integrity, and inclusivity are core values. Bullying, harassment, and discrimination of any kind will not be tolerated.

Professional appearance — read “professional” as “deliberate”

Parents evaluate everything about the center, including how our people present themselves. Do not arrive at the center or an out-center assignment:

• wearing dirty or torn clothing (including sneakers);
• wearing anything that could be considered offensive;
• wearing anything too revealing — judge by what a very conservative parent of a 5- or 12-year-old would consider revealing, not by your own comfort;
• with “bedhead,” looking like you just woke up; men should keep facial hair well groomed.

In Ty's words. Having a conversation with someone about their appearance can only ever be uncomfortable — please don't put me in the position of having to raise it. If any one of us doesn't look like we should be trusted with the child of a stranger, we won't be given that opportunity, and the center loses business.

Boundaries & the orange-chair rule

Maintain appropriate touching boundaries and student proximity at all times, and leave no room for any contact to be misinterpreted by students, parents, or administrators. The accepted practice is a light touch on the arm, only if needed to get a student's attention. The orange chairs are for instructors, not students: they create a visible, deliberate separation between you and the children. This is not a hindrance — it protects you from any appearance of impropriety and its legal consequences. Because most of you are in your early 20s, guarding against “blurred lines” of authority matters even more; students address you as Mr./Ms. ______, and instructors do not cede their seats.

Technology & social media

• Keep your phone on you during every session — not to use, but so the center director can reach you by call or text if needed.
• Do not text friends, browse, or otherwise use your phone for personal reasons during instructional time. If an instructor does it, students will do it too, and the instructor loses the moral authority to ask for a student's attention.
• If you must read a text or take a call from the center director, excuse yourself from the group first. If a student notices and asks, it's fine to simply say it's the center director calling or texting.
• Never post photos or information about students on personal social media without explicit authorization. Always check each child's photo-release status before any image is taken or shared.
• Two different kinds of center photos follow two different rules. Photos of a child with their creation (a science activity or robotics build) are for that child's own parents, and may show the child's face. Photos of a child doing the activity, taken for the center's social media, must not show the child's face — frame them so the child isn't identifiable (often just the back of their head).
• This distinction should be explained to parents, so they understand what “photo release” actually covers at Stemtree.

In Ty's words. Keep your phone on you in case I need to call or text you — but don't text friends or otherwise use it personally during a session. If you do, the kids will do it too, and you'll have lost the standing to ask for their attention back. If you do need to read something from me or take my call, step away from the group first; if a student asks, just tell them it's the center director.

5. Employment Policies

Equal Employment Opportunity

Stemtree of Coral Gables operates in accordance with Florida state and federal law and is committed to a workplace free from discrimination. We do not make employment decisions on the basis of race, color, religion, sex (including pregnancy, sexual orientation, and gender identity), national origin, disability, age (40+), or genetic information. The full EEO notice, including how to file a complaint with the EEOC and the Florida Commission on Human Relations (FCHR), appears in Appendix D.

Work hours, attendance & schedule ownership

• Shifts are scheduled around program needs — afternoons, weekends, and camps. Punctuality and reliability are required; notify management promptly if you cannot report.
• Own your schedule: You are responsible for knowing where you need to be. Check the schedule early and often and set phone alerts. Parents and school clients change or cancel constantly, so the schedule will never be perfect — but we can never be late or miss a session. As a business only one year old, we cannot afford the cost to revenue or reputation.
• Contractor status & prep time: Instructors are independent contractors, not employees. The center director assigns you to a contract — a program, session, or assignment — and you are required to show up for it. The center director does not assign or dictate when you take your prep time; it is paid time, so use it accordingly and do not abuse it.
• If you expect prep time for a given assignment to run longer than two hours, seek approval first. The center loses money when prep runs long, and it will be noticed — the center director will address it directly and individually with the instructor involved. Most instructors do not abuse this at all and work efficiently.

For out-center programs, arrive at least 10 minutes early; get into the area early to beat traffic, and if you are very early, top off your gas or grab a coffee.

Compensation & benefits

Employees are compensated bi-weekly. Overtime must be pre-approved by management. Benefits may include professional-development opportunities and discounted tuition for family members. CPR/First Aid certification is reimbursed by the center.

6. Child Safety & Protection

Child safety is our highest priority and a legal obligation. Every employee completes the annual Child Safety Training Verification (Appendix B) and holds a current Level 2 background screening (F.S. §435.04).

Fingerprinting & background checks for client placements

• This isn’t unique to one site. Instructors may be asked to get fingerprinted or complete an additional background check for any client placement funded by The Children’s Trust (TCT) or by Miami-Dade County Public Schools (M-DCPS) — both generally require everyone working with children to be 18 or older and to hold an approved FBI/FDLE Level 2 clearance through the Department of Children and Families (DCF).
• These additional checks are paid for by the client or by the center — not permanently out of your own pocket. If the cost isn’t covered upfront, pay it, keep your receipt, and put it on your next time sheet for reimbursement.

Worked example — Liberty Academy. The steps below show how this has worked in practice for one TCT-funded placement; a different client may route you through a different vendor or process, but the center director or program coordinator will tell you exactly what to do.

• Liberty Academy’s after-school program is funded by The Children’s Trust (TCT), which requires everyone working with the children to be 18 or older and to hold an approved FBI/FDLE Level 2 clearance through the Department of Children and Families (DCF).
• Get fingerprinted at Fingerprint Technologies, 758 E 10th St., Hialeah, FL 33010 (9 AM–4:30 PM) — directly north of the center in a small strip mall. The cost is $75 cash, reimbursed by Stemtree.
• Give the technician Liberty Academy’s OCA # 11130142-Z so your results are routed to the school.
• Send your full name and Social Security number to the Liberty Academy program coordinator so they can confirm your DCF clearance is approved (typically 1–2 business days). Do not start working with children at that site until that confirmation comes back.

Duty of care

• Maintain continuous visual supervision of all students. A class is never left unsupervised, and an injured student is never left unattended.
• Intervene immediately in unsafe conditions and respond immediately to any injury, complaint, or abnormal behavior.

Appropriate physical contact & bathroom procedures

• Follow appropriate physical-contact boundaries (see Section 4). A student must be accompanied to the bathroom, which takes an adult off the floor — plan for it, and follow parental-consent procedures for any bathroom assistance.
• Children line up for the bathroom, and only one child is in the bathroom at a time, unless the children are siblings.
• The child going in is responsible for closing and locking the door themselves. Other children should not “help” with the door — that’s how real injuries happen, such as a hand caught in the door.
• Remind children to flush and to wash their hands.
• Give younger children (3.5–5 years old) frequent bathroom breaks — roughly every 90 minutes — especially during camps. Older children (8 and up) have better body awareness and more agency and will usually tell an instructor on their own when they need to go; younger children should still be reminded regularly, so accidents don’t happen.
• If a child in line says they may have an accident, escort them immediately to the instructor bathroom in the storage room. Children cannot be in the storage room unaccompanied, so that escort functionally reduces the staff available to watch the rest of the center while it’s happening — which is exactly why the frequent scheduled breaks above matter: they’re what keeps this situation from coming up in the first place.

Mandatory reporting

Under Florida law (F.S. §39.201), staff are mandatory reporters of suspected child abuse, abandonment, or neglect. Any suspicion is reported to the Florida Abuse Hotline (1-800-96-ABUSE) and to the Center Director immediately. Reporting is a personal legal duty; when in doubt, report.

Incident reporting principle

Report early. If there is any possibility a parent could later be concerned, the Director should already know what happened, who was involved, what was observed, what was done, and whether the children continued interacting normally. Prompt communication protects the child, the instructor, the Director, and the business. The Incident Report Form is in Appendix A.

7. Managing Children’s Behavior — Part I: Leading Groups

Effective instructors do not spend most of their time disciplining children; they spend most of their time preventing behavioral problems before they occur. Research consistently shows that proactive classroom management outperforms reactive discipline (Simonsen et al., 2008). Behavior at Stemtree is shaped by three factors: developmental readiness, environmental structure, and adult leadership. Children rarely misbehave “for no reason” — behavior usually reflects unmet developmental needs, weak structure, poor communication, fatigue, boredom, frustration, or difficulty regulating emotions. Always ask: “What could I have done differently to prevent this?” That question does not excuse the child; it focuses you on what you can control.

7.1 Match your approach to cognitive development

Never manage children with a one-size-fits-all approach. The stages below draw on Piaget, supplemented by contemporary work on executive function and social-emotional development.

Ages 3–5 (Preoperational)

Concrete, imaginative, immediate. Short attention span (5–15 min), limited impulse control, learning through play, strong emotions. Use demonstrations over explanations, short simple instructions, songs and games, predictable routines, and frequent (controlled) movement. Always positively reinforce pro-social behavior such as sharing. Avoid abstract reasoning, long lectures, sarcasm, delayed consequences, and — never — public embarrassment.

In Ty's words. Do not over-explain. Too much exposition is like a boring film; a great filmmaker knows they have about 20 minutes to grab you, and a young child's attention span is far shorter. “Let's all pretend we're robots walking to the science table” beats “Please transition to your next learning station.” Authority wrapped in fun wins. And never wear your emotions on your sleeve — even when I've had to correct one of you, the emotion I showed was a choice made to emphasize the moment. Emotional discipline is a skill; practice it.

Ages 6–8 (Early Concrete Operational)

Logical about concrete situations; improved self-control, multi-step instructions, a strong sense of fairness. Use clear expectations, visual demonstrations, classroom jobs, team challenges, and earnest praise for good behavior.

Ages 9–11 (Late Concrete Operational)

Increasingly independent yet receptive to adult leadership. Treat them as young professionals and explain the purpose behind instructions: “Please organize your workstation, because engineers keep organized workspaces to avoid mistakes.” Use older or more mature students to help younger ones — you build leadership and altruism in the process.

In Ty's words. I explain my reasoning exhaustively to the people and children I care about. If I explain the thinking, I train you and the students to make better decisions on your own. No SOP covers every scenario — but if I teach you how to think about problems, I'm building a better professional. Do the same with the children.

Middle School (~11–14)

Cognitive ability outpaces emotional regulation; impulse control and long-term planning are still developing. Expect sensitivity to peers, boundary-testing, mood swings, and risk-taking. Provide controlled choices (you set the destination; they help choose the route), explain expectations, speak privately, give meaningful responsibilities, and appeal to maturity: “I'm trusting you to set the example for the younger students” rather than “Stop acting immature.” Avoid public arguments, power struggles, and the assumption that good grades equal emotional maturity — they do not.

In Ty's words. My mother gave me controlled choices from about age 7, and I embraced it — it built my sense of justice and my executive function. She wasn't a helicopter parent. Do the same with our students, especially in middle school. And don't argue with a child: as my mother said, never argue with fools; they drag you to their level and beat you with experience. If you argue with a child, you look like one.

High School (Formal Operational)

Abstract and hypothetical thinking, autonomy, identity formation, and a desire for respect. Communicate with them as emerging adults; leadership roles, mentoring, and collaborative problem-solving beat direct commands. Authoritarian leadership without explanation rarely works — respect almost always produces more cooperation than authority alone.

In Ty's words. Many students, like many enlisted service members I served with, come from broken homes. You may be one of the few to acknowledge a student's inherent dignity as a human being (see Kant). Do not miss those opportunities. Balance respect with firm boundaries — some will test you — but stay composed and let them learn from your example. Make yourself an unstoppable force for good in a world that often feels chaotic and short-sighted.

7.2 Gaining the group’s attention

Never speak before the group is ready to listen — children cannot follow directions they do not hear. Use an active-participation signal such as call-and-response: “Children, if you can hear my voice, clap once … clap twice … clap three times,” pausing between each. The pause is essential, and enthusiasm matters — find your inner game-show host. Other tools: raised-hand signals, countdowns, music cues, and dimming lights. Do not shout across a noisy room; raising your voice usually raises the room's volume. If you are soft-spoken, use the microphone and hold it close.

7.3 Managing transitions

Principle: Idle children become behavioral problems. Behavior problems occur most often during transitions, not instruction. Children with nothing to do quickly invent something to do — usually running, roughhousing, or distracting others.

Always prepare the next activity before the current one ends, and introduce it before it's needed: “Once you've finished building your robot, place it on the display table, wash your hands, and quietly move to the science station.” Seamless transitions minimize downtime and dramatically reduce disruption.

8. Managing Children’s Behavior — Part II: Individuals

No two children learn, communicate, or self-regulate the same way. Never label a child “good” or “bad.” Instead ask: “What is driving this behavior, and how can I help this child succeed while keeping everyone safe?” Children behave better when adults respond with consistency, predictability, and emotional regulation rather than anger (Center on the Developing Child, 2023). And remember: you are responsible for every child in the room — supporting one must never come at the expense of the rest.

8.1 Behavioral archetypes (patterns, not diagnoses)

These are practical observations to help you respond thoughtfully rather than emotionally — not labels.

The High-Energy Child

Talks and moves constantly, touches everything, rushes, bores easily, seeks movement. Often mistaken for defiance when it is really a need for stimulation. Redirect the energy — do not crush it. “When you're finished, I need your help handing out supplies” channels energy into purpose. Use leadership roles, carrying materials, demonstrations, and recognition when self-control appears. Avoid constant criticism and public embarrassment; children repeatedly told they are “the problem” begin to believe it.

The Easily Frustrated Child

Cries or gives up quickly, becomes angry after minor setbacks, says “I can't.” This reflects immature emotional regulation, not laziness. Break tasks into small successes (“Let's finish Step One together”), celebrate small wins, and teach that mistakes are part of engineering. Failure is data, not defeat. During a meltdown you cannot reason with a child — first bring them back to their thinking brain with eye contact and slow belly breathing (in through the nose, out through the mouth), sometimes with counting. You'll see the body language shift when they return from “fight-or-flight” to reason.

The Quiet Child

A common rookie mistake is assuming quiet children are fine because they aren't disruptive — often the opposite is true. They avoid asking for help, hide confusion, internalize emotions, and tell parents at home what they never told you. Check on them intentionally: “Can you show me how you're doing?” Watch body language for hesitation or withdrawal.

What happened. One child accidentally poked another with a pencil. The child who was poked said little, accepted a bandage, and kept participating. That evening the parent was far more concerned than the child's behavior had suggested — and key details the instructor knew were never passed to the Director in time.

The lesson. The physical incident was minor; the communication failure was not. Uncertainty replaced facts. Investigate, yes — but above all, communicate early. If a parent could later be concerned, the Director should already know what happened, who was involved, what was observed, what was done, and whether the children kept interacting normally.

The Perfectionist

Distressed by the fear of mistakes: erases repeatedly, seeks constant reassurance, avoids challenges, compares to others. Remind them “the goal is learning, not perfection,” and use the Socratic method so they conclude for themselves that mistakes are safe here.

The Attention-Seeking Child

If positive attention isn't available, some children seek negative attention. “Catch children doing something right” with specific praise: “I noticed how patiently you waited for your turn — thank you” beats “Good job.”

In Ty's words. Do not take small positive behaviors for granted. Children are trying on identities the way you try on jeans at the mall. If you tell a child that patience or kindness “looks good on them,” they're likely to buy those jeans and wear them every day.

8.2 Individualized reinforcement (added per Center Director feedback)

Every child is unique, including what they find reinforcing. Do not assume the reward that motivates one child motivates the next. Before and during Stemtree tasks, identify — or simply ask the parent — what genuinely encourages each child, and use that specific reinforcer. The reinforcement schedule also varies from child to child: some need frequent, immediate recognition to stay engaged; others do better with recognition spaced out as they build stamina. Match both the reinforcer and its frequency to the child in front of you, and adjust as you learn what works.

Practical steps: (1) Note any motivators the parent lists on the intake form. (2) Ask, early: “What does your son/daughter really respond to when they've done well?” (3) Start with more frequent, specific praise for a new or struggling child, then thin the schedule as their self-control grows. (4) Keep reinforcement tied to pro-social, task-oriented behavior.

8.3 Supporting learning and behavioral differences

Stemtree welcomes children with a wide range of learning needs. You are not expected to diagnose anyone, and you should not try to. Neurodevelopmental conditions and mental-health symptoms frequently co-occur and overlap, so it is more useful — and safer — to respond to the specific behavior you actually observe than to a presumed diagnosis. Rely on a precise diagnosis only when it has been clearly established by a professional (for example, when a parent documents it on the registration form). The guidance below is organized by observable behavior and the supports that tend to help.

When a child struggles to focus, remember instructions, or stay seated

• Give short, one-step instructions; add visual reminders; keep learning hands-on; allow frequent, controlled movement; seat the child near the instructor; and reinforce successes. Do not read forgetfulness as disrespect.

When a child needs predictability and struggles with change

• Give advance notice before transitions, keep routines clear, use literal language, reduce sensory distractions, and consider a visual schedule. Unexpected change can create genuine anxiety; consistency builds confidence. If a situation becomes untenable, tell the Director.

When a child appears anxious rather than shy

• Watch for avoidance of participation, excessive reassurance-seeking, physical complaints, and fear of mistakes. Build confidence gradually, celebrate effort, and offer choices. We never force participation through embarrassment — but distinguish anxiety from mere preference; a child cannot spend the day on Legos or video games as if it were free time.

When a child works much harder for the same result

• Difficulty with reading, writing, or math (e.g., dyslexia, dysgraphia, dyscalculia) is real effort, not laziness. Ask “What obstacle is preventing success?” rather than assuming “they're not trying.” Provide extra time and demonstrations, reduce needless frustration, and hold high expectations with appropriate support.

Bottom line: Describe and respond to behavior — “Leo left his seat four times and lost his materials twice” — not to a label. Use any professionally established diagnosis a parent shares to inform supports, and escalate to the Director when a child's needs exceed what you can manage safely.

8.4 Conflict between children

Conflict is inevitable. Your job is not to eliminate every disagreement but to determine what happened, whether anyone is injured, whether the behavior is normal childhood conflict or something more concerning, and what intervention fits. The hardest and most important judgment is distinguishing accidents, poor judgment, and intentional misconduct. Failing to recognize genuine bullying puts children at risk; treating every accident as malicious escalates situations and unfairly labels children.

Accidents vs. intentional harm

• Accidents (running into someone, stepping on a project, swinging a pencil while excited) generally show no intent to harm — children are still developing coordination and impulse control.
• Intentional misconduct may show planning, repeatedly targeting the same child, threats, waiting until adults are distracted, hiding the behavior afterward, or satisfaction when another child is hurt. One isolated event rarely proves malice — weigh history, sequence, witnesses, and video when available.

Investigating incidents

1. Ensure immediate safety.
2. Calm everyone involved.
3. Separate children if necessary.
4. Gather facts before reaching conclusions.
5. Document observations objectively.
6. Notify the Director promptly.

Ask open questions (“Tell me what happened”), never leading ones (“Why did you hit him?”). Young children's memories are highly suggestible, which is exactly why incidents go to the Director immediately — we cannot let a 4-year-old, or a parent who can't view their own child objectively, define the narrative. Facts, not emotions, guide every investigation.

In Ty's words. Don't just read this — practice it. Learn these lessons here and you'll be better at your next job, a better partner, and a better parent. There's a moment between thought and action where you can choose the right next thing to say or do; remember this training in that moment. The people who assume “everyone will be fine” are often the first casualties, because they failed to act defensively for their own good and the good of those in their care.

9. Daily Operations

9.1 Opening

• Bring your key. Flip the sign from Closed to Open. Turn on the lights (master switch is behind the TV at the front/operations desk).
• Retrieve an admin laptop and check the schedule. You should already have a sense of who is coming, since instructors are added to the same invitation as parents (with the student's name, age, and subjects).
• Keep student binders updated. If a binder needs additional lessons, print, punch, and file them. This should have been done at the student's last visit, but verify.

9.2 Out-Center programs & client relationship management

• Arrive early; greet the site's point of contact (headmaster or program director).
• Pre-brief the client's assigned “helper”: what you'll teach, where you'll be positioned and where they should stand, and how they can keep students attentive and safe. Explaining the “why” makes the “how” far easier.
• Check out with the same point of contact before leaving: summarize what was accomplished, that the children enjoyed it, and invite informal feedback.

In Ty's words. Focus on client-relationship management as much as on instruction. If the kids have a great time but the point of contact never hears about it, then your fantastic performance didn't happen. And if a client has a concern, I'd much rather you surface it on-site than have it reach me after the relationship is already damaged.

9.3 Closing

• Bring binders up to date (far easier to do with an admin laptop as you instruct). Print the next lessons each student will need and file them — whether or not you're scheduled to teach that student next, we all keep binders ready.
• Put items back where they belong — not “wherever there's space.” There is a place for laptops, arts-and-crafts, the EE table, and each metal shelf. Misplacing items wastes everyone's time.
• Plug in equipment: check laptop charge, always plug in the iPads, and charge the Lego hubs (red light = charging, green = full; disconnect when full to avoid over-charging).
• Wipe down tables with the disinfectant wipes kept under the stereo (tablecloths, trash bags, first aid kit, and “Bleed Stop” are in the same area).
• Clean up food and crumbs immediately (see 9.4). Turn off the lights — including the hallway light to the storage room, which doesn't always switch off with the rest. Flip the sign to Closed. Lock the door and physically shake it to confirm.

9.4 Cleaning — a functional discipline, not neurosis

Clean constantly. Most students are messy eaters; crumbs and spills left on the floor get tracked across the center, tripling the cleanup and attracting insects and rodents — a real risk given the restaurants and dumpsters just outside the back door. Check the bathrooms every hour and never let bins overflow. For anything particularly nasty, pour Lysol on it first: most of our disgust lives in the sense of smell, so solving for odor first makes the rest easy. Cleanliness earns parents' trust and directly affects revenue.

9.5 Communications

• Answer the phone. Keep WhatsApp installed. Tell new parents they can (and should) text — especially about who will pick up their child. Keep both the center phone and your personal phone on you at all times, and exercise agency: make reasonable decisions and update the Director afterward.

9.6 Center equipment

• Keep students away from the 3D printer and away from the large scissors at the front desk (give children only small, blunted scissors, regardless of age).
• Keep the supply-room gate closed at all times — children will find something that can hurt them.
• Ration markers, crayons, and playdough; caps get lost and colors get ruined. Don't let anyone be careless even with cheap items.
• Protect the robotics kits — pound for pound the most expensive items in the center. Stop dropping, or swinging sensors by their cords, immediately.
• Instructors use the overflow bathroom in the supply room; keep the main bathrooms available for children.

9.7 Student records & data privacy

• Student registration/intake forms are kept in the client binders in the office, and are also entered into the center's CRM.
• Stemtree does not sell client data — parent or child — to any third party. We take client privacy, and instructor privacy around personally identifiable information, very seriously.

10. Acting Center Director Responsibilities

Most instructors will not serve as acting Center Director, but everyone should know what the role requires — both what the Director owes you and what you owe the Director.

Keep strategic distance

As acting Director you are not an instructor. Teach only as a last resort to get the day back on track; if you're teaching, something has gone wrong (for example, an instructor left early). Leaders lose situational awareness when they get pulled into tactical tasks. Handle only quick items that won't cost you your global view, and when you help with an instructor's task, kindly remind them it remains their responsibility. Never call a staff meeting while camp is in session — there are no time-outs; speak to instructors one at a time while they hold their stations.

Attendance

Take attendance, and have a second person take it too — redundancy matters. Accurate attendance is how we bill Bright Horizons and Step Up for Students after the event, and it is how we account for every child in an evacuation. Have new parents complete an intake form, and check it for completeness before filing it — confirm the photo-release box is marked, capture “how they heard of us,” and confirm emergency contacts and allergies. Leave 45 minutes for check-in, then lock the door — watch for latecomers but keep it locked. Locker keys are in the front-desk drawer, numbered to match.

Preparedness, conduct & cleaning

• Have instructors arrive early to set the room and stage materials before lunch; keep at least one instructor on the floor at all times, even during lunch.
• Don't tolerate deliberate disrespect — use time-outs, not warnings; make on-the-spot corrections. Distinguish frustration-driven dysregulation from deliberate disrespect, and respond accordingly. Limit running on the concrete floors by channeling energy into controlled games (e.g., red-light/green-light) — without a hint of annoyance; small children are not wrong for needing to move.
• Play music through the day (calm/classical in the morning, more upbeat after lunch — kid-safe), and science or robotics videos during lunch. Clean constantly.

Communications & agency

Keep the center phone and your personal phone on you. Update the Owner via WhatsApp, but exercise agency and make decisions proactively. In an emergency, use a 5-Ws report (Who / What / When / Where / How-next), prioritizing anything that threatens life or limb.

11. First Aid & Emergency Response

Liability position: Stemtree staff are not medical professionals. You are authorized only to provide basic first aid within your training and to stabilize a student until a parent, guardian, or emergency responder assumes care. The best first aid is prevention — make PPE (lab coat, gloves, goggles) a habit for science activities, for students and instructors alike.

11.1 Duty of care during an incident

• With multiple staff: Staff A provides direct care; Staff B supervises the rest of the group; Staff C retrieves supplies and notifies the Director.
• Alone: secure the classroom first (students seated, quiet, controlled), maintain line-of-sight to both the injured student and the group, and call the front desk. Never leave students unattended unless absolutely necessary.

11.2 Universal incident response

1. Scene control (0–15 s): stop the activity; remove hazards (tools, liquids, hot objects, electricity); create space. “Everyone stop. Sit down quietly. Give space.”
2. Primary assessment (15–30 s): conscious? breathing normally? visible bleeding? head impact? severe distress?
3. Secondary assessment (1–2 min): what happened, where it hurts, ability to move, swelling/burns/contamination, mental status. Ask “What happened? Where does it hurt? Can you move this?”
4. Activate support: assign roles, retrieve the kit, notify the Director/front desk.
5. Provide first aid within scope only (control bleeding, cool burns, flush eyes, apply ice, bandage, position safely).
6. Communicate: notify the Director immediately for head injuries, burns, treated bleeding, tool/chemical injuries, fainting, allergic reactions, or vomiting. Notify parents immediately for serious/escalating issues, within 10–15 minutes for moderate ones, and at pickup with a report for minor ones.
7. Document: complete the Incident Report (Appendix A) the same day, before leaving, in objective language.

Call 911 immediately for: loss of consciousness, breathing difficulty, severe allergic reaction, uncontrolled bleeding, suspected fracture with deformity, seizure, head injury with symptoms, severe burns, or chemical exposure to the eyes. Provide the exact address and room, nature of emergency, and student age; assign someone to meet responders; call the parent right after 911. Do not delay 911 to call a parent first.

11.3 Condition-specific quick reference

• Cuts/lacerations: gloves on; seat the student; firm pressure with sterile gauze for 2–3 min; add gauze without removing the first layer; then rinse, antiseptic, bandage. Escalate if bleeding >5 min, deep/gaping, tool- or metal-caused, or on the face.
• Burns: remove the source; cool under running water 10–15 min (never ice); burn gel if minor; sterile dressing. Chemical: flush 15 min, remove contaminated clothing if safe. Escalate on blistering, large area, face/hands, or chemicals.
• Head injury (high liability): treat every impact as serious — stop, seat, ask orientation questions, watch for confusion/dizziness/nausea/behavior change, apply a cold pack; notify Director and parent. 911 for vomiting, loss of consciousness, slurred speech, or worsening.
• Allergic reaction: mild — monitor, keep seated. Severe (facial/lip swelling, difficulty breathing, wheezing, collapse) — administer the EpiPen if authorized and call 911.
• Fainting / heat exhaustion: lower to the ground, elevate the legs, check breathing, loosen clothing; cool with ice to the head and a cold cloth at the neck; small sips of cool water only. Keep the center cool in summer.
• Sprains/fractures: immobilize, apply wrapped ice, don't move excessively; escalate on deformity or inability to bear weight.
• Vomiting/illness: isolate, provide a container, clean the area, call the parent; the student goes home.
• Eye exposure: flush 10–15 min, hold the eye open, prevent rubbing; escalate if symptoms persist.

11.4 Fire & evacuation

The Director is the on-scene commander; crisis leadership is authoritarian and instructors must support the Director without argument. Move away from the danger; instructors keep their station's students. Before exiting, get the children into formation — young children hold hands, older children help younger ones. Use the adjacent parking lot (easier to see everyone; keeps children out of the street); if you must use the back door, mind the uneven ground, HVAC equipment, and active alley. Take attendance once outside. Call 911 after everyone is safe. Give everyone a job — idle students will endanger themselves. If time permits, grab an admin laptop and the black client binder, hotspot, and email parents. If useful, walk children to a nearby indoor space (the dance studio next door; the waxing salon's lobby half a block away).

11.5 Severe weather / hurricane

Our footprint shapes this procedure: a single room on the ground floor with two exits — the front door, and a back door that opens onto the alley shared with the building’s dumpsters. Miami’s hurricane and severe-thunderstorm exposure means both advance planning for storms we can see coming, and a calm response to sudden severe weather during a session.

• Monitor early: Track National Weather Service alerts and Miami-Dade County Public Schools’ closure decisions in the days before a storm — MDCPS closures are a reliable proxy since most of our families are on the same calendar. The Director decides whether to close, delay, or shorten sessions, and communicates that decision by email and text/call to enrolled families as early as possible, ideally the evening before.
• Hurricane Watch or Warning: No in-person sessions run once a Hurricane Warning is in effect for Miami-Dade County. If a storm’s track makes a warning likely, the Director closes proactively rather than waiting for the warning itself.
• Sudden severe weather during a session: Shelter in place. Move all children to the interior of the room, as far from the front door and the back door — and their glass — as the space allows. Take attendance immediately and keep the client binder and attendance sheet with you. Follow the same calm, job-assigning approach used for fire evacuations (see 11.4). Do not use the back door during a tornado warning — the alley offers no shelter, and the door itself takes real effort to secure behind you.
• Early dismissal: If conditions worsen mid-session, the Director decides whether to dismiss early. Call parents/guardians for pickup, verify ID at release per normal pickup procedure, and document who was picked up and when.
• Reopening: After any storm that triggered a closure or shelter-in-place, the Director inspects the space — power, water intrusion, both doors and their locks/crossbars, and alley access — before children return.
• Documentation: Log any weather-driven early dismissal or shelter-in-place event on an Incident Report Form (Appendix A).

11.6 Medication policy

No medication is administered without written parental consent, proper labeling, and Director approval, and every administration is documented.

11.7 Lost or missing child

This procedure applies to young children — the ones physically capable of wandering off or hiding. We do not “lose” middle- or high-schoolers; this section does not apply to them.

Prevention

• Why the doors stay locked: When young children (e.g., our 4-year-olds) are in the center, the front door is kept locked, because a young child cannot apply enough force to the crossbar that opens it — locking it is what actually keeps a small child from leaving the building on their own. The back door is always locked and also requires real strength to open.
• Listen for the alarm: The ADT alarm system announces whenever the front or back door is opened. Instructors should always take note when they hear that announcement and account for it — confirm who opened the door and why.
• Back door is staff-only: The back door leads directly to the alley where the building’s dumpsters are. For the most part, only the Director opens it, to take out trash. No one other than Stemtree staff should ever open the back door — never a child. After using it, close it firmly — it takes real strength, and a door left ajar lets in flies.

If a child cannot be found

• Alert the room immediately: Say so out loud — don’t search silently while other instructors keep teaching, unaware anything is wrong.
• Take a headcount: of every other child in the room to confirm exactly who is missing.
• Search in this order: first the bathroom; then under the table in the front parent-waiting area (children commonly hide under its branded tablecloth); then the storage room — this is exactly why the child-gate must stay closed whenever young children are in the center, so check whether it was left open.
• Check both doors: Confirm the front and back doors are still secured, and note whether the ADT alarm announced either one opening around the time the child went missing.
• Escalate without delay: if the child isn’t found in the likely spots above, or either door shows signs of being opened: notify the Director immediately, check the immediate exterior (parking lot, alley), and call 911 and the parent/guardian if the child isn’t located within a few minutes.
• Document every incident: found quickly or not — on the Incident Report Form (Appendix A), reviewed with the Director.

12. Performance & Professional Development

Every instructor receives a semi-annual performance review using the sheet and rubric in Appendix E. Reviews are coaching conversations: they recognize strengths, name growth areas, and set concrete goals against the expectations in this handbook.

Case studies drive onboarding, training, and reviews (added per Center Director feedback)

Because we are training bright college students, concrete examples make expectations unmistakable. We therefore build demonstrations of these expectations into three points of the employee lifecycle:

• Onboarding: new-hire onboarding walks through the case studies and models the target behaviors before an instructor is on the floor alone;
• Ongoing training: ongoing training revisits real (anonymized) center scenarios — the pencil-poke communication gap, a redirected high-energy child, a de-escalated meltdown — and has instructors practice the response;
• Reviews: the semi-annual review scores observed performance against the same scenarios and behaviors, so evaluation, training, and daily expectations all speak one language.

13. Disciplinary Action

Failure to follow this handbook and its SOPs may result in disciplinary action up to and including termination. Ordinary steps are verbal warning, written warning, suspension, and termination, though serious safety, child-protection, or conduct violations may warrant immediate action. Refusing to support the Center Director during an emergency, or ego clashes during a crisis, are grounds for immediate dismissal.

14. Recommended Additional SOPs to Develop

The following procedures are referenced across our current documents or are standard for a licensed-adjacent child program, but do not yet exist as standalone SOPs. I recommend drafting them next; the highest-priority safety items are marked.

• Student pickup & authorized release (priority): who may collect each child, ID verification, the late-pickup procedure, and handling of custody/no-contact situations.
• Mandatory reporting & child-abuse response (priority): step-by-step F.S. §39.201 reporting, the Florida Abuse Hotline script, confidentiality, and documentation — expanding Section 6.
• Allergy & medication management: allergy roster, authorization handling for a student's own prescribed epinephrine auto-injector (the center does not stock or store epinephrine auto-injectors itself), and the documented medication log.
• Level 2 background screening & personnel file: screening cadence, re-screening, and record retention (F.S. §435.04).
• Field-trip & transportation: ratios, permission and photo-release handling, headcount discipline, and partner-transport arrangements.
• Social-media & photography: a fuller policy governing consent and center-account management, expanding Section 4 (the parent- vs. social-media photo distinction is now covered in Section 4).

15. Instructor Acknowledgment

I acknowledge that I have received and read the Stemtree of Coral Gables Instructor Handbook & Instructor SOPs. I understand and agree to comply with the policies and procedures outlined herein, including the child-safety, behavior-management, operations, and first-aid standards. I understand that once signed, I am responsible for everything this handbook states.

Instructor Name: ______________________________ Signature: ______________________________ Date: ______________

In Ty's words. Rename your signed copy by appending “_Your Initials” to the file name and email it to coralgables@stemtree.com. Show up and put your heart and back into noble work. I hired each of you because I sensed an intrinsic drive toward excellence — this handbook exists to turn that drive into demonstrable skill that will serve you at Stemtree and for the rest of your life.

Ty Gabriel · Owner | Center Director · Stemtree of Coral Gables · coralgables@stemtree.com

APPENDIX A Incident Report Form

Complete the same day, before departure, in objective and factual language. Reports serve as legal records and must be signed by staff and the Director.

APPENDIX B Annual Staff Child-Safety Training Verification

Each staff member must complete the following annual child-protection compliance requirements:

• Review of Child Abuse Prevention SOP
• Recognizing Signs of Abuse & Neglect
• Appropriate Physical-Contact Boundaries
• Bathroom Assistance & Parent-Consent Procedures
• Mandatory Reporting Requirements (F.S. §39.201)
• Incident Reporting & Documentation Training
• Emergency Communications & Contact Procedures
• Level 2 Background Screening Verification (F.S. §435.04)

Staff Member Name: ____________________ Signature: ____________________ Date: ______________

APPENDIX C First Aid Supplies List

Readiness: kits must be fully stocked, accessible within 60 seconds, and checked monthly.

APPENDIX D Equal Employment Opportunity Notice

Stemtree of Coral Gables operates in accordance with Florida state and federal law.

Federal

You have the right to work free of discrimination. Your employer cannot make job decisions — hiring, firing, promotion, training, wages, or benefits — because of your race, color, religion, sex (including pregnancy, sexual orientation, and gender identity), national origin, disability, or genetic information, and cannot discriminate against workers age 40 or older because of age. A job-discrimination complaint may be filed by mail or in person at the nearest EEOC office; call 1-800-669-4000 or use the EEOC Field Office List and Jurisdiction Map. Helpful information when filing: the name, address, and phone of the person treated unfairly; the same for the employer; a brief description of the events believed to be unfair or harassing; and the dates they occurred. Individuals needing assistance (e.g., interpreters or accessible formats) should inform the EEOC field office. (Source: eeoc.gov/youth/about-eeoc-0.)

Florida State

A written complaint may be filed with the Florida Commission on Human Relations (FCHR). The filing date is the date the FCHR actually receives the signed, verified complaint; any document received after 5:00 p.m. Eastern is filed as of 8:00 a.m. the next business day. (Source: fchr.myflorida.com/employment.)

Point of contact: coralgables@stemtree.com.

APPENDIX E Instructor Semi-Annual Performance Review — Sheet & Rubric

Instructor: ________________________________________

Reviewer: ________________________________________

Review period: ________________________________________

Date: ________________________________________

How to use this rubric: Score each competency 1–4 using the scale below. Anchor every score in observed behavior and, where possible, in the case-study scenarios used during onboarding and training (see Section 12). This review is a coaching conversation, not a verdict.

Overall score: ______ / 40 Overall rating (circle): 1 2 3 4

Top strengths (with a specific example)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Growth areas (with a specific example)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Goals for the next six months (specific, measurable)

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Instructor comments

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Instructor signature: ____________________ Date: __________ Reviewer signature: ____________________ Date: __________

APPENDIX F Staff Acknowledgment & Compliance Forms

Sign each acknowledgment below. Rename your signed copy by appending “_Your Initials” and email it to coralgables@stemtree.com.

Instructor Handbook

I have received and read the Instructor Handbook & Instructor SOPs and agree to comply with all policies and procedures herein.

Signature: ____________________________ Print Name: ____________________ Date: ______________

Behavior-Management SOP

I have read, understood, and will comply with the behavior-management guidance, and understand that once signed I am responsible for everything it states.

Signature: ____________________________ Print Name: ____________________ Date: ______________

First Aid SOP

I have reviewed the First Aid SOP; I understand my duty of care, that I am authorized only to provide basic first aid within my training, the escalation and 911 procedures, and the documentation requirements.

Signature: ____________________________ Print Name: ____________________ Date: ______________

Day Camp Sign-In / Sign-Out Sheet

A parent, guardian, or other authorized pick-up person must sign and record the exact time at both drop-off and pick-up.

Timesheet

Attendance

Supply Request

My Profile

Marketing Standard Operating Procedures

Marketing Associate Operations Guide

Stemtree of Coral Gables

101 Aragon Ave, Unit 1 · Coral Gables, FL 33134

Version 2.0 — Merged & Consolidated Edition · August 2026

Confidential — for internal use by Stemtree of Coral Gables staff only.

Introduction

Welcome to the Marketing Associate role at Stemtree of Coral Gables. This guide serves as a reference manual for the marketing responsibilities associated with this position. Its purpose is to provide standardized procedures that ensure all marketing efforts remain consistent, professional, and aligned with Stemtree's brand.

As a Marketing Associate, your responsibilities extend beyond posting on social media. Every flyer, email, phone call, direct message, and advertisement contributes to a family's first impression of Stemtree. The goal of every marketing initiative is to increase awareness of our programs, build relationships with prospective families, and ultimately convert inquiries into enrollments.

This guide outlines the procedures, expectations, and best practices for carrying out each marketing responsibility effectively.

Marketing Standards

The following standards apply to all marketing materials created or distributed on behalf of Stemtree of Coral Gables, including social media posts, newsletters, promotional flyers, emails, advertisements, and direct communications with prospective families.

Every piece of marketing content should:

• Maintain a professional, friendly, and welcoming tone.
• Clearly communicate the purpose of the promotion.
• Include a strong call to action (e.g., Register Today, Schedule a Tour, Learn More, etc.).
• Follow Stemtree's branding and visual identity (always include logo).
• Use high-quality images and graphics.
• Be visually appealing while remaining clean and easy to read.

All marketing materials should include the center's:

• Address: 101 Aragon Ave Unit 1, Coral Gables, FL 33134
• Phone number: (239) 273-7836
• Email address: coralgables@stemtree.com

Before publishing or sending any marketing material, always verify the following:

• Program name
• Dates
• Times
• Age groups
• Pricing (if applicable)
• Registration details or links
• Center address
• Phone number
• Email address
• Spelling and grammar
• Logos and branding
• Images and graphics

Marketing materials should never be published without completing a final review.

Buffer

https://buffer.com/

Buffer is the primary platform used to organize, schedule, and publish content across Stemtree of Coral Gables' social media platforms. It is a great tool for simplifying the process and maintaining an active social media presence. Maintaining an active and consistent online presence helps keep current families engaged while attracting new families to our programs.

Rather than creating content on a daily basis, social media should generally be planned and scheduled at least one week in advance to maintain consistency and ensure upcoming promotions receive adequate visibility. It is recommended to log into Buffer between twice a week and once a month to schedule content in advance.

Preparing Content

Before logging into Buffer, gather all promotional materials needed for the upcoming weeks’ content.

Marketing assets may include:

• Promotional flyers from Stemtree Media (provided by headquarters): https://stemtreemedia.com/
• Photos and videos from recent classes
• Camp activities
• Parent testimonials
• Upcoming promotions
• Registration deadlines
• Holiday announcements
• Educational STEM content
• Custom graphics created in Canva

The center director will determine if there are any programs/events that must be prioritized and promoted. Whenever possible, use existing promotional materials from Stemtree Media to maintain consistent branding.

Example flyers from Stemtree Media:

If a suitable flyer is not available, create one using Canva templates: https://www.canva.com/

If designing a flyer from scratch:

• Choose a clear seasonal or promotional theme (Summer Camp, Valentine's Day, Spring Break, Back-to-School, Halloween, Winter Camp, etc.).
• Keep the design colorful, attractive, and engaging.
• Always include a call-to-action
• Avoid overcrowding the flyer with excessive text.
• Include only the most important information on the graphic.
• Use the caption to provide additional details.
• Use high-quality images that showcase students participating in hands-on STEM activities.
• Include Stemtree logo. Maintain consistent Stemtree branding throughout the design.

The objective is to create graphics that immediately capture attention while remaining professional and easy to understand.

Examples of Flyers created on Canva:

Updating the Content Calendar

After logging into Buffer:

• Navigate to the Calendar view.
• Review the current content schedule before making any changes.

Scheduling a post on Buffer:

• Before scheduling, verify that the post is selected to publish across all of Stemtree's social media platforms, unless the content is intended exclusively for one platform.
• Navigate to the to the Calendar view
• Go to the day where you want to schedule the post for and click on the + sign where it says “Add post”
• Make sure all channels where you want the post to appear are selected
• Upload the content you want to share (flyer + caption)

Captions should:

• Begin with an engaging opening sentence.
• Highlight the benefits of the featured program or activity.
• Encourage parents to register or request additional information.
• For Instagram, Reference the “Link in Bio” that directs users to our website
• Maintain a friendly and enthusiastic tone.
• Include contact information.
• You have the option to “Customize for each network” where you can change the caption and details depending on what platform you’ll be posting it on (i.e. shorter caption for Tiktok)
• Choose the date and time when you want the post to be shared and schedule the post.

When reviewing the calendar, verify that:

• Posts are scheduled consistently throughout the week.
• Upcoming programs, camps, holidays, and special events are being promoted.
• There are no duplicate or outdated posts.
• Images display correctly.
• Scheduled dates and times are accurate.
• There are at least three Instagram Stories scheduled each week.
• The week's content includes a balanced mix of promotional, educational, and community-focused posts.

Frequent promotional posts should be scheduled for:

• Summer Camp
• Spring Break Camp
• Winter Camp
• Teacher Planning Day Camps
• No-School Day Programs
• Holiday events
• STEM workshops
• Open Houses
• Enrollment deadlines
• New programs
• Any additional promotions requested by management

As registration deadlines approach, promotional posts should increase in frequency to maximize visibility and encourage enrollment.

Final Review

Before completing the week's scheduling, confirm that:

• All posts have been scheduled successfully.
• Captions are free of spelling and grammar errors.
• Images and videos upload correctly.
• Dates, times, and promotional information are accurate.
• At least three Instagram Stories have been scheduled for the week.
• Upcoming programs and events are receiving adequate promotional coverage.
• Posts are scheduled to publish across all appropriate social media platforms.
• Marketing materials include the center's address, phone number, and email whenever possible.
• All information has been verified before publishing.

Instagram Engagement & Direct Message Outreach

Maintaining an active social media presence extends beyond publishing content. Engaging with new followers is an important part of converting social media engagement into prospective enrollments. Every new follower represents a potential family that has shown interest in Stemtree's programs.

Whenever possible, new followers should receive a welcome message within a couple days of them following the account.

Sending Welcome Messages

To send a welcome message:

• Log into the Stemtree Instagram account.
• Navigate to the Notifications or Followers list.
• Identify users who have recently followed the account.
• Open their profile.
• Select Message.
• Send the current promotional message.

The message should:

• Thank them for following Stemtree.
• Briefly introduce our STEM enrichment programs.
• Highlight current promotions or upcoming events.
• Encourage them to contact the center with questions or to schedule a tour.
• Maintain a friendly, welcoming, and conversational tone.

The promotional section of the message should be updated regularly to reflect current marketing priorities, including:

• Summer Camp
• Spring Break Camp
• Winter Camp
• Teacher Planning Day Camps
• STEM workshops
• Open Houses
• Enrollment promotions
• Any other active program or event

Example of a new follower welcome message:

Respond promptly to all replies. If a conversation develops into a prospective enrollment opportunity, gather the family's contact information when appropriate and add them to Questem as a new lead (refer to Questem CRM section)

Promoting Posts Through Meta Ads Manager

Certain social media posts should be promoted using paid advertising to increase their reach, generate inquiries, and encourage enrollments.

Posts that are commonly boosted include:

• Summer Camp
• Spring Break Camp
• Winter Camp
• Teacher Planning Day Camps
• Open Houses
• Registration deadlines
• New programs
• Workshops
• Holiday events
• Limited-time promotions

General classroom photos, STEM facts, and routine engagement posts typically do not require paid promotion.

Boosting a Post Through Instagram

Important: The Instagram and Facebook accounts are linked. Whatever is posted on Instagram will automatically appear on Facebook.

To boost a post directly through Instagram:

• Log into the Stemtree Instagram account.
• Navigate to the post you would like to promote.
• Select Boost Post.
• Choose the campaign objective. If selecting “Visit our Website” make sure to click “Edit” and add the Stemtree of Coral Gables website or the link for parents to register for the program being promoted
• Create or select the target audience. There is already an audience created called “Miami-Dade County” that targets parents in specific areas of the Miami-Dade county

When creating the audience, define the appropriate:

• Age range
• Gender (when applicable)
• Geographic location
• Interests (if appropriate)

The center director will sometimes determine if a specific demographic must be targeted.

6. Next:

• Select the campaign duration.
• Choose the advertising budget.
• Review all campaign settings.
• Launch the promotion.

Campaign duration and budget should be selected according to the importance of the promotion and the expected enrollment period. Center director will determine how much budget/duration to allocate to specific campaigns.

Monitoring Active Campaigns

After launching a campaign, monitor its performance regularly.

Review metrics such as:

• Reach
• Impressions
• Profile visits
• Website clicks
• Messages received
• Engagement
• Advertising spend

If necessary, adjust the audience, duration, or budget to improve campaign performance.

Managing Campaigns Through Meta Ads Manager

All boosted posts can also be monitored and managed through Meta Ads Manager:

Within Meta Ads Manager, you can:

• View active and completed campaigns.
• Monitor campaign performance and analytics.
• Edit audience settings.
• Increase or decrease the advertising budget.
• Pause campaigns.
• Resume campaigns.
• End campaigns before their scheduled completion date.
• Review advertising performance over time.

If a campaign is no longer needed or enrollment goals have been met, end the campaign through Meta Ads Manager to prevent unnecessary advertising expenses by finding the campaign in the dashboard and toggling it to “Off” (first column)

Questem CRM — Overview

Review this Questem CRM training video made by Stemtree HQ that dives into the platform sections and functions: https://drive.google.com/file/d/1Yw-KxfL8_OkAay-yEqmcytDvZvxl-vBP/view?usp=sharing

Questem CRM Part 1: Email Marketing & CRM Management

Questem CRM is Stemtree of Coral Gables' primary customer relationship management platform. It serves as the central hub for managing prospective families, current customers, marketing campaigns, enrollments, and program registration.

Log into Questem

follow this link: https://questem.stemtree.com

Username: stemtreeofcoralgables

Password: $CoralGables123$

As a Marketing Associate, you will use Questem on a regular basis to communicate with families, maintain the center's contact database, create email marketing campaigns, and manage enrollment plans for every program offered by Stemtree.

The primary functions of Questem include:

• Creating and sending email marketing campaigns and newsletters.
• Managing the center's Leads database.
• Adding new prospective families who inquire about our programs.
• Updating existing contact information.
• Organizing contacts into mailing lists.
• Managing enrollment plans for all Stemtree programs.
• Creating new enrollment plans for seasonal programs and camps.
• Updating enrollment plans with current pricing, schedules, dates, and availability.
• Allowing parents to register and pay for programs through the online enrollment system.

Because Questem is directly connected to our registration process, it is extremely important that all information entered into the system is accurate. Parents rely on the enrollment plans published through Questem to register their children, select program dates, complete payment, and receive confirmation of their enrollment.

For this reason, every enrollment plan should be reviewed carefully before it is published or updated.

Before saving or publishing any changes, verify:

• Program name
• Program description
• Session dates
• Daily schedule and operating hours
• Age requirements
• Tuition and pricing
• Discounts or promotional pricing (if applicable)
• Registration availability
• Capacity limits (if applicable)
• Parent-facing information
• Images or promotional graphics (if applicable)

Any incorrect information entered into Questem may result in registration errors, incorrect billing, or confusion for prospective families. Always perform a final review before publishing updates.

The following sections explain each of Questem's primary functions in detail.

Adding Leads to the Questem CRM Database

One of the primary functions of Questem CRM is maintaining an organized database of prospective and current families. Every parent who expresses interest in Stemtree should be added to the Leads database so they can receive future communications, promotional emails, newsletters, and enrollment information.

New leads are typically added when:

• A parent requests to receive our newsletter.
• A parent inquires about one of our programs.
• A parent enrolls their child in a Stemtree program.
• Contact information is collected during events, tours, or other marketing initiatives.

Maintaining an accurate and organized Leads database is essential, as these contacts form the foundation of our marketing efforts. Every email campaign, newsletter, and promotional announcement sent through Questem relies on this database.

Accessing the Leads Database

After logging into Questem:

• Select CRM from the main navigation menu.
• Click Leads.

This page displays all contacts currently stored in the database.

Each contact is assigned a Lead Source, which identifies where the contact originated or the audience they belong to.

Importance of Selecting the Correct Lead Source

Always assign the appropriate Lead Source when creating a new contact.

Lead Sources organize the database into targeted audiences, allowing newsletters and promotional emails to be sent only to families who are most likely to be interested in a particular program.

For example:

• Summer Camp families should receive Summer Camp promotions and registration reminders.
• Homeschool Cohort families should receive information specific to homeschool programming.
• Afterschool families should receive afterschool updates and enrollment reminders.
• Newsletter subscribers may receive general announcements and center updates.
• Prospective families can receive introductory information and promotional offers.

Not every email campaign is relevant to every family. Properly selecting the Lead Source ensures that parents receive communications related to the programs they are interested in, improving engagement while reducing unnecessary emails.

Lead Sources also make it possible to quickly filter recipients when sending newsletters, making them one of the most important fields to complete when adding a new contact.

Adding an Individual Lead

To add a single contact:

• Click New Lead.
• Enter the parent's contact information.
• Select the appropriate Lead Source.
• Complete any additional required fields.
• Review the information for accuracy.
• Save the contact.

Before saving, verify:

• Parent's name
• Email address
• Phone number
• Lead Source
• Additional notes (if applicable)

Importing Leads in Bulk

Questem also allows multiple contacts to be imported simultaneously using a CSV file. This is useful when importing contacts collected through marketing campaigns, online forms, community events, or other lead-generation initiatives.

To import contacts:

• Select the import option.
• Upload the CSV file.
• Match each CSV column with the appropriate Questem field.
• Confirm that the Lead Source column has been mapped correctly.
• Review the field mapping.
• Complete the import.

After importing, review several contacts to ensure the information imported correctly and that each contact has been assigned the appropriate Lead Source.

Creating an Email Newsletter

Questem CRM allows us to create and distribute email newsletters to communicate with current and prospective families. Email campaigns are one of our primary marketing tools and are used to promote upcoming programs, seasonal camps, enrollment deadlines, holiday greetings, Teacher Planning Day Camps, workshops, and other special events.

Newsletters should be visually appealing, easy to read, and designed to encourage families to take action.

Accessing the Email Editor

To begin creating a newsletter:

• Navigate to CRM.
• Select Email/SMS.

This section contains previously created campaigns as well as pre-designed templates.

Using an Existing Template

Rather than creating newsletters from scratch, Questem includes professionally designed templates that already contain Stemtree's branding.

Each template includes:

• Stemtree logo
• Professional email layout
• Footer containing the center's contact information and social media links
• Designated areas for flyers and written content

To create a new newsletter:

• Locate the template you wish to use.
• Hover over the template.
• Click Copy.
• Rename the duplicated template before making any edits.

Always give newsletters descriptive names so they are easy to locate in the future.

Examples include:

• Summer Camp 2026 Registration
• Teacher Planning Day - September
• Winter Camp Registration

Designing the Newsletter

Most newsletters use the same promotional flyers shared on social media.

Flyers may be:

• Downloaded from Stemtree Media.
• Created using Stemtree Canva templates.
• Designed from scratch in Canva.

When creating a flyer:

• Choose a seasonal or promotional theme.
• Keep the design colorful and visually engaging.
• Limit the amount of text.
• Use high-quality images.
• Maintain Stemtree branding.

The flyer should capture attention immediately while the body of the email provides additional details.

Writing the Email

Include information such as:

• Program name
• Brief description
• Dates
• Times
• Age groups
• Registration deadlines
• Promotions or discounts
• Important information for parents

Rather than simply listing information, emphasize the benefits of the program and encourage parents to register.

Every newsletter should include a clear call to action in the subject and body.

Examples include:

• Register Today
• Sign Up Now
• Reserve Your Child's Spot
• Learn More
• Visit Our Website

Adding the Call-to-Action Button

Every promotional email should include a prominent call-to-action button.

The button should:

• Be large and easy to notice.
• Use a bright color (typically orange).
• Include action-oriented text.
• Link directly to the correct registration page or website.

Always test the button before sending.

Examples:

Final Review

Before sending, verify:

• Flyer displays correctly.
• Text is free of spelling and grammar errors.
• Program information is accurate.
• Dates and times are correct.
• Registration deadlines are correct.
• Center address, phone number, and email are accurate.
• Buttons and hyperlinks work properly.
• Overall formatting looks professional.

Sending an Email Newsletter

Once the newsletter has been completed and reviewed, it is ready to be distributed.

Selecting the Newsletter

To send a campaign:

• Navigate to CRM → Email/SMS.
• Locate the completed newsletter.
• Hover over it.
• Click Send.

Questem will open the Leads database where recipients are selected.

Sending a Test Email

Always send a test email before sending the campaign to families.

Send the test email to:

coralgables@stemtree.com

To do so:

• Search for coralgables@stemtree.com in the Leads list.
• Select the contact.
• Click Continue to Send.

Review the email carefully and verify:

• Flyer displays correctly.
• Images load properly.
• Formatting is correct.
• Buttons display correctly.
• Hyperlinks redirect properly.
• Registration button works.
• Contact information is accurate.
• Nothing appears misaligned on desktop or mobile.

Only continue once the test email has been approved.

Selecting the Target Audience

Choosing the correct audience is one of the most important parts of sending an email campaign.

Only send newsletters to families for whom the information is relevant.

Examples include:

• Homeschool Cohort announcements → Homeschool families.
• Summer Camp promotions → Summer Camp prospects.
• Afterschool updates → Afterschool families.
• Teacher Planning Day promotions → Interested families.
• General newsletters → Newsletter subscribers.

This is why assigning the correct Lead Source when adding contacts is so important. It allows Questem to segment contacts into meaningful groups and ensures parents receive communications that match their interests.

Filtering Contacts by Lead Source

To select recipients:

• Locate the Lead Source search field.
• Enter the Lead Source you wish to target.
• Questem will display only contacts within that group.
• Select the filtered contacts.
• Verify that the correct audience has been selected.

Sending the Campaign

Once the audience has been selected:

• Review the recipient list one final time.
• Click Continue to Send in the upper-right corner.
• Confirm the campaign.

After the newsletter has been sent, verify that the campaign appears in the Email/SMS history and monitor performance metrics such as email deliveries, open rates, and click-through rates whenever available.

Questem CRM Part 2: Managing Enrollment Plans

Enrollment Plans are one of the most important components of Questem CRM. These plans determine how parents view, register for, and pay for Stemtree programs through the online marketplace. Every program offered by the center—including camps, afterschool, tutoring, homeschool programs, workshops, and special events—must have an accurate and up-to-date Enrollment Plan.

Because parents use these plans to register and complete payment, it is essential that all information is reviewed carefully before publishing or updating a plan.

Accessing Enrollment Plans

To manage Enrollment Plans:

• Log into Questem CRM.
• Navigate to the Enrollment Plans section.

This page contains all active and inactive enrollment plans available for the center.

Viewing the Parent Marketplace

Before creating or modifying an Enrollment Plan, it is helpful to understand how parents view these programs.

To access the marketplace:

• Visit https://stemtree.com/coralgables/
• Click the orange "Click Here to Register" button.

This opens the online registration marketplace where parents browse and register for programs.

Programs are organized into the following categories:

• Afterschool
• Camps
• Tutoring
• Parties

When creating a new Enrollment Plan, always ensure that it is assigned to the appropriate category so parents can easily locate it within the marketplace.

Managing an Existing Enrollment Plan

To edit an existing Enrollment Plan:

• Locate the desired Enrollment Plan on Questem CRM.
• Click the pencil icon.
• Select Manage Plan.

From this page, you can update nearly every aspect of the program, including:

• Program name
• Description
• Session dates
• Daily schedule and operating hours
• Pricing
• Registration availability
• Cover image
• Additional program information

Cover Images

The cover image is one of the first things parents see when browsing the marketplace. Choose an image that is attractive, professional, and accurately represents the program.

Recommended cover images include:

• High-quality photos of students participating in activities at the center.
• The promotional flyer currently being used to advertise the program.

Using the same flyer that appears on social media and email campaigns helps create a consistent marketing experience and allows parents to easily recognize the program when they visit the marketplace.

Updating Program Information

Whenever a program changes, be sure to update the Enrollment Plan accordingly.

Common updates include:

• Adding new session dates.
• Updating daily start and end times.
• Adjusting pricing.
• Revising the program description.
• Changing registration availability.
• Replacing the cover image with updated promotional material.

Always verify that the information entered into Questem matches all marketing materials, including social media posts, newsletters, flyers, and the Stemtree website.

Activating and Deactivating Enrollment Plans

Enrollment Plans can be activated or deactivated as needed.

When a program is no longer accepting registrations, such as after a camp session has ended or an event has passed, toggle the Enrollment Plan off so it is no longer visible on the marketplace.

Likewise, when registration opens for a new program or session, ensure the Enrollment Plan is activated and visible before marketing materials are distributed.

Regularly reviewing active Enrollment Plans helps keep the marketplace organized and prevents parents from attempting to register for expired programs.

Creating a New Enrollment Plan

New programs may require creating a new Enrollment Plan from scratch.

When creating a new plan, complete all required information, including:

• Program name
• Marketplace category
• Program description
• Dates
• Daily schedule
• Pricing
• Registration settings
• Cover image

Before publishing the new Enrollment Plan:

• Verify that all information is accurate.
• Ensure the correct marketplace category has been selected.
• Upload an appropriate cover image.
• Review the description for spelling and grammar.
• Confirm that pricing and dates match all promotional materials.

Once the Enrollment Plan has been created, visit the online marketplace to confirm that it displays correctly and that parents can easily locate the program within the appropriate category. Performing this final review helps identify formatting issues or missing information before families begin registering.

Call Campaigns & Lead Management — Overview

Call campaigns are an important part of Stemtree of Coral Gables' marketing strategy and provide an opportunity to personally connect with prospective families who have already expressed interest in our programs. Unlike cold calling, these parents have voluntarily requested additional information after viewing one of our advertisements and are expecting to be contacted.

The primary goal of a call campaign is to answer questions, provide additional information about the program, introduce families to Stemtree, and ultimately encourage enrollment while creating a positive first impression of the center.

About On Target Marketing

The leads used for call campaigns are generated through On Target Marketing, a marketing platform that promotes Stemtree programs across various digital advertising channels, including Facebook and other online platforms.

Parents who see these advertisements can complete a short survey requesting additional information about a specific program. Their responses are then collected by On Target Marketing and made available to the center for follow-up.

The Center Director will determine when a call campaign should be conducted based on current enrollment priorities. Call campaigns are commonly used to promote:

• Summer Camp
• Spring Break Camp
• Winter Camp
• Teacher Planning Day Camps
• Afterschool Programs
• Homeschool Cohort
• Tutoring
• Workshops
• New or seasonal programs

Since these parents have already requested more information, the objective of the call is to provide helpful guidance rather than make a cold sales call.

Downloading the Lead List

To begin a call campaign:

• Log into On Target Marketing.
• Locate the current marketing campaign and select the leads recently added starting at the date you want to target/using the filters to determine which parents to include.
• Download the lead list as a CSV file.

The downloaded file contains the contact information submitted by parents, along with their responses to the interest survey. These responses indicate which program they are interested in and can provide useful context for the conversation.

Before contacting a parent, review their responses so you can personalize the conversation and focus on the information they requested.

Organizing the Lead List

It is good practice to maintain an Excel spreadsheet to track the progress of each call campaign.

Keeping an organized record allows the Marketing Associate to monitor which parents have already been contacted, what follow-up actions have been taken, and which families still require additional communication.

Suggested tracking columns include:

• Parent name
• Phone number
• Email address
• Program of interest
• Date contacted
• Call status
• Whether the parent answered
• Whether a voicemail was left
• Whether a follow-up text was sent
• Whether a follow-up email was sent
• Whether additional information was requested
• Whether a more detailed email needs to be sent
• Whether the parent is a Spanish/other language speaker
• Enrollment status
• Follow-up required
• Notes

Update the spreadsheet during or immediately after every interaction to ensure the information remains accurate and current.

Preparing for the Call Campaign

Before making any calls:

• Review each parent's survey responses.
• Familiarize yourself with the program being promoted.
• Verify current pricing, dates, schedules, and availability.
• Have promotional flyers and registration links readily available.
• Prepare your call script.
• Keep the tracking spreadsheet open to record notes throughout the campaign.

Calls should always be made using the center's phone and should be conducted in a friendly, professional, and informative manner.

The objective is to understand the family's needs, answer questions, and help determine whether the program is the right fit for their child.

Emailing the Parent Before Calling

Although not required, it is considered a best practice to send the parent an informational email before placing the call.

This gives parents an opportunity to review the information beforehand and creates a natural introduction for the conversation.

The email should include:

• The promotional flyer for the requested program.
• A brief overview of the program.
• Dates and schedule.
• Pricing (when applicable).
• Registration information.
• A direct registration link.
• The center's contact information.

Sending the email first allows you to reference it during the call by letting the parent know that the information they requested has already been sent to them.

Sample Call Script

Tip: Use this script as a guide rather than reading it word-for-word. Keep the conversation natural and conversational while ensuring all key information is communicated.

Marketing Associate:

Hello, may I speak with [Parent's Name], please?

(Wait for response.)

Hi [Parent's Name], my name is [Your Name], and I'm calling from Stemtree of Coral Gables.

I'm reaching out because you recently requested information about our [Program Name] through one of our online advertisements. We wanted to let you know that we've sent you an email with information about the program, including registration details and everything you need to learn more.

If you don't see the email in your inbox, please check your Spam or Promotions folder, as sometimes it can end up there.

I was also calling to introduce myself, answer any questions you may have, and tell you a little more about what we offer here at Stemtree.

Do you have about five minutes to talk?

(If yes, continue.)

Wonderful! Before we begin, were you able to see the email we sent?

(If yes, briefly reference the information they received. If not, let them know they can review it after the call.)

At Stemtree, we provide hands-on STEM education through programs such as science, robotics, coding, engineering, mathematics, afterschool enrichment, tutoring, seasonal camps, homeschool programs, birthday parties, and more. Our goal is to make learning engaging while helping students build critical thinking, creativity, and problem-solving skills.

I noticed that you were interested in [Program Name]. I'd be happy to tell you a little more about it.

(Briefly explain the program, including activities, age group, schedule, and benefits.)

Do you have any questions that I can answer for you?

(Answer questions and personalize the conversation based on the parent's interests.)

If you'd like, I'd also be happy to send you additional information after our call with more details about the program.

Thank you again for requesting information and for taking the time to speak with me today. If you have any additional questions, please don't hesitate to contact us. We would love the opportunity to welcome your family to Stemtree!

If the Call Goes to Voicemail

If the parent does not answer, leave a brief, friendly voicemail.

Sample Voicemail:

Hello, this message is for [Parent's Name].

My name is [Your Name], and I'm calling from Stemtree of Coral Gables.

I'm reaching out because you recently requested information about our [Program Name], and I wanted to let you know that we've emailed you information about the program, including registration details and additional resources.

If you don't see our email in your inbox, please be sure to check your Spam or Promotions folder, as it may have been filtered there.

If you have any questions or would like to learn more, please give us a call at [Center Phone Number]. We'd be happy to help and answer any questions you may have.

Thank you, and we hope to speak with you soon!

Sending a Follow-Up Text Message

If the parent does not answer the phone, send a follow-up text message immediately after the call.

This text serves as a courtesy to let the parent know that you attempted to reach them and reminds them to check their email for the information they requested.

Sample Text Message:

Hi [Parent's Name], this is [Your Name] from Stemtree of Coral Gables. We just tried reaching you because you recently requested information about our [Program Name].

We've also sent you an email with additional information, including registration details. If you don't see it in your inbox, please check your Spam or Promotions folder just in case.

If you have any questions or would like to speak with us, feel free to reply to this message or call us at [Center Phone Number]. We look forward to speaking with you!

Recording Call Outcomes

Immediately after every call attempt, update the campaign tracking spreadsheet.

Record the following information:

• Date of the call.
• Whether the parent answered the phone.
• Whether a voicemail was left.
• Whether a follow-up text message was sent.
• Whether an informational email was sent.
• Whether the parent requested additional information.
• Whether a more detailed follow-up email needs to be sent.
• Program of interest.
• Questions or concerns discussed.
• Whether the parent is a Spanish speaker.
• Whether the parent expressed interest in enrolling.
• Any follow-up actions required.
• Current enrollment status.
• Additional notes.

Keeping detailed and organized records ensures that every prospective family receives appropriate follow-up and allows future communication to be personalized based on previous interactions.

Best Practices

To maximize the effectiveness of every call campaign:

• Review each parent's survey responses before calling.
• Personalize the conversation based on the program they requested information about.
• Speak in a friendly, professional, and conversational manner.
• Listen carefully and answer questions thoroughly.
• Never pressure parents into enrolling; instead, provide helpful information and guidance.
• If additional information is requested, send a more detailed follow-up email as soon as possible.
• If the parent is more comfortable communicating in Spanish, note this in the tracking spreadsheet so future communication can be tailored accordingly.
• If no answer is received, always leave a voicemail (when possible) and send a follow-up text immediately afterward.
• Keep all records updated throughout the campaign so no prospective family is overlooked.

Part II — Corporate Policy & Compliance — Overview

The following sections were drafted to bring this guide up to a complete corporate Marketing SOP. They are marked [DRAFT — REVIEW] next to each heading so you can find them quickly. Please review each section and confirm or replace every highlighted item before adopting.

1. Purpose, Scope & Document Control DRAFT — REVIEW

Purpose. This SOP standardizes all marketing activity for Stemtree of Coral Gables so that every touchpoint — social media, email, text, phone, flyers, ads, and website — is consistent, professional, on-brand, and legally compliant.

Scope. It applies to all staff, contractors, and volunteers who create or distribute marketing on Stemtree's behalf.

▪ Document owner — This SOP is owned and kept current by [Confirm: owner — e.g., Center Director]

▪ Review cycle — The SOP is reviewed and updated every [Confirm: 6 months]

▪ Version control — Maintain a revision table (date, version, author, summary of change). Current edition: Version 2.0, August 2026.

2. Roles, Responsibilities & Approval Workflow DRAFT — REVIEW

▪ Marketing Associate — Plans, creates, schedules, and reports on all marketing; executes the procedures in Part I.

▪ Center Director — Reviews and approves content, sets priorities, and monitors results.

▪ Owner — Holds final authority over brand, budget, and any legally sensitive communication.

Content approval. No public post, email, text, flyer, or paid ad is published until it is approved by [Confirm: approver — e.g., Center Director]. Standard approval turnaround is [Confirm: 24 hours].

Ad-spend authority. A Marketing Associate may spend up to [Confirm: $___ per campaign / $___ per month] on boosted posts and Meta Ads without further approval. Anything above that requires [Confirm: Director / Owner] sign-off.

▪ Coverage — If the Marketing Associate is unavailable, time-sensitive posts are handled by [Confirm: backup person]

3. Brand & Messaging Standards DRAFT — REVIEW

▪ Logo usage — Always use approved Stemtree logo files. Keep clear space around the logo; never stretch, recolor, or place it on a busy background.

Brand colors. Primary Stemtree Orange [Confirm: hex ≈ E1701A], Black, and a Blue accent [Confirm: hex ≈ 2B8CC4]. Confirm the exact brand hex codes with headquarters.

▪ Typography — Approved heading and body fonts are [Confirm: fonts]

▪ Voice & tone — Warm, encouraging, and expert-but-approachable. Speak to parents of K–12 children; emphasize hands-on STEM, confidence, and real-world skills.

▪ Approved messages — Core lines include “We don't teach STEM. We develop future engineers.” and “Curiosity becomes confidence.”

▪ Avoid — Guarantees of specific outcomes, medical/behavioral claims, and comparisons that name competitors.

▪ Asset library — Store approved photos, flyers, and templates in the shared Marketing folder using the naming convention YYYY-MM_program_description.

4. Legal & Regulatory Compliance DRAFT — REVIEW

These rules protect Stemtree and the families we serve. They are not optional. When in doubt, get approval before sending.

4.1 Photo & Video Consent for Minors

▪ Signed release required — Never publish a child's image, first name, or schoolwork without a signed parental media release on file.

Verify before use. Check consent status before using any photo, and keep a consent log. [Confirm: Is a media-release clause already in your registration form? If yes, cite it here; if not, add one.]

▪ Honor removal requests — Remove a child's image promptly whenever a parent asks.

4.2 Email Marketing Compliance (CAN-SPAM)

▪ Every email must include — a truthful subject line, the center's physical mailing address, and a working unsubscribe link honored within 10 business days.

▪ Permission only — Email only families who inquired or opted in. Never use purchased or scraped lists.

▪ Suppression list — Keep unsubscribed contacts suppressed in Questem and never re-add them.

4.3 Text-Message Compliance (TCPA)

▪ Prior consent — Obtain and document express consent before sending marketing texts (note when and how it was captured).

▪ Opt-out — Every campaign includes “Reply STOP to opt out,” honored immediately.

▪ Timing — Send only between 8 a.m. and 9 p.m. local time.

4.4 Call-Campaign Compliance (TCPA / Do-Not-Call)

Scrub lists. Before dialing, scrub call lists against the National Do-Not-Call Registry and Stemtree's internal do-not-call list. [Confirm: Confirm scrubbing process/tool via On Target Marketing]

▪ Internal Do-Not-Call list — Add anyone who asks not to be called and never call them again.

▪ Conduct — Call only 8 a.m.–9 p.m. local; identify Stemtree and yourself at the start of every call.

4.5 Advertising & Testimonials (FTC)

▪ Truthful claims — All claims must be truthful and substantiated — score-improvement statistics must be real, current, and sourced.

▪ Genuine testimonials — Reviews and testimonials must come from real families, used with permission; disclose any incentive given.

4.6 Accessibility

▪ Inclusive design — Add descriptive alt text to images, use high color contrast and legible fonts, and caption videos where feasible.

4.7 Step Up for Students — Location & Program Scope

Standing rule (Ty, 2026-10-12, correction) — this supersedes any earlier framing anywhere in this SOP or the extranet that implied Step Up applies more broadly.

▪ Where it applies — Step Up for Students ONLY covers day camps, week-long camps (Spring Break, Summer) and the weekend academies AT THE CORAL GABLES CENTER.

▪ Never The Hub — It NEVER covers anything at The Hub (Hub camps or Hub after-school).

▪ Never after-school — It does NOT cover after-school programs, at either location. Never put Step Up on a Hub post, caption, or email.

▪ Dual-location camp days — On posts for camp days running at both locations, say “Step Up for Students eligible at our Coral Gables center.”

▪ Name all four — Wherever Step Up is cited, name all four scholarships together: PEP, FTC, FES-EO, FES-UA.

5. Data Privacy & Account Security DRAFT — REVIEW

▪ Confidential data — Family and lead information in Questem and On Target (names, contacts, children's details) is confidential and limited to staff who need it.

▪ Retention — Keep data only as long as needed; review and purge stale leads [Confirm: annually]

▪ No personal copies — Never export family data to personal devices or accounts.

Shared logins. Store shared accounts (Buffer, Meta, Questem, Canva, On Target) in a password manager [Confirm: which one]; use strong, unique passwords and enable two-factor authentication where available.

Offboarding. When a marketing associate leaves, immediately rotate shared passwords and revoke individual access. Responsible: [Confirm: owner of this task]

6. Performance Measurement, Reporting & Budget DRAFT — REVIEW

KPIs (tracked monthly). New leads, cost per lead, tour bookings, enrollments, enrollment conversion rate, email open and click rates, social follower growth and engagement, ad spend, and cost per enrollment. Targets: [Confirm: set target values]

▪ Reporting — The Marketing Associate sends a one-page monthly summary (results vs. targets and spend) to [Confirm: Director / Owner]

Budget. The monthly marketing budget is [Confirm: $____], tracked against actual spend in [Confirm: tracking sheet]. Paid-ad spend follows the approval limits in Section 2.

7. Reputation & Crisis Management DRAFT — REVIEW

▪ Respond to reviews — Reply to Google and Facebook reviews within [Confirm: 48 hours]

▪ Stay professional — Thank positive reviewers; answer negative reviews calmly and move the conversation offline where possible. Never post a child's or family's private information in a public reply.

Escalation. Any complaint involving a safety concern, injury, discrimination, or other legal/PR-sensitive matter is escalated immediately to [Confirm: Owner] and is not answered publicly without approval.

▪ Do not delete — Do not delete negative comments (except spam or harassment) — respond instead.

8. Content Planning & Franchise / Partner Alignment DRAFT — REVIEW

Content calendar. Plan content at least one week ahead. Minimum cadence: [Confirm: e.g., 4 feed posts + 3 stories per week]

▪ HQ first — Prefer approved Stemtree Media (headquarters) materials; any local content must follow franchise brand standards.

Partner coordination. Align shared campaigns, messaging, and timing with On Target Marketing and the Elev8 partnership. Primary partner contact: [Confirm: name]

Once you confirm the highlighted items, this becomes an adoptable, complete corporate Marketing SOP. I can then generate a clean final version with these merged into the main Table of Contents.