Head Start Education Services - esc7.net...Fall Training Calendar & Deadlines SEPTEMBER If you did...
5
Welcome Back! What a great Pre-Service week we had! It was great seeing all of our returning teachers and teaching assistants as well as meeng our new teachers and teaching assistants. We want your school year to be successful and filled with many learning opportunies for our Head Start children. Our Educaon Coaching team is ready to support your instruconal pracces with monthly or bi-monthly classroom visits. In addion, I will be sending you monthly newsleers containing valuable informaon to sup- port your Head Start year. To get you started here are a few ps: Bookmark our Head Start Webpage- Teacher & Assistant Resources Use your state adopted curriculum with fidelity Communicate with your Educaon Specialist I look forward to seeing all of your classrooms and the excing acvies occurring throughout the year. Cathy Gaskin Educaon Coordinator 903-988-7635 [email protected] Head Start Education Services September 2016 Edition Click the Region 7 logo below to access Teacher & Assistant Resources on the Head Start website! Remember to display and use your poster! eFolle is a great resource for on-line books to display on your Smart board! To access, click logo and enter your ChildPlus login. Don’t forget to sign up for your EcoLand field trips! Reminder! When your Smart Board is not in use turn off system. This saves the life of the bulb. Scroll to the bottom of the page Reminder: Begin Brigance Development Screener by September 12th Parent report- Self Help & Social Emoonal Scales – give to parents to complete
Transcript of Head Start Education Services - esc7.net...Fall Training Calendar & Deadlines SEPTEMBER If you did...
Welcome Back!
What a great Pre-Service week we had! It was great seeing all of our returning teachers and teaching
assistants as well as meeting our new teachers and teaching assistants. We want your school year to
be successful and filled with many learning opportunities for our Head Start children. Our Education
Coaching team is ready to support your instructional practices with monthly or bi-monthly classroom
visits. In addition, I will be sending you monthly newsletters containing valuable information to sup-
port your Head Start year. To get you started here are a few tips:
Bookmark our Head Start Webpage- Teacher & Assistant Resources
Use your state adopted curriculum with fidelity
Communicate with your Education Specialist
I look forward to seeing all of your classrooms and the exciting activities occurring throughout the year.
Cathy Gaskin Education Coordinator 903-988-7635 [email protected]
Head Start Education Services
September 2016 Edition
Click the Region 7 logo below to access Teacher & Assistant
Resources on the Head Start website!
Remember to display and use your poster!
eFollett is a great resource for on-line books to display on your Smart board! To access, click logo and enter your ChildPlus login.
Don’t forget to sign up for
your EcoLand field trips!
Reminder! When your Smart Board is not in use
turn off system. This saves the life of
the bulb.
Scroll to the bottom of the page
Reminder:
Begin Brigance Development Screener by September 12th
Parent report- Self Help & Social Emotional Scales – give to parents to complete
Fall Training Calendar & Deadlines
SEPTEMBER
13th CPR Session 053982 Dogwood 27th CPR Session 054071 Dogwood
OCTOBER
4th HS Fall Teacher Training 0-3 Years (9:00-3:30) Session 056372 Cedar A,B,C/Lab 1/Oak/Pine/ML-Pine 5th 45 day–1st Parent Contact Due 3rd – Assessment Wave # 1 BEGINS 11th HS Fall Teacher Training 4+ Years Session 056370 (9:00-3:30) Cedar
A,B,C/Dogwood/Pine 18th CPR Session 053980 Pine
NOVEMBER
3rd HS TA Training (9:00-3:30) Session 056362 Cedar A,B,C, Dogwood, Oak 4th HS TA Training (9:00-3:30) Session 056354 Cedar A,B,C, Dogwood, Oak 10th CPR Session 056312 Pine 11th CD: Building A School Family-Part 1 Session 056389 (9:00-3:30)
Dogwood 11th – Assessment Wave # 1 ENDS 30th School Readiness (9:00-2:30) Session 056344 Pecan
If you did not attend Preservice but received Child Abuse training at your campus, send a copy of your certificate to [email protected] or fax to 903-988-6945. If not, click the link below to register.
Session 057385 (Available 9/1/16 – 12/16/16)
9/2 Mary Burke, Eustace
9/2 Jessica Llewellyn, Gladewater
9/2 Heather Wimberly, Kilgore
9/4 Melody Crawley, Hawkins
9/4 Grace Mata, Malakoff
9/4 Melinda Munoz, Palestine
9/5 Terrance King, Longview Ware
9/5 Deana Murphy, Brownsboro
9/7 Marissa Prieto, Chapel Hill Wise
9/9 Elaine Tarrant, Rusk
9/13 Marquita Wright, Marshall
9/14 Jessica Pierce, Kilgore
9/15 Kimberly Bozarth, Gladewater
9/17 Ariana Martinez, Marshall
9/18 Giannina Phelps, Kilgore
9/20 Hazel Coverson, Jefferson
9/21 Joy Kimmel, Chapel Hill Kissam
9/22 Jason Pike, Henderson
9/25 Rosalba Garcia Rodriguez, Chapel Hill Kissam
9/26 Colleen Hughes, Whitehouse Cain
9/26 Jordan Scarborough, Big Sandy
9/28 Carlas Douglas, Carthage
Head Start Teacher Advisory Team 2016-2017
Blue Denise Jones
Brown Kimberly Homann
Gray Shayla Jester
Green Holly Stuart
Orange Brandy Kahler
Pink Amy Hurley
Purple Rebecca Perkins
Red Jana Veader
Yellow Jennifer Hardin
ACTIVE SUPERVISION
A Referenced Fact Sheet from the Head Start National Center on Health
Keeping children safe is a top priority for all Head Start and Early Head Start programs. The Head Start Program Perfor-
mance Standards require that “no child shall be left alone or unsupervised while under their care” (45 CFR 1304.52[i][1]
[iii]). But what is active supervision and how will it benefit children and staff?
Active supervision is the most effective strategy for creating a safe environment and preventing injuries in young chil-
dren. Educators from all over the world use this strategy to make sure that children of all ages explore their environ-
ments safely. Each program can keep children safe by teaching all educators how to look, listen, and engage.
What is Active Supervision?
Active supervision requires focused attention and intentional observation of children at all times. Educators (all Head
Start staff who care for children) position themselves so that they can observe all of the children: watching, counting,
and listening at all times. They also use their knowledge of each child’s development and abilities to anticipate what
they will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.
Strategies to Put Active Supervision in Place
The following strategies allow children to explore their environments safely. Infants, toddlers, and preschoolers must
be directly supervised at all times. This includes daily routines such as sleeping, eating, and changing diapers or using
the bathroom. Programs that use active supervision take advantage of all available learning opportunities and never
leave children unattended.
Set Up the Environment
Educators set up the environment so that they can supervise children at all times. When activities are grouped togeth-
er and furniture is at waist height or shorter, adults are always able to see and hear children. Small spaces are kept
clutter free and big spaces are set up so that children have clear play spaces that educators can observe.
Position Staff
Educators carefully plan where they will position themselves in the environment to prevent children from harm. They
place themselves so that they can see and hear all of the children in their care. They make sure there are always clear
paths to where children are playing, sleeping, and eating so they can react quickly when necessary. Educators stay
close to children who may need additional support. Their location helps them provide support, if necessary.
Scan and Count
Educators are always able to account for the children in their care. They continually scan the entire environment to
know where everyone is and what they are doing. They count the children frequently. This is especially important dur-
ing transitions, when children are moving from one location to another.
Listen
Specific sounds or the absence of them may signify reason for concern. Educators who are listening closely to children
immediately identify signs of potential danger. Programs that think systemically implement additional strategies to
safeguard children. For example, bells added to doors help alert educators when a child leaves or enters the room.
Anticipate Children’s Behavior
Educators use what they know about each child’s individual interests and skills to predict what they will do. They create
challenges that children are ready for and support them in succeeding. But they also recognize when children might
Region 7 ESC Early/Head Start Administration and Education Team
Sonya McCoy, M. Ed. Director
903.988.6979 [email protected]
Jackie Jones, M.Ed. Assistant Director
903.988.6954 [email protected]
Felicia Woodard-Shaw, M. A.
Assistant Director 903.988.7608
Cathy Gaskin, M.Ed. Education Coordinator
903.988.7635 [email protected]
Kathy Assenheimer, B.S. Ed. Education Specialist
Gray Team 903.988.7654
Brenda Bishop, B.S. Ed. Education Specialist
Yellow Team 903.988.7663
Stephanie Bradley, M.Ed.
Education Specialist
Pink Team
903.988.7653
Sheri Bunt, B.S. Ed. Education Specialist
Orange Team 903.988.7618
Jaci Cloud, B.S. Ed. Education Specialist
Green Team 903.988.7664
Kathy Endsley, B.S. Ed.
Education Specialist
Blue Team
903.988.7620
Amber Huling, M. Ed. ECE Education Specialist
Red Team 903.988.7667
Deanna Muller, B.S. Ed. Education Specialist
Brown Team 903.988.6807
Heather Rhea, B.S. Ed. Education Specialist
Purple Team 903.988.7652
MENTAL HEALTH
Be a Star!
The Safe Place is a center in your room where the children can
go when they are feeling upset. It allows children the oppor-
tunity to calm themselves and then return to the whole group.
In the Safe Place, the children can use deep breathing tech-
niques to help them gain self-control. Shubert is a S.T.A.R is a
book that teachers can use to help children understand how to
use the Safe Place. The book also helps you teach the children
how to do the Star, Drain, Balloon, and Pretzel deep breathing
techniques when they go to the Safe Place. Another Conscious
Discipline® book, I Can Calm, will also be helpful in this self-
regulation process. See Shubert's Classroom and click on Safe
Place for more information.
DISABILITIES
IEP Goals
All students who qualify as having a disability (including Speech
Impairment) an IEP. As the student’s teacher you need to famil-
iarize yourself with the IEP goals so that you can reinforce them
in the classroom and cover them in your lesson plans. You can
locate the ARD including IEP goals in the Disabilities section of
ChildPlus, in the attachments tab. The campus principal, speech
therapist, or diagnostician can also provide the goals for you.
Become familiar with the IEP goals. Working on them in the
classroom assists in generalization of skills and provides more
opportunities for your student to master the goals. Contact
your Disabilities Specialist if you need assistance locating the
ARD and IEP goals.
NUTRITION
Nutrition includes meeting each child's needs, feeding require-ments, and feeding schedule. A nutrition assessment sets the stage for providing quality nutrition services to each child. Reg-ular communication between families and staff helps to ensure that nutritional needs are met in the program and at home. Serving a wide variety of foods, both familiar and new, not only promotes good nutrition but also helps children to broaden their food preferences.
HEALTH
Gerbils and Hamsters and Rabbits, OH MY!!!!
Classroom pets provide wonderful opportunities to teach chil-dren responsibility. Before you make the decision to bring a pet into your Head Start classroom, consider these important tips:
The CDC (Centers for Disease Control) and AAP (American Academy of Pediatrics) set specific guidelines about class-room animals and safety.
Appropriate animals, according to Federal regulations, in-clude rabbits… mice... rats… hamsters…gerbils…chinchillas… and fish is a closed aquarium.
A letter from a licensed veterinarian must be posted in classroom verifying pet is free of disease and has had ap-propriate vaccinations.
Some animals such as hamsters are nocturnal, which means that they will sleep most of the day. That’s not much fun for the class!
Turtles and other shelled creatures commonly carry the disease Salmonella which is highly infectious. They are not allowed in Head Start classrooms.
Cages must be kept clean, and your classroom allergies must be considered. Hay or cedar chips are a poor choice for children with asthma or respiratory conditions.
The Head Start Teachers’ Manual contains specific guide-lines for the keeping a pet in a classroom.
Classroom pets can provide countless learning experiences, but careful decisions must be made in considering the best “fit” for your classroom and the constant care and attention required.
Gail Thomas
Nutrition Coordinator
(903) 988-7629
Jerry Maranitch
(903) 988-7623
Sherry Jordan
(903) 988-7650
Katie Burnett
Health Coordinator
(903) 988-6862
Kathryne Boddie, LPC
MH Coordinator
(903) 988-7636
Martha Krider, LCSW
MH Specialist
(903) 988-7648
Barbara Edmiston, LPC
MH Specialist
(903) 988-6827
