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Wayne County Action Program, Inc

Wayne County Action Program, Inc.

Head Start

Performance Standards Plan

Parts 1304, 1305, 1306 & 1310

Board of Directors Approved 5/23/02 Policy Council Approved 6/13/02

Revisions made 6/14/02 through 3/2/04

Board of Directors Approved 3/25/04

Policy Council Approved 4/08/04

Revisions made 8/10/06




Revision made March 2008


Board of Directors Approved4/23/09Revisions made March 2009


Board of Directors Approved 9/23/10 Revisions made June 2010

Policy Council Approved 10/10

Board of Directors Approved 8/25/11 Revisions made 7/27/11

Policy Council Approved 9/11

Board of Directors Approved 10/25/12 Revisions made July 2012


Revisions made October 2013

Table of Contents

I.Narrative regarding revised Performance Standards

1304 Program Performance Standards for the Operation of Head Start

Programs by Grantee and Delegate Agencies

Subpart B: Early Childhood Development and Health Services

1304.20 - Child Health and Developmental Services5

1304.21 - Education and Early Childhood Development................................................................................14

1304.22 - Child Health and Safety46

1304.23 - Child Nutrition51

1304.24 - Child Mental Health60

Subpart C: Family and Community Partnership

1304.40 - Family Partnerships64

1304.41 - Community Partnerships75

Subpart D: Program Design and Management

1304.50 - Program Governance83

1304.51 - Management Systems and Procedures92

1304.52 - Human Resources Management101

1304.53 - Facilities, Materials, and Equipment110

1305 Eligibility, Recruitment, Selection, Enrollment, and Attendance

1305 - Eligibility, Recruitment, Selection, Enrollment, and Attendance.................................................115

1306 Head Start Staffing Requirements and Program Options

1306 - Head Start Staffing Requirements and Program Options..............................................................125

Subpart A General

1306.1 - Purpose and Scope.........................................................................................................................125

1306.2 - Effective Dates..............................................................................................................................125

1306.3 - Definitions.....................................................................................................................................125

Subpart B Head Start Staffing Requirements

1306.20 Program staffing patterns.............................................................................................................125

1306.21 Staff qualification requirements...................................................................................................126

1306.22 Volunteers....................................................................................................................................127

1306.23 Training........................................................................................................................................127

Subpart C Head Start Program Options

1306.30 Provisions of comprehensive child development services............................................................127

1306.31 Choosing a Head Start program option........................................................................................128

1306.32 Center-based program option.......................................................................................................129

1306.33 Home-based program option........................................................................................................136

1306.34 Combination program option.......................................................................................................138

1306.35 Additional Head Start program option variations........................................................................138

1306.36 Compliance Waiver......................................................................................................................138

1308 Services for Children with Disabilities

1308 - Services for Children with Disabilities..........................................................................................138

1310 Department of Health and Human Services Final Ruling on Transportation

1310 - Transportation..............................................................................................................................139

Subpart A General

1310.1 - Purpose........................................................................................................................................139

1310.2 - Applicability................................................................................................................................139

1310.3 - Definitions...................................................................................................................................139

Subpart B Transportation Requirements

1310.10 - General........................................................................................................................................139

1310.11 - Child Restraint Systems..............................................................................................................141

1310.12 - Required use of School Buses or Allowable Alternate Vehicles................................................141

1310.13 - Maintenance of vehicles..............................................................................................................142

1310.14 - Inspection of new vehicles at time of delivery............................................................................142

1310.15 Operation of vehicles..................................................................................................................143

1310.16 Driver qualifications...................................................................................................................143

1310.17 Driver and bus monitor training.................................................................................................145

Subpart C Special Requirements

1310.20 Trip routing.................................................................................................................................146

1310.21 Safety education..........................................................................................................................148

1310.22 Children with disabilities............................................................................................................149

1310.23 Coordinated transportation..........................................................................................................150

II.Integrated Calendar of all activities throughout the year. (to be completed)

III.Policies and Procedures (see HS/EHS Manual)

IV. Disabilities Services Plan

V. Monitoring/Forms Manual

Responsibility

Performance Standard

How Program Implements

Reference

Subpart B: Early Childhood Development and Health Services

1304.20

Child Health and Developmental Services

1304.20 (a)

Determining Child Health Status

(1) In collaboration with the parents as quickly as possible, but no later than 90 calendar days (with the exception noted in paragraph (a) (2) of this section) from the childs entry into the program (for the purposes of 45 CFR 1304.20 (a) (1), 45 CFR 1304.20 (a) (2), and 45 CFR 1304.20 (b) (1), entry means the first day that Early Head Start or Head Start services are provided to the child), grantee and delegate agencies must:

The health services of the program are comprehensive. In New York State, Day Care Licensing regulations require that a child have a medical statement and immunization record before entering any child care program. Therefore, every child in Head Start and Early Head Start must have a well-child visit documented and submitted along with their immunization record before starting either in a Center or in a home-base option. Furthermore, in the Early Head Start program, all children are encouraged and supported in getting their well-child visits as required by the NYS EPSDT guidelines at 2, 4, 6, 9, 12, 18 & 24 months. Services include immunizations, assessments and screenings completed within 45 days after a child first enters a classroom or receives their first home visit. Follow-up care in the medical, dental, and mental health areas is coordinated with the parent(s) and the primary care provider for all children as directed by the performance standards.

Health Checklist

Child Health Folder

Physical Form

Immunization Form

(i) Make a determination as to whether or not each child has an ongoing source of continuous, accessible health care. If a child does not have a source of ongoing health care, grantee and delegate agencies must assist the parents in accessing a source of care;

At Enrollment, the Family Worker/Home Visitor (FW/HV) meets with parent(s) and gathers the childs health information using the Health History Form. Determination is then made as to whether a medical home (continuous, accessible health care) has been established for the child. Occasionally, children are seen at Public Health Service or area clinics for all their health care. The FW/HV and Health Coordinator encourage these families to establish with a primary health care source as their medical home offering assistance in the following ways:

l) provide resource lists with participating local doctors/dentists,

2) assistance in applying for Medicaid, Child Health Plus or other health coverage,

3) access to center telephones to make medical/dental appointments,

4) transportation by HS vans to and from medical/dental facilities

Health History Form

Family Demographics Packet

Doctor/Dentist Resource List

(ii) Obtain from a health care professional a determination as to whether the child is up-to-date on a schedule of age appropriate preventive and primary health care, which includes medical, dental and mental health. Such a schedule must incorporate the requirements for a schedule of well child care utilized by the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) program of the Medicaid agency of the State in which they operate, and the latest immunization recommendations issued by the Centers for Disease Control and Prevention, as well as any additional recommendations from the local Health Services Advisory Committee that are based on prevalent community health problems:

The FW/HV ensures that a written up-to-date age-appropriate immunization record, medical and dental evaluation (for 3-5 yr olds) for each child is completed by their primary care physician and dentist. This regulation follows the current day care licensing standards.

Per HS Standards, NYS EPSDT guidelines are followed for every child in Head Start and Early Head Start.

The Health/Nutrition Advisory Committee has recommended following the American Academy of Pediatrics (AAP) schedule of well-child visits and immunizations which correlates with the states EPSDT guidelines.

Parents of infants and toddlers in the Early Head Start program are asked to follow EPSDT & AAP guidelines and submit written results of those exams. A dental exam is not required on infants/toddlers until the child reaches his/her third birthday however one is encouraged as soon as the primary teeth erupt.

The FW/HV records all pertinent information from the immunization, medical and dental assessments on the Health Checklist which is then checked against the medical records by the Health Coordinator for medical needs and follow-up. The FW/HV then establishes a follow-up plan with the parent(s), offering assistance as needed.

Physical & Dental Exam Forms

EPSDT Guidelines

Immunization Record

Day Care Licensing Regulations

Health Checklist

Screening Schedule

Medical F/U Status

Form

(A) For children who are not up-to-date on an age-appropriate schedule of well child care, grantee and delegate agencies must assist parents in making the necessary arrangements to bring the child up to date;

Recommended care/follow-up treatment is discussed with the parent/guardian by the FW/HV and plans for follow-up completion are made. FW/HV document on the contact form and on the health checklist once documentation from the care provider is received. Documentation is filed in the childs health folder.

Health Checklist

Child Health Folder

(B) For children who are up-to-date on an age-appropriate schedule of well child care, grantee and delegate agencies must ensure that they continue to follow the recommended schedule of well child care; and

Parents of children that are on a regular schedule of visits to their primary health care source are reminded and encouraged in writing and by phone by the FW/HV to continue these on-going visits and offered assistance as needed.

Medical F/U Status Form

Contact Form

(C) Grantee and delegate agencies must establish procedures to track the provision of health care services.

Health care information is tracked on the Health Checklist by the FW/HV. The checklist provides medical, dental, sensory and other health information at a glance to aid FW/HV in making sure care and follow-up are up-to-date. The Health Coordinator reviews each classrooms F/U Status Form on a monthly basis to ensure required care is current and assist with follow-up plans as necessary.

CHD-7

Procedures to Track the Provision of Health Care Services

Health Checklist


(iii) Obtain or arrange further diagnostic testing, examination and treatment by an appropriate licensed or certified professional for each child with an observable, known or suspected health or developmental problem; and

When staff, either through observation, suspicion, or knowledge, indicates a child is in need of further medical care by a licensed professional, the parent is contacted by the FW/HV to discuss the concern either by a home visit, center visit or case conference. If a referral is warranted, it is made with the parents cooperation.

Observation Records

Contact Form


(iv) Develop and implement a follow-up plan for any condition identified in 45 CFR 1304.20 (a) (1) (ii) and (iii) so that any needed treatment has begun.

A follow-up plan is noted on the Health Checklist. The Health/Nutrition Coordinator then develops the Medical F/U Status chart which is used by the FW/HV and the Health Coordinator to track the course of follow-up treatment and to assure it is completed.

Medical F/U

Status Form

Child Physical Form

Health Checklist

(2) Grantee and delegate agencies operating programs of shorter durations (90 days or less) must complete the above processes and those in 45 CFR 1304.20 (b) (1) within 30 calendar days from the childs entry into the program.

N / A

1304.20 (b)

Developmental, Sensory, and Behavioral Screening

(1) In collaboration with each childs parent, and within 45 calendar days of the childs entry into the program, grantee and delegate agencies must perform or obtain linguistically and age appropriate developmental, sensory and behavioral screenings of motor, language, social, cognitive, perceptual, and emotional skills (see 45 CFR 1308.6 (b) (3) for additional information). To the greatest extent possible, these screenings must be sensitive to the childs cultural background.

Developmental, behavioral, and sensory screenings are performed within 45 calendar days of the childs entrance date into the program. Parents are informed of the screening process at enrollment, parent orientation, and through the general consent form.

Sensory Screenings- FW/HV screen childs vision and hearing if not already done on the childs current physical form. The Light House symbol test is used to screen vision. If results are greater than 20/40 for one or both eyes or there is a 2 line difference between eyes, the parents are contacted and referrals to appropriate eye care professionals are made. The pure tone audiometer or Pilot Audiometer is used to test the childrens hearing capabilities. Children are tested at the 25-decibel level at the 1000, 2000, and 4000 frequencies. If the results are unsatisfactory, the parent is contacted and asked to consult the childs primary care physician. Results from follow-up medical visits are obtained and kept in the childs health folder in the central file.

Early Head Start children are screened using subjective methods developed by the University of Texas (Austin) for vision and The Center for Inclusion (Orono, Maine) for hearing.

If a child cannot clearly identify vision symbols or audio sounds a second test will be conducted within 2-4 weeks. Poor response may be an issue (especially with three-year-old children) of comprehension or maturity.

Developmental Screenings- The developmental and behavioral screenings are conducted by the Education Staff using the Ages and Stages Questionaire-3 (ASQ-3 for EHS and HS) (also available in Spanish). These screenings consist of the following domains: Personal/Social, Adaptive, Motor, Communication, and Cognitive. After the Head Start Teachers complete the Battelle screening, they are forwarded to the Disabilities Coordinator to score. When a child in Head Start/Early Head Start scores more than 2 standard deviations below the mean score on the ASQ-3 in more than two domains or score 1.5 standard deviations below the mean in three or more areas a consideration for a referral is made. The Disabilities/Mental Health Coordinator case conferences with the classroom staff to assess results of the childs screening. Such conferences are vital, especially when children have borderline scores, because the child may not have performed well, or may have had many absences within the 45 days.

For children with suspected speech/language delays in Clyde and Huron centers, a speech therapist may screen for delays using the Fluharty II, if there is time within her therapy schedule.

The Disabilities/Mental Health Coordinator and Early Childhood Development Administrator , and Early Childhood Development Specialists work together to ensure that developmental screenings are being done within 45 days of the childs first day in attendance. The Disabilities/Mental Health Coordinator uses the Developmental Tracking Sheet, and ECD Administrator reviews the Education Tracking Sheets on a monthly basis to check time lines.

Social-Emotional Screening- The Ages & Stages Parent Questionnaire: Social Emotional (ASQ:SE), which is also available in Spanish, is given to the parent to complete, in order to assess the childs social-emotional development. This is done at the time of application and sent to the Disabilities/Mental Health Coordinator to score. If a child scores over the cut off, the child is flagged and any appropriate referrals are made at that time as well as a case conference takes place to ensure that the child has an appropriate placement as well as has appropriate supports in place to be successful when enrolling in the program. During the first home visit, families are given an opportunity to discuss the childs strengths and needs and parents give input on what goals they would like achieved for their child.

Performance Standards Plan- Services for Children with Disabilities 1308.4(e), 1308.6(a)-(c)

Policy & Procedure

CHD-4

Sensory Screenings & Referrals

Light House Symbol Test

Audiometer/OAE machine

Subjective & Objective Vision & Audio Screening Forms

Ages & Stages Questionnaire-3

Battelle Developmental Inventory, Second Edition

CHD -1

Developmental Screenings

SCD-1

Speech Screenings, Referrals & Services

Developmental Tracking Sheet

Head Start & Early Head Start Education Tracking

Sheet

Ages & Stages Parent Questionnaire

(2) Grantee and delegate agencies must obtain direct guidance from a mental health or child development professional on how to use the findings to address identified needs.

The program communicates regularly with the Mental Health Consultant, the local school districts Committee on Preschool Special Education (CPSE) offices, the Wayne County Early Intervention (EI) program, and special service providers.

If delays in development are suspected, the parents are consulted and assisted in accessing a formal evaluation for their child- through the local school districts CPSE for children 3-5, and EI program for children 0-3.

Any further concerns (e.g. behavior, family, etc.) are referred to the Disabilities/Mental Health Coordinator. The Disabilities/ Mental Health Coordinator will discuss issues with staff and schedule a case conference to include the Mental Health Consultant, Disabilities/Mental Coordinator and/or ECD Administrator, ECD Assistant, ECD Specialist, FW, parents and classroom staff. The team will brain storm strategies to implement a Behavioral Intervention plan as well as decide to refer the child formally to the Mental Health Consultant by filling out a Behavioral Consultation Referral. The Disabilities/Mental Health Coordinator reviews the Behavioral Consultation Referral form and forwards it to the Mental Health Consultant for further observation. After observations are conducted, the Mental Health Consultant issues a report which is given to the Disabilities/Mental Health Coordinator for review. The Disabilities/Mental Health Coordinator schedules another conference with the above members to discuss the report and discuss implementation of strategies, develop a behavior intervention plan if necessary as well as any referrals to CPSE, WBHN, Family Counseling of the FL, or other necessary agency. Education staff will review the report with the parent. The Disabilities/Mental Health Coordinator and Mental Health Consultant are available for staff and parents if there are any mental health needs, or to answer any questions about the reports.

Behavioral Consultation Referral form

Behavioral Consultation Report

Policy & Procedure

CMH -1

CMH - 2

& SCD-3

Behavioral Intervention Plan

Performance Standards Plan- Services for Children with Disabilities 1308.6(a)(2),

&1308.6(d)

(3) Grantee and delegate agencies must utilize multiple sources of information on all aspects of each childs development and behavior, including input from family members, teachers and other relevant staff who are familiar with the childs typical behavior.

The program accesses various pieces of information, including the screenings (listed above), medical statements from Pediatricians and Dentists, and any other evaluations provided to the program. The Mental Health Consultant and special providers are available for consultation, as well as parents and other staff who have contact with the children. When developmental and or behavioral concerns arise, appropriate staff schedules a case conference to discuss the issues. The case conference may also involve any necessary specialist, coordinator, family members and the Mental Health Consultant. See also part 1308.6(d) of the Performance Standards Plan Services for Children with Disabilities.

Performance Standards Plan- Services for Children with Disabilities 1308.6(d)

Policy & Procedure

SCD -3

Referring Children for Evaluations

Case Conference form

1304.20 (c)

Extended Follow-up and Treatment

(1) Grantee and delegate agencies must establish a system of ongoing communication with the parents of children with identified health needs to facilitate the implementation of the follow-up plan.

Staff develops rapport and an open line of communication through home visits, center visits, phone contacts, notes and Parent Events. The Education and Family & Community Partnership staff help create a relaxed, open-minded atmosphere during home and center visits. In all verbal and written communication, staff uses a non-judgmental approach with parents. These strategies help in the communication process when a child is identified with health and/or developmental need and is key to the implementation of follow-up care.

When a child receives medication during program, NYS Medication Administration Training (MAT) regulations and forms are followed. Regular communication between Center and home helps ensure that medications are dispensed appropriately.

If the child has behavior issues that injure either himself or others, contacts are made with parents of both the child who is injured, and the child who inflicted the injury. A pattern of aggressive behaviors requires staff to be prepared to intervene on behalf of the children. Staff completes an Aggressive Behavior Report, which is sent to Disabilities/Mental Health Coordinator and their ECD Specialist. They, in turn, look for patterns in an attempt to modify the environment for the child.

Contact Log

Health Checklist


Incident Report

Notification of Injury form

Aggressive Behavior Report

EECD-7

Aggressive Child Behavior

Procedure

(2) Grantee and delegate agencies must provide assistance to parents, as needed, to enable them to learn how to obtain any prescribed medications, aids or equipment for medical and dental conditions.

FW/HV, Disabilities and Mental Health Coordinator and/or Health Coordinator assist parents in locating resources to obtain items, services and/or prescribed medications for medical and dental conditions. Children without medical insurance coverage are referred to a facilitated enroller for Medicaid or Child Health Plus. Applications to apply for these services are available at all centers. Follow up is tracked by FW/HV.

Family Partnership Plan

FP-4

Advocacy Policy

(3) Dental follow-up and treatment must include:

(i) Fluoride supplements and topical fluoride treatments as recommended by dental professionals in the communities where a lack of adequate fluoride levels has been determined or for every child with moderate to severe tooth decay; and

Fluoride can be found in the drinking water of all of the centers served, except Clyde. For the children living in Clyde and North Rose as well as those on well water, the Health/Nutrition Advisory Committee has directed the program to refer children to their primary care provider or dentist to decide on prescribing fluoride supplements. Fluoride toothpaste is used for tooth brushing.

CHD-2

Tooth brushing

Procedure

(ii) Other necessary preventive measures and further dental treatment as recommended by the dental professional.

FW/HV encourages parents to take their children for follow up treatment when it is indicated on the dental exam form. They also assist by offering cell phone to make appts and transportation to appts. Follow-up is noted on the contact form, Health Checklist, Medical F/U Status Form and the family partnership plan. If a childs dental follow-up is not covered by insurance, limited funding is available. FW/HV notifies the Health Coordinator of those families in need of supplemental funding.

Dental Form

Health Checklist

CHD-8

Supplemental Medical Funds

(4) Grantee and delegate agencies must assist with the provision of related services addressing health concerns in accordance with the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP).

Early Head Start/Head Start children whose IFSP/IEP indicates modifications for health related needs, will have those needs addressed by the ECD Administrator, Health/ Nutrition Coordinator and Disabilities/Mental Health Coordinator. Classroom staff will have a copy of the IFSP/IEP in the central file and will be aware of any necessary modifications that need to be addressed.

The Head Start program will ascertain whether the county is responsible for adaptive equipment for a child with an IEP/IFSP before purchasing required equipment. Other modifications may include extra staff to meet classroom management needs. See Performance Standards Plan Services for Children with Disabilities 1308.4(o) (6).

IFSP/IEP

(5) Early Head Start and Head Start funds may be used for professional medical and dental services when no other source of funding is available. When Early Head Start or Head Start funds are used for such services, grantee and delegate agencies must have written documentation of their efforts to access other available sources of funding.

Early Head Start/Head Start funds may be used for medical or dental services rendered to a child only when all other are revenues have been investigated (i.e. medical insurance, service organizations, etc) and exhausted. If EHS/HS funds will be used, an estimate is obtained from the doctor and or dentist, cost is negotiated to its lowest level and parents are encouraged to assist in meeting the financial obligation as much as possible. The Health/Nutrition Coordinator oversees this process and supplemental fund budget.

CHD-8

Supplemental Medical Funds

1304.20 (d)

Ongoing Care

In addition to assuring childrens participation in a schedule of well child care, as described in section 1304.20 (a) of this Part, grantee and delegate agencies must implement ongoing procedures by which Early Head Start and Head Start staff can identify any new or recurring medical, dental, or developmental concerns so that they may quickly make appropriate referrals. These procedures must include periodic observations and recordings, as appropriate, of individual childrens developmental progress, changes in physical appearance (e.g., signs of injury or illness) and emotional and behavioral patterns. In addition, these procedures must include observations from parents and staff.

The Education and Family & Community Partnership staff is trained in observing signs of new or recurring problems in children in the medical, dental, or developmental areas. Education staff conducts a daily health check each morning upon childrens arrival at the center and record their findings on the Daily Health Check form. If a concern arises, the parent is consulted for their input and observations regarding the concern. Staff works closely with parents to follow-up on any concerns noted.

Under the direction of the Mental Health Consultant, Disabilities/Mental Health Coordinator, the ECD staff may opt to keep a log, when certain behaviors might lead to understanding a pattern. If the classroom staff can make adjustments in the childs environment to equip the child to meet the challenges in the classroom, this will be arranged. If the childs behavior results in injuries to others, the ECD staff will complete an Aggressive Behavior Report, which the Disabilities/Mental Health Coordinator will track. All attempts will be made to adjust the environment so that the child may remain in program without placing an undue burden or health hazard to others. Referrals for counseling may be part of the childs action plan.

Daily Health Check form

Policy & Procedure EECD-7

Aggressive Behavior

Aggressive Behavior Report

1304.20 (e)

Involving Parents

In conducting the process, as described in sections 1304.20 (a), (b) and (c), and in making all possible efforts to ensure that each child is enrolled in and receiving appropriate health care services, grantee and delegate agencies must:

Parents play a key role in their childs health care because they know their child better than anyone else.

(1) Consult with parents immediately when child health or developmental problems are suspected or identified;

When a health related or developmental concern arises, parents are immediately notified so discussion can ensue and appropriate referrals can be made. Referrals and follow -up are documented.

Contact Form


(2) Familiarize parents with the use of and rationale for all health and developmental procedures administered through the program or by contract or agreement, and obtain advance parent or guardian authorization for such procedures. Grantee and delegate agencies also must ensure that the results of diagnostic and treatment procedures and ongoing care are shared with and understood by the parents;

Education staff, Family & Community Partnership staff and/or the Health/Nutrition Coordinator through home visits, center visits, notes, phone calls, and weekly newsletters make sure that parents understand what screenings are completed on their child and the importance of those screenings. Permission to conduct screenings is obtained during enrollment using the General Consent form. Education staff, with assistance from the Family & Community Partnership staff, provides classroom preparation to children during the week prior to screenings. (What does this mean?) Parents are notified of their childs screening results, treatment procedures, as well as the progress their child is making. Staff review these important issues with the parents and documents these conversations on contact forms.

General Consent form

(3) Talk with parents about how to familiarize their children in advance about all of the procedures they will receive while enrolled in the program;

Parents are notified at enrollment, parent orientation, and throughout the year regarding forthcoming development, vision, hearing, height and weight screenings their child will receive while at Head Start. Parents are reminded through newsletters and weeklies to talk with their child and help them prepare for these screenings.

Parent Handbook

Parent Pages

(4) Assist parents in accordance with 45 CFR 1304.40 (f) (2) (i) and (ii) to enroll and participate in a system of ongoing family health care and encourage parents to be active partners in their childrens health care process;

FW/HV offer assistance and encouragement to parents in their selection of and participation in their childs ongoing health care. FW/HVs discuss family health status during the family partnership plan process. Referrals are made and documented on the family partnership plan/Home Visit form, health checklist and the medical F/U status form to ensure health services are received.

Parents are sent home information pages monthly which include health information and are also given health information at Parent Committee Meetings including presentations from WIC, Public Health, and other medical/dental agencies in the community.

Performance Standard 1304.20 (1) (I)

Parent Pages

(5) If a parent or other legally responsible adult refuses to give authorization for health services, grantee and delegate agencies must maintain written documentation of the refusal

If parents/legal guardians refuse to give permission for any health services for their child, their decision will be in writing, signed by the parent(s) as well as in writing from the primary provider that this is an informed decision. However, if the omitted health service is detrimental to the childs health or to others in the Center, the Health Coordinator will discuss this with the childs family and the primary provider. If recommended per the primary provider, the child will not be able to attend until the health service is performed.

Contact Form

Health and dental treatment refusal form

1304.20 (f)

Individualization of the Program

(1) Grantee and delegate agencies must use the information from the developmental, sensory and behavioral screenings, the ongoing observations, medical and dental evaluations and treatments and insights from the childs parents to help staff and parents determine how the program can best respond to each childs individual characteristics, strengths and needs.

The curriculum is adapted to meet the needs of individual children whether it is medical or developmental. The classroom teachers/home based visitors develop their lesson plans to meet the individual needs of each child. If a child is diagnosed with a disability, an IEP is developed by the CPSE, or an IFSP by the EI Program. The CPSE/EI meeting includes the childs parent(s) and a Head Start representative. The plan is then implemented by the special service provider and the classroom teacher/home-based visitor. Carry over activities/ideas for parents to practice at home are available for the parents from the service provider and/or classroom staff. If a medical condition requires adaptation of the environment or curriculum, a Medical Management Form will be completed by the childs medical provider. Trainings will be held to aid parents in understanding the feedback received.

Staff uses the ASQ-3 to look for strengths and concerns in communication, motor, personal social, and problem solving development. Results of the screening are used to provide staff and parents with information necessary to respond to the childs individual characteristics, strengths, and needs. The classroom teachers/home based visitors develop their lesson plans to meet the individual needs of each child. Teachers discuss the results of the screening with parents and take into consideration the parents suggestions for the childs individual needs.

Staff also observes childs behavior, and adjusts their classroom according to needs they observe, or by recommendations from the Mental Health Consultants Behavioral Consultation Report.

If a child is diagnosed with a disability, staff participates in the CPSE/EI meetings, assisting in the development of the IEP/IFSP. The plan is then implemented by the service provider and the classroom teacher/home-based visitor.

Performance Standards Plan- Services for Children with Disabilities 1308.19

Medical Management Form

Policy & Procedure

CMH-1

Referrals for Mental Health

See also 1304.21 (c)

Classroom Behavioral Consultant

Report

(2) To support individualization for children with disabilities in their programs, grantee and delegate agencies must assure that:

(i) Services for infants and toddlers with disabilities and their families support attainment of the expected outcomes contained in the Individualized Family Service Plan (IFSP) for children identified under the infants and toddlers with disabilities program (Part H) of the Individuals with Disabilities Education Act, as implemented by their State or Tribal government;

If the child has an established disability upon enrollment, arrangements are made with the parent to obtain records from the CPSE or EI. Education staff must familiarize themselves with the childs IEP/IFSP to plan individualized services accordingly. Staff also works closely with service providers that are assigned children in their classrooms in planning schedules, relaying information to parents, and on collaborating with activities in the classroom. Teachers/Home Visitors are expected to attend EI/CPSE meetings to obtain information, provide input and advocate for services for children in their classroom.

Children with disabilities are integrated into the classroom with service providers, consultants, and aides (if needed), and any modifications under the IEP/IFSP are implemented into the childs daily program. See Performance Standards Plan Services for Children with Disabilities 1308.4(c), (g), and (h).

Performance Standard Plan- Services for Children with Disabilities

1308.19

(ii) Enrolled families with infants and toddlers suspected of having a disability are promptly referred to the local early intervention agency designated by the State Part H plan to coordinate any needed evaluations, determine eligibility for Part H services, and coordinate the development of an IFSP for children determined to be eligible under the guidelines of that States program. Grantee and delegate agencies must support parent participation in the evaluation and IFSP development process for infants and toddlers enrolled in their program;

As soon as possible, parents with children with low screening scores are referred to the LEA/EI office for a formal evaluation to determine if the child has a disability. All children who enter program are screened within 45 days of enrollment with the ASQ-3. Also, teachers continue to monitor progress throughout the year by means of the COR records for preschool age, and E.LAP for infants and toddlers. Anecdotes, observations, and parent input complete the picture. See Performance Standards Plan Services for Children with Disabilities 1308.4 (f) (1) & (2).

Policy & Procedure

SCD-3

Referring Children for Evaluations

Policy and Procedure SCD-5

Attendance at CPSE/IFSP Meetings

Performance Standards Plan 1304.20 (b) (2)

(iii) They participate in and support efforts for a smooth and effective transition for children who, at age three, will need to be considered for services for preschool age children with disabilities; and

Teachers/Home Visitors create an individual transition plan for each child in the EHS program. It includes preparations for transitions from the infant room to the toddler room, the toddler room to the 3 year old room, or home-based to center based programs. Parents are included in the planning of timing and preparation activities, as is all pertinent staff from each level. Opportunities to meet future teaching staff and spend time in the new setting are provided and developmental readiness is considered in the timing.

If a child has an IFSP, EHS staff, the EI team and service providers collaborate with the parents, the CPSE and other support agencies to ensure a smooth transition without interruption of services. All provisions of the IFSP/IEP are taken into consideration when conducting this transition to make it as easy as possible for the family and their child. Since these families have two transitions (Head Start and special services), staff assists in both. See Performance Standards Plan Services for Children with Disabilities 1308.4 (g) & 1308.21 (a) (1).

Transition Plan

(iv) They participate in the development and implementation of the Individualized Education Program (IEP) for preschool age children with disabilities, consistent with the requirements of 45 CFR 1308.19.

After an evaluation and the establishment of the IEP, necessary staff review the services needed for the child and implemented those services into the classroom. In addition, Head Start works with the CPSE to help find providers for these children identified. See Performance Standards Plan Services for Children with Disabilities 1308.4 (h) and Policy & Procedure CHD-6.

1304.21

Education and Early Childhood Development

1304.21 (a)

Child Development and Education Approach for All Children

(1) In order to help children gain the skills and confidence necessary to be prepared to succeed in their present environment and with later responsibilities in school and life, grantee and delegate agencies approach to child development and education must:

(i) Be developmentally and linguistically appropriate, recognizing that children have individual rates of development as well as individual interests, temperaments, languages, cultural backgrounds, and learning styles;

Center Based

The program provides a learning environment that provides children opportunities to learn by doing. During work time, children are actively involved in a variety of open- ended materials readily accessible which vary from simple to complex as childrens abilities and interests change and develop. The classroom environment is set up into clearly defined areas such as blocks, dramatic play, music, art, science/discovery and sensory, math/manipulative, and language arts (library or reading area, writing, computer). The program encourages children to explore, make choices, initiate activities, solve problems, and gain mastery at their own pace. These areas allow for individualization and social interaction, as well. Adults support and respect childrens individual and cultural backgrounds including home language, choices, and temperaments. We use the High/Scope Curriculum and implement developmentally appropriate practices that emphasize childrens own interests and choices. Teachers plan activities and select choices of materials available to children based on daily observations of the childrens interests, skill levels, learning style preferences, and interactions with materials and other people. The children experience a language rich environment through a variety of stories, songs, finger plays, shared writing experiences, field trips, daily conversations and interactions between children and adults and children and peers. Adults encourage childrens efforts and help them extend or build on their work by talking with them about what they are doing and using open-ended questions, by printing childrens dictations, by joining in childrens play, and helping children learn to solve problems.

Home-Based

In the home-based program option, home-based visitors identify and confirm for parents their role as their childs primary educator. They help parents to understand and appreciate how their interactions impact on their childs growth, development, and self-esteem. Home-based visitors assist parents in understanding the developmental levels of their child and help plan activities each week suited to the childs developmental level.

Educating Young Children by Hohmann and Weikart; High/Scope Press

Performance Standard Plan

1304.21

(a)(1)(iii)

(ii) Be inclusive of children with disabilities, consistent with their Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP) (see 45 CFR 1308.19);

Education staff gauges the needs of each child in their classroom through observation, ASQ-3 screening within the first 45 days of enrollment, home visits, parent/teacher conferences, and talking with parents about their childs interests. Children with special needs are integrated into the classroom with therapists, consultants, and aides (if needed) providing services on a push in or pull out basis, whichever is consistent with the childs IEP.

Modifications recommended in the childs IEP or IFSP, environmental or learning style adaptations are implemented into the childs program. Teachers are aware, through evaluations and observation, of the childs special needs for guidance to participate in an integrated setting. Activities based on IEP or IFSP goals are included on the lesson plan and marked with an asterisk and childs first name or initials.

Wayne County Action Program, Inc. - Head Start has more than ten (10) percent children with disabilities integrated into our program. The diversity of students, teachers, and staff foster the environment to learn empathy, and the concept that everyone is different.

Home-Based

Home-based children who have been classified and need to receive services receive services in the home, in the center, or are referred to other programs where their needs can be met.

Performance Standards Plan Services for Children with Disabilities

(iii) Provide an environment of acceptance that supports and respects gender, culture, language, ethnicity, and family composition;

There is a growing number of Hispanic families in Wayne County, as well as members of other cultural groups. The atmosphere of the program is one that that is comfortable for all persons. Through careful selection of literature, toys, and visual aides, materials in the program used by the children reflect and encourage acceptance of various ethnic backgrounds. Books, posters, dolls, dress-up props, puzzles, music, art, and other materials reflecting a variety of cultures are utilized. Staff has learned phrases in other languages and teaches children songs in childrens home language.

It is the responsibility of the education staff to foster ethnic pride and to implement activities encompassing a variety of cultural backgrounds.

Menus and cooking activities can reflect various cultures. Classroom food projects are approved using recipes from the Teaching Snacks and Multicultural Snacks booklets available at each center. Priority is given to any parents food project idea relating to different cultures.

Parents and community members are involved in activities by relating stories, sharing music, preparing foods and demonstrating language.

Sex role stereotyping is avoided by encouraging children to try all activities available. The staff reassures parents that it is alright for a girl to play with trucks or that a boy can play with dolls. Staff demonstrates an awareness of and avoidance of materials and situations that stereotype sex role and racial/ethnic backgrounds.

All staff associated with the program will:

Greet children and parents warmly and with respect

Accept each familys primary language by using key words in that language (hello, come join us, eat, goodbye)

Listen and respond to families accordingly

Recognize and respond to what a parent or child feels important (art project, clothing, new toy, skill)

Help children understand the importance of respecting and protecting individual rights and belongings of others.

Provide multicultural materials for parents and children such as cooking experiences, stories, music, and dramatic play

The program provides opportunities to gather information about a family and child through the initial home visit, the Family demographics form, the Family Culture Form, and discussion with parents in the classroom. Classroom staff can help children learn about differences in cultures, family composition and languages by incorporating activities in daily planning. They use stories or photos of individual families taken on home visits and provide opportunities to hear different languages through music, tapes or visitors. Staff recognizes what a parent or child considers important and expands on it in the classroom. Familiar items that may be useful in the home (tortilla) are left in classroom on a regular basis. Staff provides books and stories that support the home language, culture and family composition.

Home-Based

The home-based visitor recognizes and respects the social background, religious beliefs, and cultural practices of each family. So the home visitor and parent, in partnership, plan learning experiences that reflect the cultural background of the family. In addition, parents can serve as resources and facilitators of cultural experiences during group socialization and parent activities.

CLASS: Positive Climate

(iv) Provide a balanced daily program of child-initiated and adult-directed activities, including individual and small group activities; and

Center-Based

To create a setting where children can become active learners, the teachers establish and maintain a consistent daily routine.

Activities are planned daily and weekly to allow opportunities for individual, small, and large group activities. Quiet and active play is incorporated in the day. Each classrooms daily schedule reflects the daily routine recommended by the High/Scope curriculum used in the program.

The curriculum provides a balance of adult directed and child initiated activities. Throughout the day, children make choices of their activities and carry out plans.

Individual and group times include:

Breakfast

Large Group

Childrens (individual) Planning Time

Work Time/Activity Time

Childrens (individual) Review Time

Small Group

Outside

Lunch

Books (children looking at books independently) and Rest Time

Departure

Adults support childrens play by interacting with children, extending their thinking, and by encouraging children to develop a greater range in interests. Adults plan activities and provide materials based on childrens individual interests, abilities, and needs. Adults assist children with the problem solving process throughout the day.

Home-Based

Home-based program option socializations, with parents and children together in the centers classroom, meet biweekly.

Lesson Plan Form

Classroom Daily Schedule

Performance Standards 1304.21

(c)(1)(vii)

(v) Allow and enable children to independently use toilet facilities when it is developmentally appropriate and when efforts to encourage toilet training are supported by the parents.

Children are allowed and encouraged to use bathroom facilities independently. Child sized toilets are provided. In the majority of our classrooms, the bathrooms are located in the classrooms, and children are allowed to do their own toileting. We set up a schedule, with input from parents, for children that need toilet training. Most children progress very well with a schedule and encouragement.

(2) Parents must be:

(i) Invited to become integrally involved in the development of the programs curriculum and approach to child development and education;

Center-Based

It is the philosophy of Head Start that parents are the primary educators of their children. Head Start administrative staff recruits parents to become active members of the Policy Council, and School Readiness and Health Advisory Committee. These groups make decisions about the Head Start program, approaches to child development within the program, and the education curriculum. Parents receive weekly newsletters and notes. Staff make phone calls to parents to invite them to the center to volunteer in the classroom, help plan activities, and to share their childs interest.

Parents are involved in curriculum development both as an individual as well as a group.

When a child enters the program, a home visit is scheduled and information is completed on an Individualization Plan Forms. The information requested here allows a parent to outline the goals for the child along with teachers at the beginning of the school year. Parent goals are transferred onto the childs Individual Goals Form where teachers plan activities for children based on goals set by the parents and the teacher

At the first parent-teacher conference, parents set goals for their child according to their childs strengths and needs, and this information is recorded on the summary Progress Report. Again, these new goals are transferred to the childs Individual Goals Form.

One of the forms discussed at the first home visit is a Family Culture Form. With this form and in participating as a classroom volunteer, parents are invited to suggest activities, songs, and art projects that reflect cultural customs. Parents are encouraged to be involved in menu planning and ethnic cooking activities. Parents may also be involved by providing materials for classroom projects such as juice cans or milk cartons.

Parents may suggest field trips for children, help with planning, and are encouraged to accompany staff and children during field trip activities.

Parents may assist in the development or review of program plans or policies by serving on committees such as the Education Advisory Committee, Self-Assessment committee, Health Advisory committee, or the Policy Council.

Parents are invited to attend parent workshops to learn about curriculum, child development, developmentally appropriate practices, and volunteering. Other workshops are designed according to parent interests.

To further increase the knowledge of parents concerning childrens programs, parents receive a weekly newsletter informing them of classroom activities and events and suggestions of activities for parents.

Staff or parents may request additional parent-teacher conferences to discuss child development.

Home-Based

In the home-based program, the education curriculum is individualized for each child and family and supports the parent as the childs primary teacher. The parent and home-based visitor, in partnership, develop an individualized curriculum that supports the home as the learning environment. Emphasis is placed on the use of materials or equipment easily acquired or readily available in the home or community. Home-based parents can be actively involved in lesson planning for all areas of the curriculum.

Home Visit Form

Childrens Individual Goals Form

See Performance Standards Plan 1304.21(a)(iii)

Family Culture Form

(ii) Provided opportunities to increase their child observation skills and to share assessments with staff that will help plan the learning experiences; and

Center-Based

Individually, staff talks to parents during home visits, parent conference, and when parents volunteer in the classroom. This one-to-one direct conversation allows parents to develop observation skills and an opportunity to gain more specific knowledge of development in young children. Some parents are more comfortable talking on an individual basis; trust is established between themselves and the Head Start staff member. Parents have the opportunity to share information about their childs skills or learning style in the classroom or home atmosphere, as they feel comfortable.

On a group basis, information of a more general nature may be presented and discussed. Program consultants, coordinators, family workers, psychologist and nutritionist may provide presentations of information relating to child development. In this way, parents meet individuals involved with their children in the program. The parents become familiar with how consultants may be helpful in terms of developing a better understanding of child development. This also provides an opportunity for parents to share information and plan for their child.

Home-Based

In the home-based option, the parent is involved in observing and evaluating their childs skills and activities. This process leads to discussions and the planning of future learning experiences.

High/Scope Child Observation Record


(iii) Encouraged to participate in staff-parent conferences and home visits to discuss their childs development and education (see 45 CFR 1304.40 (e) (4) and 45 CFR 1304.40 (i) (2)).

Center-Based

Home visiting is an integral part of the program. Parents can be significant influences of their young children.

Education staff makes an initial home visit before school starts to meet the child and the family and to begin to build rapport with parents. They complete a Home Visit Form to document the childs strengths, needs, goals, suggestions, and any concerns the parents may have. Children entering the program later in the year will have the home visit within fifteen (15) days of starting.

A staff/parent conference takes place between November 15 and December 15. If a parent cannot make the initial date, a second time is scheduled. There may be a special circumstance that warrants a parent conference to be conducted in the home.

The on-going observations staff have made are discussed at this time. Both parents and staff discuss goals for the childs future progress and record this on the Summary Progress Report. This information is transferred to the Childrens Individual Goals Form.

At the end of the year, May or June, the childs final Progress Report is shared with the parent. The childs portfolio made up of samples of the childs work during the year is also shared. The childs Progress Report and portfolio demonstrate the childs growth and development. Upon transition to public school, parents take possession of their childs portfolio.

Home-Based

For parents in the home-based program option, the home visitors make 32 home visits each year. Each home visit lasts one and half-hours. Staff/parent conferences are conducted as mentioned above. The Home Visitor and parents discuss the childs progress and make goals together.

Family Demographic Form

Home Visit Form

Summary Progress Report Form


Home Base

Weekly Visit Plan

(3) Grantee and delegate agencies must support social and emotional development by:

(i) Encouraging development which enhances each childs strengths by:

(A) Building trust;

The program assists children in developing trust in the following ways:

Each classroom provides a clear and consistent daily routine, which children can count on, helping them feel secure.

Classroom schedules are posted in pictures for children.

Each classroom provides clear and consistent rules that children can understand and follow.

Children develop self-esteem, learn about their own feelings, learn to recognize the feelings of others, and learn to resolve conflicts through a curriculum called Peacekeeping Skills for Little Kids.

Each classroom provides constant staff persons that include a Teacher, a Teacher Assistant, and in some centers, a Teacher Aide. Staff will explain a staff persons absence and expected return to ensure children are feeling secure.

Education staff creates a positive climate where children feel safe and cared about, and staff seem trustworthy and approachable. Education staff make themselves available to children, are aware and responsive of/to childrens interests, needs, and abilities. Children feel secure about asking questions, seeking support and guidance, and sharing their ideas and responses. Education staff create a positive classroom climate and positive affect where positive communication, facial features (smiling, attention), and strategies (eye contact, use of childs name, good morning/goodbye rituals) are evident.

Staff will be warm, friendly, caring and responsive to childrens needs, attending to children when they are hurt, sad, tired, lost control etc. in an immediate an non-judgmental way.

Staff will communicate in the childs primary language when possible.

Communication is not irritable, harsh, demanding, loud (yelling), sarcastic, angry, or threatening

Posted Classroom Schedule

Peacekeeping Skills for Little Kids

Curriculum Guide and Rules & Skills Poster

CLASS: Teacher Sensitivity

(B) Fostering independence;

Teachers and Home Visitors encourage childrens autonomy, choices, and leadership.

Preschool classrooms and socializations use helper charts, assigning children individual tasks. Some activities allow children to lead the activity (weather chart, counting attendance, choosing a song or movement).

Routines and experiences are planned to allow children to be successful without dependence on adults (shelves are labeled).

The program provides enough time for children to encourage independence in dressing, self-care toileting, hand-washing, tooth-brushing, mealtime responsibilities, and setting the table. Materials are accessible for childrens independent use. Equipment and shelves are clearly labeled to assist children in locating and returning materials on their own.

Children are provided opportunities to initiate activities, make choices, plan and carry out plans, problem solve during the course of the daily routine as the program utilizes the High/Scope curriculum.

Teachers and Home Visitors incorporate childrens ideas and follow childrens lead in their play enhancing the moment or leading to planning an activity or theme.

Meals are served family style. Children set tables or their own place setting, serve themselves and individual eating habits are permitted with modeling of proper table manners from adults.

Home visitors encourage independence in the home as well as during the socialization, sharing parents ideas on making their home child friendly. There are many opportunities provided through each day to encourage language development. Children are often provided the words necessary for them to effectively communicate with others and express their needs, interests, etc.

Children are given opportunities to have job responsibilities in the classroom, or socialization (table setting, cleaning up own spills, etc.)

Policy & Procedure

CN-2

Table Setting

Policy & Procedure

CN-3

Meal Service

The Head Start Child Development and Early Learning Framework

CLASS: Regard for Student Perspectives

(C) Encouraging self-control by setting clear, consistent limits, and having realistic expectations;

Each classroom provides an age-appropriate daily schedule/routine that provides children with a clear and consistent expectation of each day.

Age appropriate activities and plenty of materials are provided that interest children, challenge children and are easily accessible by children. All these keep children busy creating a fun learning environment, reducing conflict.

At the beginning of each new year each classroom develops, with the children, simple classroom I-Care rules. These I-Care rules are posted.

The rules are stated in a positive manner. (hands are for helping)

Education staff uses positive techniques in guiding young children and encourages self-regulation.

The guidance/discipline policy is known by each staff person and is accessible in the Policy and Procedure Handbook.

Education staff are attentive and effectively supervise the classroom. At least one staff circulates throughout the classroom as appropriate to provide physical proximity, engaging children on task or giving redirection as needed.

Education staff use proactive strategies for effective behavior management such as explaining behavioral expectations before beginning an activity and using strategies and cues in a variety of modalities (visual, movement, and auditory 5 min. warning)

When conflict does arise in the classroom, staff assists children to work through conflict by using age appropriate conflict resolution techniques. Children are able to build problem-solving skills to uses later on. Stories, dramatic actions with puppets, posters, games, and activities mentioned in the Peacekeeping Skills for Little Kids curriculum manual are also used to reinforce problem solving, conflict resolution, feelings and differences in others, etc.

Center staff communicates well with parents. Staff assists parents in knowing the simple classroom rules so patents can be constant with similar rules. Parents are given a copy of the I-Care Rules and activities used or ideas for parents to use are mentioned sometimes in the weekly newsletters that go home.

Parents are notified when there is a concern regarding their childs behavior and many times a plan is set up for both home and school to follow with a child. This provides consistency again between home and school.

The staff recognizes the individuality of children and helps children develop an understanding of differences in one another.

Peacekeeping Curriculum

I-Care Rules & Skills Poster

Policy & Procedure

EECD-2

Discipline & Classroom Management

CLASS: Behavior Management

The Head Start Child Development and Early Learning Framework: Social- Emotional Development

(D) Encouraging respect for the feelings and rights of others; and

Education staff demonstrate awareness of childrens interests, abilities, and needs. Staff respond to children having difficulties with understanding or engagement of activities or interactions with others. Staff are proactive, anticipate problems, and respond promptly so that difficulties do not escalate. Staff acknowledge and verbalize childrens feelings (positive and negative) and respond appropriately in a timely manner (not dismissive); providing and modeling acceptance, encouragement, reassurance, and support. Staff address problems effectively, giving follow up support needed and teaching social skills.

Staff are approachable to children and encourage children to feel secure about seeking support and guidance and sharing their ideas and responses.

Staff help children understand the importance of respecting and protecting individual rights and belongings of others through their own actions.

Staff role model this respect. Staff assist children in identifying their feelings, providing words and labels these feelings in a way to express these feelings.

Staff encourage children to respectfully listen and engage with one another and/or assist one another.

Staff assist preschool children with the process of conflict resolution and encourage children to come up with solutions to problems. Staff model language for children to use in conflict resolution and, again, provide follow-up support for the process to be completed.

The Head Start Child Development and Early Learning Framework: Social-Emotional Development

(E) Supporting and respecting the home language, culture, and family composition of each child in ways that support the childs health and well-being; and

The program provides opportunities to gather information about a family and child through the initial home visit, the Application for Selection, and discussion with parents in the classroom. Classroom staff can help children learn about differences in cultures, family composition and languages by incorporating activities in daily planning. They use stories or photos of individual families taken on home visits and provide opportunities to hear different languages through music, tapes or visitors. Staff recognizes what a parent or child considers important and expands on it in the classroom. Familiar items that may be useful in the home (tortilla) are left in classroom on a regular basis. Staff provide books and stories that support the

home language, culture and family composition.

Family Demographics Form

(ii) Planning for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each childs needs.

Teachers maximize learning time, utilize, effective daily routines, and transitions, and use a consistent daily schedule that allows for timely and unrushed events that meet the needs of children as individuals and a as a group.

Each education staff plans for weekly activities within the regular daily routine schedule using a lesson plan form. Included in the lesson plans are songs, finger plays, or games/activities to help children to move from one activity to the next, smoothly.

A written daily schedule is visible in each classroom for parents and visitors to follow. Times are posted next to each activity. Enough time is allowed for each activity taking into consideration developmental levels within the classroom.

Classroom staff will give children enough notice before each transition occurs. Some children need visual aids to help them through the daily routine. For example, this may be done through a picture sequence posted on the wall.

Teachers practice routines with children and give cues with a variety of modalities (visual, auditory, movement to get group attention). Materials are prepared ahead of time, wait time is kept to a minimum. Teachers give clear instructions and ensure children are on task.

Lesson Plans

Daily Classroom Schedule

Posted Picture Sequence of Daily Schedule

CLASS:

Productivity

(4) Grantee and delegate agencies must provide for the development of each childs cognitive and language skills by:

Wayne County Action Program Inc. - Head Start uses a scientifically based curriculum and developmentally appropriate curriculum- High/Scope. Key experiences meet program readiness goals that re related to New York State Learning Standards and the The Head Start Child Development and Early Learning Framework. This curriculum has standardized training procedures, curriculum materials to implementation, is comprehensive and linked to ongoing assessment with developmental learning goals and measurable objective. It requires an enriched learning environment and encourages family involvement. Children develop and demonstrate language knowledge and skills (including phonological awareness, print awareness and alphabetic knowledge), math, science and cognitive abilities related to school readiness and child development support. Classroom staff and home-based visitors promote the use of language that encourages communication among children. Teachers/home-based visitors and all adults in the classroom listen to each child and respond to their why questions. Children trust and feel secure with classroom staff in an atmosphere that promotes mutual respect. Language is developed throughout every area in the classroom. Classroom furnishings and items are labeled in print and/or pictures. Tips for promoting language are posted in the classroom areas for volunteers use. Teachers role model appropriate language and broaden vocabulary. Stories are read to small groups regularly throughout the day with a large variety of books available, which are changed frequently. Mealtimes are time for children to talk, listen and discuss the important happenings taking place in their lives. Field trips are also an opportunity to increase vocabulary.

Teachers and Home-Based Visitors create a climate in which children feel free to talk. Children feel accepted, important and successful in the classroom and at home. Talking becomes a natural way to express ones feelings and ask questions in this secure atmosphere. Open-ended questions are asked to allow children to express thought more expansively rather than questions that require a yes, no, or one-word answers.

Children and parents are always greeted by name. This gets their day off to a good start.

Vocabulary development is also enhanced by focusing on a vocabulary word from a story or concept children are learning about. The word and then picture are displayed on a card on the word wall or in a class-made word book. Stories, poems, songs, games, pictures and music all contribute to language development during the childs day, but most important the child is made to feel that he/she has something to say. Teachers and parents make themselves available for conversation throughout the day. They place themselves at the childs physical level, listen carefully to what children are saying, give children control of the conversation, and accept childrens hesitations and non-verbal utterances. In addition, during each day there are built in opportunities for children to talk: planning time, work time, recall and small group time. Adults encourage children to talk with one another throughout the day.

Vocabulary development is observed and recorded by classroom staff throughout the year and is rated on the annual assessment tool.

All staff is expected to use pleasant tones in the classroom. All adults model correct language usage in the classroom and on home visits and they build on to childrens words to help children express themselves and build vocabulary.

In classrooms, all children have mailboxes (labeled with their name or picture or symbol) to promote communication and interaction with one another. Children can receive notes or drawings from each other as well as place their own work.

When possible, teachers incorporate words and songs in the childs primary language. In classes with children learning English, many times items in the classroom are labeled in Spanish or in a childs primary language to assist adults in using words familiar to children.

Education Staff attend trainings on speech and language development in young children and consult with speech therapists in their classrooms. Staff also receives training on strategies to help children who are English Language Learners.

Home-Based

Home-based visitors help parents understand the importance of childrens active learning through play and exploration. They encourage parents to support the development of their childs curiosity, inventiveness, and problem solving skills. They model techniques that parents can use to stimulate exploration, and experimentation using everyday materials, discussions, and activities. For example, parents can be encouraged to use open-ended questions that can lead too much discussion, such as: Tell me about , How do you think?, I wonder if

See (4)(iv)

Performance Standards Plan 1304.21 (c)(1)(ii)

The Head Start Child Development and Early Learning Framework: Language and Literacy

CLASS: Quality of Feedback

Educating Young Children

By Hohmann and Weikart; High/Scope Press

(i) Supporting each childs learning, using various strategies including experimentation, inquiry, observation, play and exploration;

The learning environment arranged by staff and parents is designed to provide opportunities for children to experiment, explore, question and master skills and concepts in a learning by doing atmosphere. Materials are selected by adults according to the interests and needs of the children.

Teachers use integrated thematic units to explore concepts in a variety of intelligences. Teachers vary materials and make them available to children according to the interests and needs of the children.

Materials are accessible to children for children to choose independently.

Children are allowed opportunities to imitate learning experiences in all functional areas of the classroom during work time. These materials are placed on shelves that are easily accessible to the children. This accessibility facilitates independence and freedom of choice.

During work time, adults are available to observe how materials are used, to ask questions that require children to think and respond, to encourage and support the children when experimenting and to use encouragement in all efforts toward skill development. High/Scope strategies encourage open-ended activities and active play that encourages strategies including experimentation, inquiry observation, play and expectation.

Staff use questions that expand childrens thinking and learning such as:

Why/how questions

Problem solving questions

Prediction /conclusion questions

Comparison questions (similarities and differences)

Evaluation

Brainstorming (KWL charts, shared writing charts for preschoolers)

Planning questions

Staff link concepts to previous learning and relate concepts to childrens actual lives and the real world.

Staff take advantage of teachable moments to develop childrens understanding of ideas and concepts.

The Head Start Child Development and Early Learning Framework: Cognitive and general Knowledge

(ii) Ensuring opportunities for creative self-expression through activities such as art,

Teachers and Home-Based Visitors provide time for self-expression through art, music, movement and conversation. Children have ample time during work time to use materials to create whatever they choose. Use of materials in a variety of ways in encouraged. Adults support childrens self-expression by imitating childrens actions and use of materials. Adults also talk with children about what they are doing, ask open-ended questions, and refer children to other children. During recall time children have the opportunity to talk about what they did during work time or share items they made. Each classroom provides an art area equipped with a variety of materials for children to manipulate, experiment with and explore. Daily opportunities for music, dance, and movement are also available throughout work time, at circle time and large motor time. Transition times are also used as opportunities for movement.

The Head Start Child Development and Early Learning Framework: Approaches to Learning

(iii) Promoting interaction and language use among children and between children and adults; and

Teachers and Home-Based Visitors create a climate in which children feel free to talk. Children feel accepted, important and successful in the classroom and at home. Talking becomes a natural way to express ones feelings and ask questions in this secure atmosphere.

Children and parents are always greeted by name. This gets their day off to a good start.

Stories, poems, songs, games, pictures and music all contribute to language development during the childs day, but most important the child is made to feel that he/she has something to say.

Teachers and parents make themselves available for conversation throughout the day and encourage childrens conversation. They place themselves at the childs physical level, listen carefully to what children are saying, give children control of the conversation, and accept childrens hesitations and non-verbal utterances.

Teachers make time to be available and converse with all children in addition, during each day there are built opportunities for children to talk; planning time, work time, recall and small group time.

All adults model correct language usage in the classroom and on home visits.

Adults encourage children to talk with one another throughout the day. They:

1. Provide opportunities for cooperative projects and play. Teachers interact with children during their play and take this opportunity to expand language and vocabulary in a meaningful way to the child.

2. Support children in planning and recall.

3. Reflect one child to another.

4. Provide words for children who express themselves and build vocabulary.

All staff is expected to use pleasant tones in the classroom.

Staff ask open ended questions, use repetition or extension of language, use self-talk (about their own actions) and parallel talk (about childrens actions).

Staff encourage childrens vocabulary enrichment and use a variety of nouns, verbs, adjectives.

In classrooms, all children have mailboxes (initially also labeled with their picture or symbol) to promote communication and interaction with one another. Children can receive notes or drawings from each other as well as place their own work.

Volunteers cards or signs are posted in each area with suggested activities for adults to do with children.

Whenever possible teachers incorporate words in the childs primary language. Many times items in the classroom are labeled in Spanish or in a childs primary language to assist adults in using words familiar to children.

Education Staff attend trainings on speech and language development in young children and consult with speech therapists in their classrooms.

The Head Start Child Development and Early Learning Framework: Language and Literacy

CLASS: Quality of Feedback; Language Modeling

(iv) Supporting emerging literacy and numeracy development through materials and activities according to the developmental level of each child.

Wayne County Action Program, Inc. Head Start uses goals, methods, plans, and materials outlined in the National Head Start (CIRCLE) S.T.E.P. Language/Literacy training manuals to achieve requirements in the National The Head Start Child Development and Early Learning Framework. Classrooms with children who will be entering Kindergarten are also observed and evaluated by using the (CIRCLE) S.T.E.P. Language and Literacy Quick Check List which our program has modified to include some E.L.L.C.O. observations as well. The (CIRCLE) S.T.E.P. Literacy program emphasizes eight components: best practices, a teacher mentoring system, phonological awareness, vocabulary and language development, print and book awareness and appreciation, read aloud (to extend childrens appreciation and understanding of literature), letter knowledge, and written expression. The Literacy Quick Check is a check list that documents the aspects of (CIRCLE) S.T.E.P. literacy demonstrated in the classroom.

Phonological awareness and auditory skills are planned for in stories, songs, poems, and nursery rhymes, and games. Children develop listening skills, an awareness and ability to rhyme, an awareness of rhythm, and are exposed to patterns in literature and predictable text.

Alliteration is experienced through poems, chants, nursery rhymes, alliterative text, and songs repeating initial sounds. Teachers call attention to words with beginning sounds. Teachers teach sounds of letters through a variety of meaningful experiences. Learned sounds are reinforced and reviewed through games such as grouping together objects by beginning sounds or playing sound name games. For four year olds sentence segmenting may be taught by clapping or counting each word in a familiar sentence or a classroom may make up silly sentences by deleting, substituting or reordering words in the sentence. Children may clap out the syllables in their name to learn syllable segmenting.

Children are read to daily, individually or in groups and given opportunities to discuss stories. Stories are extended through the senses (with visual aides, mystery bags, with sounds or instruments) and through questions to promote better appreciation and understanding of literature. Books care and concepts (front, back, top and bottom, books have a title, author, and illustrator) are also taught.

The classroom is a print rich environment which includes a well stocked book or story area where children may read to themselves or to others or to listen to a story tape in a comfortable atmosphere. A wide variety of books are included which also reflect different cultures and cultural backgrounds. Written words are found throughout the room in a variety of ways (for example, magazines in the art area, menus in the family area, name cards

Wayne County Action Program, Inc · Web viewThese areas allow for individualization and social...

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