HEAD START PROGRAM PERFORMANCE STANDARDS AND GUIDANCE ... Plan Final 2014-2015.pdf · HEAD START PROGRAM PERFORMANCE STANDARDS AND GUIDANCE . WRITTEN ... CSBG- Community Service Block

HEAD START PROGRAM PERFORMANCE STANDARDS AND GUIDANCE

WRITTEN PLAN

1304.20 Child Health and

Developmental Services

Pages 1-6

1304.21 Education and Early

Childhood Development

Pages 1-7

1304.22 Child Health and Safety Pages 1-6

1304.23 Child Nutrition Pages 1-5

1304.24 Child Mental Health Pages 1-2

EARLY CHILDHOOD DEVELOPMENT AND HEALTH SERVICES

FAMILY AND COMMUNITY PARTNERSHIPS

1304.40 Family Partnerships Pages 1-6

1304.41 Community Partnerships Pages 1-2

SIGNATURE and DATE of APPROVAL

Board of Director Chair: Patrick M. Gross Date: 7/31/14

Policy Council Chair: Enjoli Donner Date: 5/15/14

PROGRAM DESIGN AND MANAGEMENT

1304.50 Program Governance Pages 1-6

1304.51 Management Systems

and Procedures

Pages 1-5

1304.52 Human Resources Pages 1-9

1304.53 Facilities, Materials, and

Equipment

Pages 1-3

DISABILITIES

1308.4 Purpose and Scope Pages 1-5

1308.5 Recruitment and

Enrollment

Pages 6-7

1308.6 Assessment of Children Pages 8-11

1308.7- Eligibility Criteria Page 12

1308.18 Disabilities/Health Coord. Page 12-13

1308.19 Developing IEP’s Page 14

1308.20 Nutrition Services Page 15

1308.21 Parent Participation Page 15-16

GENERAL

1310.10 Transportation Pages 1-9

ERSEA

1305.4 Age of Child. and Fam. Income Elig. Pg. 1

1305.5 Recruitment of Children Page 2

1305.6 Selection Process Page 2-3

1305.7 Enrollment and Re-enrollment Page 3-4

1305.8 Attendance Page 4-5

1305.9 Policy on Fees Page 5

Memorandum of AgreementMOA -Administration for Children and FamiliesACF-Menu Planning and Production RecordMPPR-Americans with Disabilities ActADA-Materials, Manipulation, Choices, Language for Supporting AdultsMMCLS-As Soon As PossibleASAP-Parent, Family, and Community EngagementPFCE-Ages and Stages QuestionnaireASQ - Not ApplicableN/A-Ages and Stages Questionnaire:Social EmotionalASQ:SE National Association for the Education of Young ChildrenNAEYC-Bloodborne Pathogens ProcedureBBP-Teaching Pyramid ModelTPMBehavior Incident FormBIR -Policy CouncilPC or P/C-Community AssessmentCA-Parent Input PI-Child and Adult Care Food ProgramCACFP-Program Information ReportPIR-Child Development AssociateCDA-Parent Interest SheetPIS - Continuing Education UnitCEU-Positive Guidance PolicyPGP-Code of Federal RegulationCFR-Program Review Instrument for Systems MonitoringPRISM-ChildPlusCP - Planning Region TeamPRT-Community Service Block GrantCSBG-Registered DieticianRD-Employee Assistance ProgramEAP-Registered NurseRN-Early Childhood Learning and Knowledge CenterECLKCResults Oriented Management & AccountabilityROMA-Early Childhood Environment Rating Scales ECERS-Regional Training ProjectRTP-Early Development NetworkEDN -Screening SummarySS-Equal Employment OpportunityEEO-Teacher/Family ContactsT/F-Environmental Protection AgencyEPA-TuberculosisTB-Educational Service UnitESU-United States Department of AgricultureUSDA-Family Conference FormFCF

Family Partnership AgreementsFPA

Symbol definitions for monitor columnFamily Service SpecialistFSS-Family Service WorkerFSW-

Administrative Assistant &General Education DiplomaGED-Administrative Secretary #Northeast Nebraska Community Action PartnershipNENCAP-Area Managers @Health Advisory CommitteeHAC-Board of DirectorsB of DDepartment of Health and Human Services SystemHHS -Education Specialist +Human ResourceHR-Executive Director XHead StartHS-Family Service Specialist %Individual with Disabilities Education ActIDEA-Head Start Director $Individual Education PlanIEP-Human Resource Director HRIndividual Family Service PlanIFSP-

Mental Health & Disabilities Specialist *Local Education AgencyLEA- Revised 6/2014Licensed Practical NurseLPN-

Mental Health ObservationMHO-

ABBREVIATIONS AND DEFINITIONS

SUBPART B – EARLY CHILDHOOD DEVELOPMENT AND HEALTH SERVICES

WRITTEN PLAN REVISED 6/2014

PERFORMANCE STANDARD:

1304.20 – CHILD HEALTH AND DEVELOPMENT SERVICES

Page 1

# OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a) (1)

Determining child health status Within 90 calendar days from child’s ENTRY

into the program.

“ENTRY”/ENROLLMENT shall be defined as the first day a child is counted present in regular classroom activities.

Designated Nutrition Staff

1st day child is

present

#

ChildPlus Reports 2315

(i) Determine whether child has on-going source of

continuous health care

Determination will be made taking into account information gathered from the Child

Health Record and interviews with parents at Orientation will be recorded in the

child’s file on the Emergency Care and Consent form. Immediate referral will be made if no medical or dental home exists.

FSW

Orientation

% Dental & Physical

Forms

Emergency Care and Consent

(ii) Obtain from health care professional child’s health status-preventative and primary care-

including medical, dental & mental health-well

child care schedule, immunization, HAC

recommendations

1) Each child applying to the program must provide a current immunization record. No child will be enrolled until the immunization record is received, unless

McKinney-Vento verification applies.

2) Each child enrolled in the program must have a yearly physical exam. A new

physical will be required when the previous one expires. 3) Each child enrolled in the program must have a yearly dental exam. A

new dental will be required when the previous one expires.

FSW

Time of app.

Within 90 days

As Needed

%

Child Health Record Child’s Application

McKinney-Vento

Verification Form

(A)

Not up-to-date, helps parents provide

Every effort will be made to stress the importance of and encourage parents to provide

an up-to-date physical exam, dental exam, and immunizations. The following health

exams/screenings are required to be considered up-to-date:

1) Physical examination to be completed by a physician, P.A., or Nurse Practitioner 2) Dental examination to be completed by a dentist.

3) Nutritional Assessment (including ht. and wt.) to be completed by a qualified

nutrition professional.

4) Blood Pressure Screening 5) Urinalysis by RN/LPN

6) Hemoglobin/Hematocrit screening 7) Blood Lead Screening/Questionnaire

(All screenings are done yearly)

The following age-appropriate immunizations are required to be considered up-to-date according to NE law:

4 DTP 3 HIB

3 Polio 3 Hep B

1 MMR 1 Varicella (or documentation of the disease) At least 1 Prevnar/PCV7

The following age-appropriate immunizations are required before each child leaves

HS to be considered complete:

5 DTaP (Four DTaP if 4th dose is given on or after the 4th birthday) 4 Polio (Three Polio if 3rd dose is given on or after 4th birthday) (IPV)

2 MMR (1st MMR at 12-15 months and 2nd between age 4 and 6)

3-4 HIB (1 HIB if the first dose is given after 12 months)

3 Hepatitis B 2 Varicella or documented history of disease

At least 1 Prevnar/PCV7

Head Start funds may be used to pay for physicals and dentals only if a child is not

Medicaid or Kids Connection eligible and no other sources are available. Parents will be strongly encouraged to schedule their children’s appointments and transport their

children to appointments. Head Start Staff may schedule appointments and provide

transportation only if a parent cannot make necessary appointments. Parent must

accompany the child to the appointment.

FSW Within 90 days

45/90 days

FSW

Within 30 days

of enrollment

FSW

By end of

program year

FSW As Needed

%

App. Process

ChildPlus #4110

Parent Handbook

Orientation Family Visits

Teacher-Family

Contacts

Child Health Record HAC Minutes

Exclusion

Notification

Immunization Exclusion

Notification

Documentation of

Varicella State Wide Blood

Lead Risk

Assessment

Individual F/U Plan

App. Process

ChildPlus #4110

Parent Handbook Orientation

Family Visit

T/F Contacts





Page 2


(B) Up-to-date, ensure families continue recommended schedule…

Beginning with the very first contact with a family and on-going, every effort will be made to educate and inform families about the importance of routine and preventative

health and dental care and the importance of childhood immunizations. This will be

accomplished by:

1) Information provided at time of acceptance. 2) Information sent home to parents.

3) Information in Parent Corners.

4) Providing each family access to a community resource directory.

5) Making appropriate referrals, when necessary. 6) Continued emphasis on parental responsibility regarding scheduling appointments

and accompanying child to appointments.

7) Parents will be invited and encouraged to attend health related training.

Adm. Secretary On-going

FSW

On-going

$

@, %

Documentation of Parent Training

App. Process

Parent Corner

Community Resource Manual

Parent Notebook

ChildPlus # 4110

Exclusion Notification

Lead Questionnaire

Acceptance Letter

(C) Grantee develops method for tracking the

provision of health care services

1) Intake information gathered during application, Orientation, and Family Visit.

Health information is sent to the FSS weekly. This includes physicals,

dentals, screening and follow-up information, and immunization updates. Updates must include the date completed, results, and who completed the

screenings/exams.

2) Identified staff will enter ChildPlus data. Support staff will monitor information. FSWs will track health information.

3) Efforts to encourage parent participation will be documented. Parent refusal

will also be documented.

FSW

Orientation

Family Visit As Needed

FS Specialist

Adm Secretary

MH/Dis Spec.

FSW On-going

%

$, @, %,*

@, %

Application

Parent Handbook

ChildPlus Reports Health Tracking

Worksheet

State Wide Blood

Lead Risk Assessment

ChildPlus Reports

ChildPlus # 4110

(iii) Obtain or arrange for further exam/treatment Any child with an observable, known or suspected health or developmental problem

will be referred to an appropriate licensed or certified professional for further diagnostic testing, exam and treatment with parent/guardian consent.

1)Any child failing a vision screening will be re-evaluated within two months of the

first screening. A referral for professional evaluation may follow. A child must have 20/40 or better vision in both eyes to “pass” this screening.

Pass/Fail determination will be made by the individual administering screen.

2) Any child failing a hearing screening will be re-evaluated within two months of

first screening (unless being seen by family physician). A referral for professional evaluation may follow. Pass/Fail determination will be made by individual

administering screen.

3)Any child failing a hemoglobin or hematocrit screening will be re-evaluated within

two months. After two failed screenings, the child must have a referral to a physician. A child must have a hemoglobin of 11 or greater and not to exceed 15

to pass this screening. A child must have a hematocrit of 33% or greater, but not to

exceed 45% to pass this screening. A hemoglobin of 8 or less or a hematocrit of

25% or less should be referred to a health professional immediately. 4) Any child with a blood lead level of >5 ug/dl will follow DHHS three criterion

protocol for referral process.

FSW

Teacher As Needed

On-going

FSW As Needed

%, @, *

%

Applications IFSP/IEP

Child Health

Physical

ChildPlus # 4110 Individual

Follow-Up Plan

State Wide Blood

Level Risk Assessment





Page 3


(iii) (Continued) Any child with an abnormal blood pressure screening will be re-evaluated two

different times before referral for professional evaluation. An immediate referral is

necessary if a blood pressure reading is 120+/80+ (either number).

A child with an abnormal urinalysis screening will be referred to a professional.

Any child whose screening shows the presence of sugar, a trace of blood, albumin of more than 1+, or a Ph less than 4.5 or greater than 7.5 will be considered to be an

abnormal screening.

FSW

As Needed

% Application

IFSP/IEP

Child Health

Physical ChildPlus # 4110

(iv) Follow-up plan when treatment needed For each child where treatment is identified there will be a written follow-up plan,

which includes parental input and source of funding for treatment. (Examples –

Medicaid, Kids Connection, Head Start, private insurance, parents pay, etc.) Follow-up plans are needed for dental, physical, UA, vision, hearing, hemoglobin, blood

pressure, and lead must be started immediately after a referral is made.

Send copies of all completed follow-up plans to FSS.

FSW

As Needed

% Individual Follow-

up Plan

Nutrition

Assessment

(2) Program of shorter duration must accomplish

these with 30 days

N/A N/A N/A N/A

(b)

(1)

Developmental, Sensory and behavioral

screening

Within 45 calendar days of child’s ENTRY, screenings for developmental, sensory (visual,

auditory), behavioral, motor, language, social,

cognitive, perceptual and emotional skills

1) Ages and Stages Questionnaire and Ages and Stages Questionnaire: Social

Emotional (ASQ: SE)

a) Parental input included b) Staff observations

2) Creative Curriculum Checklist on TSGOLD

3) Hearing and Vision

Teacher

Within 45 days

of ENTRY

FSW

Within 45 days of ENTRY

@,* ASQ

ASQ:SE

ChildPlus Reports Parent Permission

(2) Direct guidance from Mental Health or child development professional to address identified

needs.

Following flow chart, individualized by center, appropriate action will be taken. Refer to 1304.20 (e) (1) & (2)

Teacher As Needed

* ASQ

(3) Utilize multiple sources of information on all

aspects of each child’s development and

behavior including input from family members,

teachers, and all other relevant staff who are familiar with the child’s typical behavior

Relevant input from families, providers and teachers will be gathered through:

Family Visits, Home Visits, Orientation, Ages and Stages Questionnaires, Center

Observations, Parent Interest Sheets, Parental input/contacts, Portfolios,

Parent/Teacher Conferences, and IFSP/IEP’s.

Teacher/FSW

Within 45 days

of enrollment

date/On-going

@, *

ChildPlus Reports

Anecdotes

Teacher-Family

Contacts, PI, ASQs, IFSP/IEP

PIS

(c)

(1)

(2)

Extended follow-up and treatment

Establish communication with parents for

follow-up

Assist parents to get meds, aids, equipment

Each child requiring follow-up/treatment as identified in 1304.20 (a) (1) (iv) will have

a written Follow-up Plan that includes parental input. In addition, ChildPlus #4110

Logs will reflect communication with parents concerning the Follow-up Plan.

In the case that follow-up/treatment requires medication, aid, and/or equipment every

effort will be made to assist in obtaining what is necessary. These efforts must be included in the Individual Follow-up Plan.

FSW

As Needed and

On-going

FSW/Teacher

As Needed and On-going

%, @, *

%, @, *

ChildPlus #4110

Individual Follow-

up Plan

Individual Follow-

up Plan ChildPlus #4110

IFSP/IEP





Page 4


(3) (i)

(ii)

Dental follow-up must include

Fluoride where needed

Preventative and treatment as determined by health professional

Daily brushing with fluoride toothpaste is the best way to get topical fluoride. Topical

fluoride acts on teeth that have already erupted through the gums.

1) Effective dental hygiene will be promoted in conjunction with meals. Children will

brush with fluoride toothpaste after at least one meal. “Tooth brushing in Pre-School” from University of Iowa School of Dentistry protocol will be followed.

2) Head Start will support efforts of communities to fluoridate drinking water.

3) Medicaid/Kids Connection, will pay for fluoride treatment prescribed by a dental

professional regardless of the fluoride content of the drinking water

For each child where treatment is identified in 1304.20 (a)(1)(iv) there will be a written Follow-up plan which includes parental input and funding source for

treatment. (Examples-Medicaid/Kids Connection, Head Start, private insurance,

parents pay, etc.)

- Send copies of all completed Follow-Up Plans to FSS

Teacher

Daily/

All HS Staff

On-going

FSW Within 45 days

of failed

screening

@

%

%

Daily Schedule

Ed Observations

Correspondence

HAC Meeting

Minutes

Dental Individual Follow-

up Plan

(4) Assist with plans included in IEP’s & IFSP’s Must assist with the provision of related services addressing health concerns in

accordance with the IEP and the IFSP.

FSW/Teacher

As Needed and

On-going

@, *,% FCF

(5)

Use of HS funds when no other source of

funding is available

Every effort will be made to ensure Head Start funds are used only after all other

sources have been exhausted. (As last resort)

1) Every Follow-up Plan (for treatment) will include “Resource Documentation”

detailing efforts to secure a minimum of three resources for alternative funding, if Head Start pays.

2) No Follow-up treatment paid for with Head Start funds will be completed without

prior approval from the FSS.

FSW

As Needed and

On-going

FSW

As Needed

$ Individual Follow-

up Plan

(d)

On-going care – identifying new or recurring

medical, dental, development concerns

In addition to assuring children’s participation in a schedule of well child care, staff

will: - make periodic observations of individual children’s developmental progress and

document emotional & behavioral patterns.

- document changes in physical appearance (signs of injury/illness)

- utilize the Daily Health Check to aid in identifying new or recurring health, dental or developmental concerns and

make appropriate referrals when necessary. These procedures will include parental

input. (Exceptions for including parent input may be made in cases of suspected

abuse/neglect.)

FSW

Teacher

All HS Staff

On-going

%

@, *

%, @, *

Ed Observations,

Anecdotal Notes ChildPlus # 4110

T/F Contacts

Accident/Incident

Report Individual F/U Plan

FCF

Child Abuse Form





Page 5


(e)

(1)

Involving parents in receiving appropriate health

care

Consult with parents immediately when child health or developmental problems are suspected

or identified.

Parents will be notified immediately when a concern arises and before a referral is

made.

Exceptions may be made in cases of suspected child abuse/neglect.

FSW/Teacher

As Needed

On-going

@, %, *

Health Screening

Summary

Accident/Incident Report

ChildPlus # 4110

T/F Contacts

Child Abuse Form

(2)

Familiarize parents with all health and

developmental procedures, obtain advance

authorization and share the results…

1) Explanation of screenings (verbal) before parent signs “Consent for Health

Screening Services” form for invasive screenings.

2) Parent signs necessary “Consent for Health Services” form. Form will be placed

in child’s file.

3) Health Screening Summary will be utilized in the event that a screening is

completed and submitted by anyone other than the parent/guardian.

4) Parental input on Individual Follow-up Plan and IEP.

FSW

Orientation

As Needed

FSW

As Needed

On-going

FSW/Teacher

As Needed On-going

@, %, *

@, *, %

%, @, *

Consent For Health

Services Form

Child File

ChildPlus # 4410

Health Screening

Summary FCF

ChildPlus Reports

Individual Follow-up Plan

IEP

(3) Talk with parents about how to familiarize their

children in a developmentally appropriate way and in advance about all of the procedures they

will receive while enrolled in the program

Head Start Staff will inform parents of all screenings and procedures. Refer to (e)(2)

Parents will sign “Consent For Health Services” form for each individual invasive screening prior to completion.

FSW

As Needed On-going

%, @, *

ChildPlus # 4110

Follow-up Plan Parent Handbook

Health Screening

Summary

(4) Assist parents to enroll and participate in a system of on-going family health care

Beginning with the very first contact with a family and on-going, every effort will be made to educate and inform families about the importance of routine and preventative

health and dental care and the importance of childhood immunizations. This will be

accomplished by:

1) Information sent home to parents and information in Parent Corners.

2) Providing each family access to a Community Resource Manual.

3) Making appropriate referrals when necessary.

FSW On-going

@, % App. Process, Parent Corner, Community

Resource Manual

Parent Notebook

ChildPlus # 4110 Lead Questionnaire

Acceptance Letter





Page 6


(4) (Continued) 4) Continued emphasis on parental responsibility regarding scheduling and

accompanying child to appointments.

5) Parents will be invited and encouraged to attend health related trainings.

FSW

On-going

@, % Exclusion

Notification

Parent Handbook

ChildPlus # 4110

(5) If a parent refuses, agencies must maintain

written documentation

Parents will have the option to refuse any screening/testing procedure. Documentation

of Refusal should be included in the ChildPlus #4110. 1) A parent may refuse to sign the “Consent for Health Services” form.

2) A parent may sign a State Immunization Waiver for medical reasons, and in

accordance with State law.

Original to the FS Specialist and a copy in the child’s file.

3) A parent may sign a Federal Immunization Waiver

Copy to FS Specialist – Original in child file

4) A parent may sign a Health Services Waiver

Copy to FS Specialist – Original in child file

FSW

3rd Week in Oct.

As Needed

FSW

End of School

year

@, % Consent for Health

Services Form State Imm. Waiver

Health Services

Waiver

Exclusion

Notification

(f)

(1)

(2)

(i)

(ii)

(iii)

(iv)

Individualization of the program Determine how the program can best respond to

each child’s individual characteristics, strengths

and needs

For children with disabilities

N/A

Services support the expected outcomes

contained in the Individual Family Service Plan

(IFSP) Support efforts for transitions for children who,

at age three, will need other services

Participate in the Individualized Education

Program (IEP) for preschool age children with

disabilities

1) Use developmentally appropriate practices as a guideline to implement individualized programs to meet each child’s stage of development.

Identification of each child’s individual needs and strengths will be determined

through:

a) Parent interviews and input b) Screenings (See 1304.20 (a)(1) through (c)(5)

c) On-going assessment

The program will meet the individual needs of each child served, which includes

children with disabilities.

N/A

Support and appropriately implement activities to meet the expected outcomes of the IFSP/IEP.

a) Head Start may provide services to children when the IEP states Head Start is an

appropriate placement.

Support and encourage efforts:

1) Through coordination with families, other professionals and providers. This

includes the following options:

a) Dual enrollment (attending Head Start as well as another program) b) Shared enrollment (sharing one enrollment slot with another child and

possibly attending another program).

2) Take Early Head Start children’s applications up to 6 months prior to their 3rd

birthday. Staff must make every effort to participate in MDT and IFSP/IEP meetings when

children diagnosed with a disability are enrolled in Head Start (or being considered as

appropriate placement), and are responsible to implement the delivery of appropriate

services identified in the IFSP/IEP.

Teacher On-going

Teacher On-going

FSW

On-going

Teacher Disability

Specialist

On-going

@, *

@, *

@, *

Application,

ASQ, ASQ:SE FCF, PI,

Anecdotal Notes

Portfolio/Journal

T/F Contact, PIS Lesson Plans

IFSP/ IEP

Portfolio/Journal MOA

Eligibility Criteria

ChildPlus Reports

IFSP/IEP

MOA

Transition Plan

Application

MDT, IFSP/IEP, MOA, FCF

Lesson Plans

Portfolio/Journal




1304.21 – EDUCATION AND EARLY CHILDHOOD DEVELOPMENT

Page 1


(a)

(1)

(i)

Child development and education approach for

ALL children

To help children gain the skills and confidence-approach to child development and education

must:

Be developmentally and linguistically

appropriate, recognizing that children have individual rates of development

The Creative Curriculum for Preschool and The Head Start Child Development and

Early Learning Framework, Revised Edition NAEYC, and Nebraska Early Learning

Guidelines and ECERS, are used as resources to implement a developmentally appropriate curriculum. Activities will be incorporated with attention to the individual

interests, needs, cultural backgrounds, and developmental level of each child. This

research based curriculum provides a framework that sets forth the programs

philosophy, goals, and objectives for children as well as guidelines for teaching all aspects of a child’s development: social-emotional, cognitive, language and physical.

Teacher

Daily

@

Lesson Plans

FCF

Anecdotal Notes PIC ASQ

ASQ:SE

MDT

ECERS TPOT

(ii) Be inclusive of children with disabilities

consistent with their Individualized Family

Service Plan (IFSP) or Individualized Education

Program (IEP)

Head Start abides by the recommendations stated in the IFSP or IEP pertaining to

appropriate placement for children with disabilities. Head Start abides by Rule 51,

IDEA and the ADA regulations. The learning environment allows all children the full

opportunity to develop skills, concepts, autonomy, initiative, independence, and self-esteem.

Teacher

On-going

@, * IFSP/IEP

Support Staff

Observations

FCF

(iii) Provide an environment of acceptance of gender, culture, language, ethnicity and family

composition

This is accomplished by: 1) Including songs and stories from different cultures.

2) Exposing children to people of different ethnic backgrounds, economic means and

people with disabilities by providing:

a) dress-up clothes, dolls, cooking utensils from different cultures b) opportunities for family and community to share their customs

c) multiple concept books g) inclusionary classrooms

d) diverse music h) food experiences/nutrition lessons

e) field trips/visitors f) pictures on the wall

3) Materials are nonsexist:

a) male & female clothing in house area

b) community helpers showing men and women in all roles c) books and pictures showing women in leadership roles and men in nurturing

roles

d) dolls of both genders

4) Labels in the classroom reflect predominate languages spoken. 5) Each child has his/her own labeled space to keep personal items.

6) Names, photos and symbols are used to identify ownership.

7) Use of mirrors, photos and drawings of the child and family, audio tapes and video

recordings.

Teacher Daily

@ Lesson Plans Education Calendar

PI

PIS

Support Staff Observations

(iv)

(v)

Provide a balanced daily program of child-

initiated and adult-directed activities, individual and small group activities

Allow children to independently use toilet facilities.

At least half of the activities planned daily are child initiated.

Planned activities will be developed daily for small group and circle time.

At least 60 minutes per day is scheduled for choice time in which children will be

allowed to choose activities in different learning centers.

Toilet facilities are available to children as needed. Children will not be denied access

to or forced to use facilities as a form of discipline, due to lack of time, or

convenience. Staff will work in conjunction with parents to encourage toilet training

Teacher

Daily

@ Daily Schedule

Lesson Plans Education

Observations

Positive Guidance Policy, FCF, Support

Staff Observations





Page 2

when appropriate.


(2)

(i)

Parents must be:

Invited to become integrally involved in the development of the program’s curriculum and

approach to child development and education

Parents are encouraged in planning, volunteering, and helping out with the educational

services in the center. Curriculum is planned with information gathered from: -Parent/Teacher Conferences

-Ages and Stages Questionnaire -Home Visits

-Parent Interest Sheet -Monthly Teacher/Family Contacts

-Family Conference Form -IFSP/IEP -A Parent’s Guide to Early Childhood Education - ASQ:SE

-TS GOLD activities

Activities may include:

-cultural events -food experiences -small group activities -reading books -singing songs -materials incorporated

-Family Engagement activity

-playing games representative of the children’s background

Teacher

Daily @ In-kind

Parent Interest Sheet FCF

ASQ

ASQ:SE

ChildPlus Reports Parent Notebook

Lesson Plans

TS GOLD activity

(ii) Provided the opportunities to increase their child

observation skills and to share assessments with

staff that will help plan the learning experiences; and

Parents are provided training on child growth & development through opportunities

to:

1) Volunteer in the classroom 2) Participate in Parent/Teacher conferences

3) Use community resources such as films, professionals and publications

4) Create and attend Family Engagement Activities

5) Serve on Policy Council/HAC 6) Attend Head Start trainings

7) Participate in home visits

8) Families are invited to be on TS GOLD

9) Ages and Stages Questionnaire

Teacher

Daily

@ Child Plus Reports

Teacher/Family

Contact Meeting Minutes

Parent Notebook

FCF

Lesson Plan TS GOLD

ASQ

ASQ:SE

(iii) Encouraged to participate in staff-parent

conferences and home visits to discuss child’s development and education

(See P.S. and referrals)

Parents are informed of home visits during orientation. Staff will explain what home

visits are and why they are important so parents and classroom staff can support one another in the education of the child. Parents will be assured that together staff and

parents can design and carry out the best possible educational program at HS and

home. See 1304.40 (e) (5) and 1304.40 (i) (1-3).

Teacher

Orientation Home Visit

P/T Conf

@ Parent Handbook

Teacher/Family Contact, FCF

Home Visit Waiver

(3)

(i)

(A)

(B)

To support social and emotional development

there must be:

Development which enhances each child’s

strengths by:

Building trust

Fostering independence

Children develop a sense of trust when:

1) There is a well defined, consistent schedule and routine. A daily schedule with

pictures that illustrate the schedule is displayed at eye level in each classroom so

children can learn the order of events that occur each day.

2) Furniture and materials are arranged consistently and labeled so children know

where to find the things they need.

3) Ed staff makes every attempt to communicate with children and families in their home language each day.

4) Home visits occur.

5) Child appropriate child attendance chart.

All activities will be suited to the developmental level of each child; children will be encouraged to do as much as possible for themselves such as putting on coats, pouring

milk, passing food at the table, etc. Materials are stored on low shelves, which are

labeled with pictures and words to show children where toys and materials belong, in

order to encourage children to select and use materials on their own. Each classroom

Teacher

Daily

@ Classroom Daily

Schedule

Education

Observations

Home Visit Wavier

CLASS

PGP

Lesson Plans

Education

Observations

FCF





Page 3

will have an illustrated job chart showing child’s responsibilities. Helper Chart


(C)

(D)

(E)

(ii)

4)

(i)

Encouraging self-control by setting clear,

consistent limits, and having realistic expectations

Encouraging respect for the feelings and rights

of others

Supporting and respecting the home language,

culture and family composition of each child in

ways that support the child’s health and well-

being, and

Planning for routines and transitions so that they occur in a timely, predictable and unrushed

manner according to each child’s needs.

To provide for the development of each child’s

cognitive and language skills, there must be:

Support for each child’s learning, using various strategies including experimentation, inquiry,

observations, play and exploration

Development of self-control will be facilitated through the use of the Positive

Behavioral Interventions and Supports Approach, the Teaching Pyramid Model , such as:

1) Setting clear limits by teaching children classroom rules which are posted with

words and pictures of current children following the rules.

2) Modeling and encouraging expected behavior. 3) Redirection of children to a more acceptable activity.

4) Give children choices.

Expectations match and respect children’s developing capabilities and rules are

applied consistently and calmly. Respect for children’s feelings and ideas is supported through opportunities and

encouragement for all children to talk freely about their feelings and ideas. (Ex.

feelings chart)

Cooperative behavior is reinforced by encouraging children to work together and to care for one another. Children engage in small group work, cooperating together for a

common goal (Ex. making a mural, building a city in the block area or preparing a

meal).

Every attempt will be made to have a staff member, parent or volunteer who can communicate with all children regardless of the language spoken. Parents will be

encouraged to participate in the program by sharing a skill, interest, or some aspect of

their cultural heritage.

Activities, posters, books, dolls, paints, etc. around the room will reflect the cultures of the community to promote children’s sense of identity and self esteem and will

include other cultures to broaden the children’s knowledge base.

There will be sufficient time allocated for transitions and routines such as clean up,

hand washing, tooth brushing, and preparing for meals. Transitions are important learning times and children should not be rushed through these periods of the day.

Children will be given sufficient warning before a transition period to complete what

they are doing and prepare for the next activity. Transitions are planned daily.

Flexibility is encouraged, when possible, to allow children extra time to complete special projects or activities in which they are involved. Clear and consistent

directions are provided to children during transition times; with explanation of what is

coming and what is expected. The expectations are age appropriate.

The “Plan-Do-Review” method of teaching will be used daily.

Children will have an opportunity to choose areas for exploration with a variety of

materials; areas include:

Blocks, Dramatic Play, Library, Listening, Table Toys, Science, Sensory, Art, Computer, Writing, Music.

Children acquire concepts & skills through meaningful activities, for example:

Playing with blocks, measuring sand and water, drawing and painting, sorting and

classifying materials, observing changes around them.

Teacher

Daily

@ Positive Guidance

Policy Posted Classroom

Rules

Education

Observations Behavior Support

Plan

CLASS

Lesson Plans

Anecdotal Notes

FCF

Portfolios/Journals PGP

Application

Lesson Plans

Education

Observations ASQ

PIS

ASQ:SE

Lesson Plans Daily Schedule

Ed Observations

Lesson Plans

Ed Observations

Anecdotal Notes

Daily Schedule





Page 4

A time is scheduled each day after choice time when children are encouraged to recall

and share the activities they participated in that day.


(ii)

(iii)

(iv)

(5)

(i)

Opportunities for creative self-expression through activities such as art, music, movement,

and dialogue

Interaction and language use among children and

between children and adults

Support for emerging literacy and numeracy development through materials and activities

according to the development of each child

In center-based settings, each child’s physical

development must be promoted by:

Sufficient time, indoor and outdoor space,

equipment, materials and adult guidance for active play that support the development of gross

Children are engaged in activities that enable them to express their thoughts and ideas using:

-art materials -telling stories -participating in dramatic play

-singing songs -dancing -construction materials

-journaling -musical instruments

Children are encouraged to use spontaneous discussion & conversation between

themselves & adults. Materials & activities such as games, books, songs, &

storytelling are used. Children are encouraged to talk about their Head Start experiences through open-ended questions. Children are encouraged to speak in their

home languages. Teachers will use scaffolding, feedback loops, and back/forth

exchanges to improve child/teacher interactions.

Head Start classrooms are language enriched. Each classroom has:

-Print rich environments with writing utensils incorporated in various ways throughout

centers. Familiar items such as newspapers, phone books, cookbooks, magazines,

rulers, tape measures, notepads, and scales will be available. Children will be given the opportunity to recognize letters, numbers and symbols by

experiencing daily use of personalized material:

-toothbrushes - helper/attendance charts -cubbies/lockers

-name tags –word wall - circle rug -art display space -name cards Activities are provided to develop language and literacy through meaningful

experiences such as:

-listening to and reading stories and poems including:

-Read Alouds -Journals -recording stories -seeing classroom charts and other environmental print

-participating in dramatic play and other experiences requiring communication

-talking informally with children and adults -field trips/visitors

-experimenting with writing, drawing and copying Activities are provided to develop math and numeracy through meaningful

experiences such as:

- finger plays and songs using number sequence -counting objects -graphing

-making comparisons (<, >, =, bigger, smaller, wider, shorter) -patterning -recognizing shapes and structures

Activities are planned daily to allow children to use large muscles freely through

jumping, running, balancing and climbing. Children go outside daily unless

temperature and/or wind chill is 20 degrees or below, or the heat index is 90 degrees

or above. There are no more than 10 children under the direct supervision of 1 staff member at all times.

Teacher Daily

Teacher

Daily

@

@

Lesson Plans Daily Schedules

Ed Observations

Ongoing

Assessment Portfolios/Journals

Ed Calendars

CLASS

Daily Schedules

Lesson Plans

Education

Observations Parent Handbook





Page 5

motor skills

Special circumstances will be discussed on an individual basis related to health.

School partnerships will follow their school’s outdoor policy.

Asthma Action Plan

Medical Action Plan


(ii)

(iii)

Appropriate time, space, equipment, materials and adult guidance for the development of fine

motor skills

Appropriate environment and adult guidance for

the participation of children with special needs

Children have daily opportunities to develop small muscle skills through play activities such as pegboards, puzzles, painting, cutting, and play dough. Materials

vary in complexity to meet the needs of each child’s developmental level.

Provisions are provided for children with disabilities to ensure their safety and comfort. Space, materials and activities are modified to meet their needs and in

accordance with their IFSP/IEP; this may include ramps, railings, special materials

and equipment. Staff is available to assist children in using materials as necessary.

Teacher Daily

@

@, *

Daily Schedules Lesson Plans

Ed Observations

IFSP/IEP

FCF

(a b) N/A N/A N/A N/A N/A

(c)

(1)

(i)

(ii)

Child development and education approach for

PRESCHOOLERS

In collaboration with parents, implement a

curriculum that: Supports each child’s individual pattern of

development and learning

Provides for the development of cognitive skills

The curriculum and adult interactions are in response to individual differences in

ability and interests. Different levels of ability, development, and learning styles are

expected, accepted, and used to design appropriate activities. Teachers implement

activities according to information gathered from: 1) Parents/families 6) Ages and Stages Questionnaire

2) On-going assessments 7) Creative Curriculum

3) Portfolios/Journals 8) Monthly Observations

4) IFSP/IEP 9) Parent Interest Sheet 5) Child Outcomes 10) Ages and Stages Questionnaire: Social Emotional

In collaboration with parents, a FCF will be written and implemented to help each

child attain the individual goals set by parents and staff. FCF’s should incorporate the

goals stated on the IFSP/IEP. FCF’s will be introduced at the beginning of the year and written and updated with parents four times each school year.

Activities are planned which develop concepts of size, shape, color, textures and

numbers such as use of songs, poems, or activities related to symbol identification by

means of games with numbers and letters.

Activities are planned for language development such as singing, dramatic play, finger

plays, stories, puppets, flannel boards, and nursery rhymes.

Activities will encourage questioning, thinking, and problem solving skills appropriate to the developmental level of the children.

At least one math activity will be planned/implemented daily.

At least one science activity will be planned/implemented weekly.

Teacher

Daily

Teacher

P/Teacher

Conference

Teacher HV

Teacher

Daily

@

@

@

FCF

Lesson Plans

ASQ, PIC

Portfolios/Journals Ed Observations

IFSP/IEP

Child Observations

ASQ:SE TS GOLD

T/F Contact

ChildPlus Reports

PIS

(iii)

Integrates health, nutrition, and mental health

services into program activities.

There are weekly lessons planned on health, safety, nutrition, mental health, diversity,

and at least one dental health activity documented monthly. The following resources

may be used: 1) visual aids 4) books 7) resource people within the community

2) field trips/visitors 5) Happy Bear 8) Chef Combo

Teacher

On-going

@

Lesson Plans

Ed Observations

Ed Calendar ASQ

ASQ:SE





Page 6

(iv)

The program environment helps children

develop emotional security and facility in social

relationships

3) Buckle Bear 6) Healthy Choices 9) Big Green Snake

An environment of acceptance is provided for each child, showing respect for

children’s feelings and ideas, nurturing children’s friendships with peers, encouraging

children to resolve their own conflicts, and helping children manage stressful situations and events. Regard for Student Perspectives will include: flexibility and

student focus, support for autonomy and leadership, student expression, and allowing

freedom of movement.

Parents are asked to fill out the Ages and Stages Questionnaire: Social Emotional screener for each child so staff can respond appropriately to each child’s individual

emotional needs.

Teacher

On-going

@

Lesson Plans

Anecdotal Notes

FCF, MHO Ed Observations

ASQ:SE

CLASS


(v) Enhances each child’s understanding of self as an individual and as a member of a group

Providing individual, small group and large group activities enhances each child’s understanding of self as an individual and as a member of a group. Awareness as an

individual is promoted by:

1) using the child’s name

2) having mirrors in the classroom at child level 3) allowing and encouraging children to express their feelings

4) personal photos

Opportunities for children to assume group and individual responsibilities are

provided; they include: 1) being a helper 3) setting the table 5) plan a class project or field trip

2) feelings chart 4) cleaning up the classroom

Teacher On-going

@ Lesson Plans Ed Observations

Portfolio/Journals

Posted Job Charts

TS GOLD CLASS

(vi)

(vii)

(2)

Provides each child with opportunities for

success to help develop feelings of competence,

self-esteem and positive attitudes toward

learning; and

Provides individual and small group activities

both indoors and outdoors

Uses a variety of strategies to promote and

support children’s learning and developmental

progress based on the observations and on-going

assessment of each child

Developmentally appropriate practices are used to assure success by building upon

children’s strengths and incorporating:

1) child-initiated activities 4) non-competitive games/activities

2) problem solving activities 5) open-ended questions/activities 3) adult support

Adequate indoor and outdoor space, materials, equipment and time will be provided

so children will have the opportunity to participate in both individual and small group

experiences.

On-going assessment of each child is gathered throughout the day to gain insight

about each child’s abilities, interests and needs. Portfolios/journals will be compiled

for all children. Based on this information and parent input, the material and activities

in the classroom reflect an understanding that children are at different developmental

levels.

These developmental levels are measured and evaluated through TS GOLD to

generate Progress and Outcomes reports for each classroom.

Head Start School Readiness Goals are shared with parents and key stakeholders in

the community.

Teacher

Daily

Teacher

Daily

Oct/Feb/April

Teacher Orient, HV’s

P/T Conf.

On-going

MOA

@

@

@

Daily Schedules

Lesson Plans

FCF

Ed Observations PGP

Daily Schedules

Lesson Plans Child Care License

Ed Observations

Lesson Plans

TS GOLD, ASQ

Ed Observations

Portfolios/Journals

Anecdotal Notes

School Readiness Goals

TS GOLD

Classroom Progress

Outcomes Report Parent Handbook

PC Minutes

School Readiness

Goals





Page 7

Head Start School Readiness Goals are shared with Policy Council and Board of

Directors.

Head Start School Readiness Goals are reviewed with classroom staff.

Teachers will print off a TS GOLD report of their choice. They will review it and

complete the Education Outcome Analysis with their Area Manager.

Ed Specialist

monthly

Area Manager

Teacher 2 times a year

X

$

School Readiness

Goals

PC and Board of

Directors Minutes School Readiness

Goals

Education Outcomes

Analysis for Head Start




1304.22 – CHILD HEALTH & SAFETY

Page 1


(a) (1)

Health Emergency Procedures Posted policies and plans of action for

emergencies

Develop a medical and dental emergency plan covering transportation, emergency hospital telephone numbers, notification of parents, location of emergency phone,

Bloodborne Pathogens procedure, and location of adequately stocked First Aid kit.

Plans must be posted in a highly visible easily accessible area of each classroom.

These plans will be available in English, Spanish, and/or other languages as appropriate.

FSW/Teacher

Prior to 1st day

of school

@

Posted Plans Health & Safety

Checklist

Observation

(2) Posted locations and telephone numbers of emergency response

A separate posting of emergency response numbers including: 911, local police, fire, Poison Control and Hazardous Materials will be posted in a highly visible and easily

accessible area in close proximity to a telephone. These plans will be available in

English, Spanish and/or other languages as appropriate.

Each child will have a “Child Emergency Care and Consent” form: one in the center and one for field trips.

No child attends class without a reliable contact number.

FSW Prior to 1st day

of school

FSW Prior to 1st day

of school/As

Needed

@ Posted Plans Classroom Chklst

Observation

Child Emergency Care & Consent

Form

ChildPlus #4110

(3) Posted emergency evacuation routes and other

safety procedures

Each room within a building where Head Start is located will have posted emergency

evacuation routes and safety procedures to be followed in the event of an emergency.

These plans will be posted in a highly visible location and will contain symbols representing fire and tornado emergencies. These plans will be available in English,

Spanish and/or other languages as appropriate. Plan must be revisited when

provisions for a child with severe disabilities is accepted.

Safety procedures are implemented in the classroom and updated yearly: a) Tornado Drills (posted) b) Fire Drills (posted)

c) No firearms allowed on premises (posted)

A Potential Threat Plan will be developed by each classroom. (Not posted) A copy

will be sent to the Central Office

Teacher

Prior to 1st day

of school

Teacher

March – Sept Monthly

FSW

Start of school

year

@

@

Posted Plans

Report of Fire/

Tornado Drill Potential Threat

Plan

(4) Methods of notifying parents A method of notifying parents in the event of an emergency involving their child will

be posted in the plans of action.

FSW

Prior to the 1st day of class

@

Posted Plans

Emergency Care & Consent Form

Emg. Contact Book

(5) Established methods for handling cases of

suspected or known child abuse and neglect

Head Start Staff are required by Nebraska law to report any suspected maltreatment,

neglect, or abuse of a child. Report to Child Protective Services at the Department of

Health and Human Services or the local law enforcement agency.

1) Staff, including bus drivers, receives training on signs of child abuse/neglect.

2) Report suspected abuse and/or neglect to the appropriate agency.

3) After the report is made, the reporter will call the appropriate Area Manager

immediately.

4) After the Area Manager is notified, the reporter will complete and send the original “Suspected Child Abuse or Neglect” form in a sealed envelope, marked

confidential to the Head Start Director within 24 hours of making the report.

5) A copy of the Child Abuse form will be given to the Executive Director.

6) A copy will be kept at the center in a locked file away from the child’s file. 7) All copies at the center will be destroyed at the end of the school year. Optional:

Center staff may contact Family Service Specialist for resources.

8) The Nebraska State Patrol sex offender website will be shared with parents at

orientation.

All HS Staff

As Needed

Annually

HS Director

As Needed

FSW

At least

monthly

$, %, @, *

X

@

Suspected Child

Abuse or Neglect

Report Form

Hard copy of report





Page 2


(b)

(1)

Conditions of short term exclusion and

admittance

Must temporarily exclude a child with a short- term injury or an acute or short-term contagious

illness, that cannot be readily accommodated

The purpose of the Sick/Short Term Exclusion Policy is to control the spread of any

condition and/or illness, and to keep the center environment as healthy as possible for

children and staff. Partnerships may follow school policies. A short-term exclusion shall be any condition spread:

1) Through the intestinal tract 3) Through direct contact (touching)

2) Through the respiratory system 4) Through excessive drainage

Staff at the center will observe each child carefully for the presence of one or more of

the following signs or symptoms:

1) Fever (at or above 100 F with or without medication)

2) Vomiting 3) Diarrhea

4) Red or watery eyes

5) Unusual spots or rashes

6) Evidence of ecto-parasites infestation 7) Excessive ear drainage, pulling or tugging at ears, and/or complaints of ear pain or

ear ache

8) Other communicable conditions – as identified and described in the NE Admin

Code - Title 173; Chapter 3 (Chickenpox, Conjunctivitis/Pink Eye, Diptheria, Pinworm, Fifth Disease, Hepatitis A, Herpes Simplex Type 1, Impetigo, Influenza,

Bacterial and Viral Meningitis, Measles, Mumps, Pertussis, Polio, Ringworm,

Rubella, Strep Infection, Tuberculosis, Coxsackie A, Scabies, Head Lice, MRSA,

Fleas, Giardiasis, Bed Bugs, Rotovirus). If a child has a suspected or physician confirmed communicable disease, a Communicable Disease Report will be filled out

and sent to the FS Specialist. A copy will be sent to the appropriate Area Manager.

If there is a star (*) by the disease on the Communicable Disease Report, a call must

be made immediately to the Health Director. 9) Child requires emergency nebulizer treatment in accordance with documented

Asthma/Medical Action Plan. Child should stay home if he/she is ill, or if he/she

requires an emergency nebulizer treatment before class begins.

Any child showing signs of these symptoms will be excluded immediately from the center at the discretion of the designated staff person with the recommendation (based

on severity) that the child be seen by a physician. CHILDREN WILL BE

EXCLUDED FROM THE CENTER FOR 24 HOURS AND/OR UNTIL:

1) Temperature is normal with or without medication (for 24 hrs.) 2) Vomiting/Diarrhea have stopped (for 24 hrs.)

3) Eye is normal with no discharge

4) Rash is gone

5) The child is being treated according to ecto-parasite policy 6) Ear is normal with no discharge

7) The physician writes a note, if requested, stating the contagious period is over and

the child can return to the center.

If a child should be absent because of an illness a doctor’s statement may be required before the child can return to Head Start.

FSW/Teacher As Needed

%, @

Sick/Short-term Exclusion Policy

Parent Handbook

Daily Health Check

Ecto-Parasite Policy

Excessive Absences

ChildPlus Reports Signed Physician’s

note

Communicable

Disease Report





Page 3


(b) (1)

(continued)

In the event of a community outbreak of a communicable disease, centers must notify either the FSS or the NENCAP Health Services Director. A local advisory group

made up of at least three of the following: a representative of the local health

department, a representative of the local school system, a local medical provider, the

NENCAP Health Services Director, and the Head Start Director, in conjunction with the FSS, will make a decision whether or not the local Head Start Center should be

closed and for how long. Each situation will be judged on a case by case basis taking

into account the type and severity of the illness and other locally determined factors.


%, @ Excessive Absences ChildPlus Reports

Signed Physician’s

note

Communicable Disease Report

(2)

Must not deny program admission to any child

solely on the basis of his or her health care needs

Head Start will not deny program admission to any child on the basis of their health

care needs. The program follows the “Universal Procedures for Bloodborne

Pathogens” procedure. The Medical/Allergy Concern form must be filled out at application. Medical Action

plans may be required at the discretion of the FSS and/or Health Consultant prior to

attendance.

Confidentiality Policy remains constant.

All HS Staff

On-going

@,%,$ App. Process

BBP Procedure

Written Plan to Administer Med.

Medical/Allergy

Concern Form

Medical Action Plan Confidentiality

Form

(3)

Request that parents inform them of any health

or safety needs of the child

Information gathered through application process, Orientation, Family Visits and day

to day contact with parents. Programs share this information among staff on a need to

know basis and all staff and parents understand the agency’s confidentiality policy.

All HS Staff

On-going

@, %

App, Health History

ChildPlus # 4110

T/F Contact

Med/Allergy Concerns

(c)

(1)

(2)

(3)

(4)

Medication Administration-establish and

maintain written procedures regarding the

administration, handling and storage of

medication Labeling and storing, under lock and key and

refrigerating if necessary

Designating a trained staff member

Obtaining physician’s instructions and written parent or guardian authorizations

Maintaining an individual record of all

medications dispensed

When it is necessary for a child to receive prescription medication while he/she is at

Head Start, and it is necessary for the staff member to administer the medication, the

following procedure will be followed:

1) Parent will obtain medication and physician/pharmacy instructions. Parent will give first dose to check for reactions.

2) Original labeled container and instruction and symptoms of reactions will be

obtained from parent.

3) Contact Family Service Specialist. 4) Written Plan to Administer Medication will be completed which includes:

Medication to be administered, schedule, dosage, physician’s instructions, staff

member(s) designated to administer the medication, storage instructions and

parental input. 5) Family Service Specialist and/or Health Consultant approve the plan to administer

medication. Original consent form and plan in child’s file and copy to Central

Office.

6) Medication needs to be in a locked drawer, cabinet, box, etc. unless noted differently on the Medical Action Plan. When medication needs to be refrigerated it

will be kept in a locked box in the refrigerator. Head Start staff/volunteers who are

taking medication, individually, must keep medication locked up. Medication

should not be left unattended in a purse, etc.

Center Team

As Needed

%, @

Asthma Action Plan

Written Plan to

Administer Med.

Copy of Prescription

Copy of Physicians

orders

Doc of Med Errors Admin. Log

Medical Action Plan





Page 4

#

(4)

(5)

(6)

OBJECTIVE

(continued)

Recording changes in a child’s behavior that

have implications for drug dosage or type

Ensuring that appropriate staff members can demonstrate proper techniques

PROCEDURE

7) Review medication logs with parent at least weekly.

No over-the-counter medications will be administered by Head Start staff without written permission from the child’s health care provider and parent/guardian. Hand

lotion/Vaseline/sunscreen with more than 30 SPF/less than 10% DEET insect repellent

is not considered medication.

Public school medication administration policies and procedures may be followed for children enrolled in school partnership programs.

For children receiving medication, document daily behavior changes to be shared with

parent and health professional.

All staff will be required to complete “Self-Study Medication Training” developed and administered by the Health Consultant.

WHO/WHEN

Center Team

As needed

Teacher As Needed

All HS Staff

Yearly/As Needed

MONITOR

%, @

@

%, +

DOCUMENTATION

Anecdotal Notes

T/F Contacts

ChildPlus #4110 “Self-Study

Medication

Training” test

(d)

(1)

(2)

Injury Prevention

Staff and volunteers can demonstrate safety

practices

Foster safety awareness among children and

parents

Refer to Grantee’s Safety Manual

An agency safety committee has been developed to instruct all employees in safe and

healthy work practices. This safety committee shall be composed of one

Administrative Staff and approximately six appointed staff from programs and meet at least once every three months, more if necessary. Program Director may appoint a

staff representative, if applicable.

Safety practices shall be defined as all practices that foster safety awareness, promote

a safe and healthy Head Start center and are in compliance with all Federal, State and local laws and regulations.

*These practices may include, but are not limited to the following:

Medical/Dental Plans of Emergency Health Inspections

Tornado/Fire Routes Posted and Drills Fire Marshall

Compliance with Universal Precautions/BBP Kitchen Inspections

Classroom rules Health & Safety Checklist

CPR/First Aid Head Lice Checks

Playground Safety Checklist Transportation Safety Education Family Visit Safety Guidelines

All center staff must have current CPR training.

Other Head Start personnel that are in the centers on a routine basis should receive

CPR cert.

First Aid will be reviewed at Pre-Service or orientation.

NENCAP has an Emergency Preparedness Committee

Head Start curriculum will include health/safety activities for children.

Parents will receive information and be offered training opportunities related to health and safety awareness practices.

Provide developmentally appropriate training for parents and children in

pedestrian/transportation safety.

After initial training, new children and parents will have training at orientation.

All HS Staff

On-going

HS Staff

As Needed

HS Staff Yearly

Teacher

Weekly FSW

On-going

FSW/Teacher Within 30 days

@, %

%, +, &

@

@, %

@

Posted Plans

Forms

BBP Exposure Plan

Inspection Rpts Health & Safety

Checklist

Observation

Proof of Attend. Posted Classroom

rules

Head Lice Check

Receipt of CPR &

First Aid Training

Form

Playground Safety

Checklist Potential Threat

Plans

Lesson Plans

Parent Corner Parent Notebook

Parent Mtg. Minutes

ChildPlus # 4110

Parent Handbook





Page 5


(e)

(1)

(i)

(ii)

(iii)

(iv)

Hygiene

Staff, volunteers and children need to wash their

hands with soap and running water at least at the following times:

After diapering or toilet use

Before food preparation, handling,

Whenever hands are contaminated with blood or other bodily fluids

After handling pets or other animals

Staff, volunteers and children must use the following hand washing procedure:

1) Turn the faucet on and adjust the water to a warm temperature.

2) Completely wet hands and wrists under running water. 3) Apply soap

4) Hold hands lower than elbows while washing.

5) Work up a good lather, spreading it over hands, wrists, between fingers and under

nails 6) Rub all surfaces vigorously for at least 15 seconds.

7) Rinse from wrists to hands under running water.

8) Dry thoroughly with paper towels

9) Turn off the faucet with a paper towel and discard towel.

All HS Staff

On-going

As Needed

%, @

Posted Procedure

Health & Safety

Checklist Ed Observation

(2) (i)

(ii)

(iii)

Staff must also wash their hands Before and after giving medications

Before and after treating or bandaging a wound

After assisting a child with toilet use

In addition to above, staff and volunteers must wash hands upon arrival, and upon re-entering the building.

All HS Staff Volunteers

On-going

As Needed

%, @

Posted Procedure Health & Safety

Checklist

Ed Observation

(3)

(4)

(5)

Non-porous (e.g. latex) gloves must be worn

when in contact with blood and fluids

Spills of bodily fluids must be cleaned and disinfected immediately.

Adopt sanitation and hygiene procedures for

diapering

Non-latex gloves are available at each site. The use of gloves is not a substitute for

hand washing. Staff washes their hands immediately after gloves are removed.

Universal precautions using the Bloodborne Pathogens Exposure Plan will be

followed. Each center has a copy of the plan in their Agency Manual. It is also available on NENCAP intranet site. The BBP Exposure Plan is posted near the

medical and dental emergency plans. Staff has training annually on Bloodborne

Pathogens.

All bodily fluids as defined in the procedure, including vomit, will be double-bagged

in biohazard bags, placed in labeled containers in accordance with the BBP Policy,

and sent to the Central Office.

Staff must use the following procedure:

1) Diapering is done on a designated washable surface. The area should be private, away from the play and work areas.

2) Assemble changing materials

3) Apply gloves

4) Remove soiled diaper and discard in designated trash container. 5) Cleanse child’s skin with a commercial brand wet wipe. Apply clean diaper.

6) Clean diaper-changing surface with prepared bleach solution.

7) Discard gloves and wash hands.

Water will be used for cleaning if a child is sensitive to commercial brand wet wipes.

All HS Staff

As Needed

All HS Staff On-going

As Needed

All HS Staff

On-going As Needed

%, @

@, &, #, %

@

BBP Procedure

Accident, Incident

Report Doctors Note

BBP Exp Plan- Agency Manual

Posted emergency

plans

Accident/Incident Report

BBP Plan Receipt

Form

Support Staff

Observations Posted Procedure





Page 6


(6)

Potties emptied, cleaned and disinfected

A potty-chair will be available for children unable to use the regular toilet procedures. Staff must use the following procedure to empty, clean and disinfect potty chair after

each use:

1) The potty-chair is to be stored in a designated area near the regular toilet facilities.

2) Apply gloves before assisting child with the potty-chair. 3) After use, empty potty-chair into the toilet. Rinse with water and empty into toilet.

Flush toilet.

4) Clean potty-chair seat and inside of bowl with prepared bleach solution and paper

towels. Discard paper towels in trash. 5) Return potty-chair to storage area.

6) Remove gloves, discard into trash and wash hands.

In addition, staff must use the following procedure in the event a child has a toileting “accident” while at Head Start:

1) Changing of soiled clothing is to be done in the restroom or designated private area

near the restroom.

2) Assemble cleaning materials and clean clothing. 3) Apply gloves.

4) Remove soiled clothing and place in plastic bag to be given to parents for cleaning.

5) Cleanse child’s skin with a commercial brand baby wipe. Apply clean clothing.

6) Cleanse any non-carpet surface contaminated with the soiled clothing with prepared bleach solution and paper towels. Discard paper towels into trash.

7) Remove gloves, discard into trash and wash hands.

Water will be used for cleaning if a child is sensitive to commercial brand wet wipes.

All HS Staff After each use

@

Procedure Health & Safety

Checklist

Observation

(7) N/A N/A N/A N/A N/A

(f)

(1)

First aid kits

Well-supplied first aid kits must be maintained at

each facility and available on outings, out of reach of children

Well-supplied first aid kits will be maintained and readily available at all times; this

includes all activities away from the classroom, including field trips. Fanny/Back

pack must be available outside and out of the reach of children. The backpack for field trips must contain a copy of each child/volunteer’s Emergency

Care and Consent Forms (with original signatures) and emergency medication

according to a child’s Medical Action Plan. Staff Information Sheets should also be

taken.

Teacher Aide

Always

Prior to the 1st day of school

%

@

First Aid Checklist

Health & Safety

Checklist Observation

Medical Action Plan

Staff Information

Sheets

(2) First aid kits must be restocked and inventoried

First Aid kits must be checked and restocked anytime the kit is used. First aid kits must be clearly labeled and inventoried monthly.

First Aid Kits should be easily accessible to adults and should not be locked or in a

locked cupboard.

Teacher Aide As Needed

% First Aid Checklist, Health & Safety

Checklist

Observation




1304.23 – CHILD NUTRITION

Page 1


(a)

(1)

Identification of nutritional needs.

Staff and families must work together taking into

account:

Relevant nutrition-related assessment data

Meeting total needs includes providing high quality meals, nutrition education, and

involving parents and staff in understanding their nutrition responsibilities. Menus

and information concerning nutritional needs will be shared with parents by newsletters, home visits, and Family Engagement Activities.

1) Parents of each enrolled child will fill out Food Recall for 24 Hours and Nutrition

Form, from the Child Health Record. These forms will be assessed by a Registered Dietician (RD) or another professional. Height, weight, and weight

for stature will be charted on growth charts. Medical and dental evaluations of

the child may also be examined and used to support and direct the nutrition

program.

This information may be discussed with parent(s): a child that is overweight

(>95% weight for stature on growth chart), underweight (<5% weight for stature

on growth chart), anemic (hbg <11.0 or >15.0 and hct <34% or >38%), and/or other concern(s) as identified by a Registered Dietician. A Nutrition Assessment

Summary will be completed by RD.

If a plan has already been established with a community resource, staff will work

with parent(s) to help utilize the established plan.

Identification of nutritional needs information for children will be sent to and

reviewed by RD. RD will contact the parent(s) of children with dietary concerns and

provide necessary guidance. This info will also be shared with staff.

Height, weight, and weight for stature will be documented by staff and charted for the RD to review. RD guidance will be given to staff and parents as needed.

FSW

Orientation

45 days within child’s

enrollment

FSW As Needed

FSW w/in 45 days

March 15th

% Menus

Nutrition

Newsletters Parent Notebook

ChildPlus #4110

Child Health Record

Food Recall For

24 Hours

Nutrition Assessment

Summary

ChildPlus Reports

Child Health Record ChildPlus Reports

(2) Family eating patterns, cultural preferences, special dietary requirements

Discussion with RD includes family eating patterns, cultural preferences and special dietary requirements. Nutrition pamphlets are given to parents as needed

Food substitutions can be made for specific medical conditions. A recognized medical

professional will complete a Medical Statement for Food Substitutions Form.

Substitutions cannot be made without a Medical Statement for Food Substitutions.

Food substitutions need to be documented on menus and on the MPPR.

Cultural preferences are also discussed at Family/Home Visits, P/T Conferences,

Orientations, or on Parent Input forms to obtain family’s nutritional preferences. Cultural substitutions cannot be made without a Medical Statement for Food

Substitutions.

FSW/Teacher

Orientation

On-going

FSW/Teacher

Orientation On-going

%, @

@

Child Health Record Family Visit

Orientation Packet

Parent Survey

Food Recall For 24 Hours

Medical Statement

for Food Subst.

Menus, MPPR

PI, PIS

Medical Statement for Food Subst.





Page 2


(3) N/A

(4) Information about major community nutritional

issues

Information will be gathered using the U.S. Census Information, Dept. of Labor,

Nebraska Vital Statistics report, Nebraska Health and Human Services, the Nebraska Department of Education, hospitals and other relevant organizations. This information

is recorded in the community needs assessment, which will be used for developing the

applied aspects of the nutritional program. Local nutrition concerns are discussed with

the Health Advisory Committee. Concerns are handled according to the degree of emergency. Nutritional issues may include unsafe water supplies, food assistance, etc.

Grants Director

HS Director Every 3 years

and up-date

yearly

X Community

Assessment Health Advisory

Minutes

(b)

(1)

Nutritional Services

Design and implement a nutritional program that

meets the nutritional needs and feeding

requirements of each child, including those with special dietary needs and children with

disabilities. Also, the nutrition program must

serve a variety of foods which consider cultural

and ethnic preferences and which broaden the child’s food experience

Nutritional needs and requirements are met by serving a variety of healthy foods. The

USDA My Plate provides a basis for determining the kinds and amounts of the food

groups to be eaten each day. The Nutrition Form gives staff information on

cultural/ethnic preferences and special dietary needs. Cultural/ethnic preferences are also discussed at orientation, Family/Home Visits and/or P/T Conferences. Food

experiences are incorporated into lesson plans at least monthly. Nutrition lessons are

incorporated into lesson plans weekly. Nutrition lessons and Food Experiences should

include cultural diversity.

Registered Dietitians are contracted to provide appropriate guidance to the nutrition

component of the Head Start program. Contractual providers will be encouraged to serve cultural/ethnic diverse foods.

Designated

Nutrition Staff

FSW/Teacher

On-going

FS Specialist/

On-going

@

$

Menu

MPPR

Child Health Record

Nutrition Questionnaire

Lesson Plans

Food Experience

PI Nutrition Report

Nutrition Lesson

Form

Contracts

(i)

Use funds from USDA Food and Consumer

Services Child Nutrition Programs

USDA/CACFP is the primary source of payment for meal services. Head Start funds

are used to cover those allowable costs not covered by USDA/CACFP.

Classrooms with school partnerships may utilize the USDA school lunch program.

5-Day Reconciliation will be done according to CACFP regulations.

Adm. Asst

Annually and

On-going

Adm. Secretary

Area Mgrs

Oct, Dec,

Feb

$

$

ChildPus Reports

CACFP App.

CACFP Claim for

Reimbursement Kitchen Inspection

(ii) *Part-day center-based setting provide at least

1/3 of the child’s daily nutritional needs…

**Center-based full-day program meals and

snacks that provide up to 2/3 of the child’s daily

nutritional needs

Head Start participates in the CACFP and their meal patterns provide a variety of

options. Menus will be sent home monthly to inform parents of the food being

provided and nutrition activities. To keep staff, parents, and children informed of

changes, substitutions are indicated on all menus and posted in the food preparation

area.

Designated

Nutrition Staff

Daily

@

Menus

MPPR

(iii) All children in center-based settings who have

not received breakfast at the time they arrive at

the Head Start program must be served a nourishing breakfast

Breakfast may be prepared by staff and served to children upon their arrival. If

children arrive late and have not eaten, breakfast must be provided at that time.

School partnerships not serving breakfast may provide a snack.

Designated

Nutrition Staff

As Needed

@

#2315

MPPR

(iv) N/A N/A N/A N/A N/A





Page 3


(v) For 3 to 5 year-olds in center-based settings, the quantities and kinds of food served must

conform to recommended serving sizes and

minimum standards

Using the CACFP Food Chart, staff must complete the MPPR daily and send to Central Office weekly to be reviewed. MPPR and menus will be monitored to assure

that ample servings are being prepared and served. The numbers and types of meals

served to the children and adults are recorded daily on the ChildPlus report #2315

(Daily Attendance/Meal Count Worksheet), and scanned to the Central Office weekly. Meal count is taken at point of service, as required by CACFP and is recorded on a

ChildPlus report which is to be filled out as children are being served or eating.

The Number of Meals form, along with school menus & delivery tickets, are sent to

the Central Office in the end of the month packet. The Number of Meals Form is only utilized when meals are provided by an outside source.

Inspection reports are posted at the corresponding centers and filed on site; these will

be sent to the office at the end of the year. Menus/menu changes and approved cycle

menus are sent to office monthly.


On-going

@, # MPPR ChildPlus Reports

# of meals

Kitchen Inspection

Report Ed Observations

Menus

Nutrition Report

(vi) For 3 to 5 year-olds in center-based settings, or other Head Start group experiences, foods served

must be high in nutrients and low in fat, sugar

and salt

Foods high in sugar, salt and fat content or of low nutrient value are discouraged. Sugar, salt and pepper should not be on the table. Foods high in nutrients and low in

fat, sugar and salt will be incorporated into the meal pattern. Contractual providers

will be encouraged to substitute healthier options such as fruit. If birthday treats are

sent, parents will be encouraged to use nutritious food. (Refer to the Parent Handbook). Menus will be adjusted for children with special feeding and dietary

needs only with input from parent and RD/Health provider. Medical Statement for

food substitutions will be posted in the kitchen and on the child’s meal table.


Daily

@, % Menus MPPR

Child’s Health

Record

Medical Statement for Food Sub.

(vii) Meals and snack periods must be appropriately

scheduled and adjusted

A relaxed, quiet time will be scheduled at each center before meal time, i.e., listening

to music, story time, sharing, etc. A regular meal schedule will provide daily routine

and will be posted along with menus. Breakfast will begin soon after children arrive and lunch will be served at least 2.5 hours later. When applicable, a snack will be

served 2.5 hours after lunch. Late start days must include lunch.

Teacher

Daily

@ Daily Schedule

CACFP

Food Chart Kitchen Inspection

(2) Grantee and delegate agencies operating home-

based program options must provide appropriate

snacks and meals to each child during group

socialization activities

N/A

(3) Staff must promote effective dental hygiene

among children in conjunction with meals

Toothbrushing and proper care of teeth and gums will be promoted in the classroom.

Toothbrushing with fluoridated toothpaste will be done daily after at least one meal.

See 1304.20(c3)(i). Each center has a set of giant teeth and a brush to give children

the opportunity to enjoy practicing proper brushing technique. All staff will role

model brushing teeth and proper dental hygiene.

Dental lessons will be conducted with the children.

Teacher

Daily

Teacher

Monthly

@

@

Lesson Plans

Ed Observations

Lesson Plans





Page 4


(4) Parents and community agencies involved in

planning, implementing and evaluating agencies’

nutritional services

Collaboration between parents, Head Start and other community agencies is needed to

have all participate in the planning and implementing of nutritional services. Some

community members to contact would be: County Extension Agents, NENCAP

Health Services, RD, Health Department, WIC, and people of varying cultural

backgrounds. Those participating would have the opportunity to be involved in

evaluating and broadening the nutritional services.

FSW/Teacher

On-going

@, % Consent for Health

Services Form

ChildPlus #4110

Parent Surveys

Child Health Record

HAC Minutes PI

(c) Meal service. Nutritional services contribute to the development and socialization of enrolled

children

Meals are served in a pleasant environment. “Family Style” meals, using child sized furniture and utensils, provide ample opportunities to encourage socialization.

Teacher On-going

@ Ed Observations

(1) A variety of food is served which broadens each

child’s food experiences

Frequent opportunities to taste new foods will encourage children to try a variety of

different foods, including various ethnic and multi-cultural foods. Food experiences

will be incorporated at least once per month. Nutrition lessons will be incorporated

into lesson plans weekly. Nutrition Lessons and Food Experiences should include cultural diversity.

Teacher

On-going

@ Food Experience

Form

Lesson Plan

Menus Nutrition Report

(2) Food is not used as punishment or reward Children will be encouraged, but not forced, to eat and taste the foods served at the center. Children are not required to put all food served onto their plate. All food is

served at one time, including dessert, and food is not used as reward, bribery or

punishment.

Teacher Daily

@ Daily Schedule Ed Observations

(3) Sufficient time is allowed for each child to eat A leisurely mealtime is encouraged. Children should be allowed sufficient time to

finish their food; a minimum of 30 minutes. Mealtime does not include hand washing

and tooth brushing.

Teacher

Daily

@ Daily Schedule

Ed Observations

(4) All toddlers and preschool children and assigned

classroom staff, eat together family style and share the same menu

“Family Style” meals are served daily. Children serve themselves, with assistance

only as needed. This allows children opportunities to make choices about the amount of food they want. Staff tries to ensure seconds are available for children wanting

more food. Food is served in child size portions, allowing children greater ease of

management and eliminating unnecessary waste. Meals are served “Family Style” to

provide opportunities for decision making, sharing, communicating with other people, muscle control, eye-hand coordination and learning to take responsibility. Staff

members and volunteers will eat with the children, with at least one adult at each table.

Staff and volunteers must eat the same menu as the children, including drinks, unless

there is documentation for special dietary requirements from a physician. Adults will encourage and role model a positive attitude and promote a relaxed mealtime

atmosphere. Child centered conversation at mealtime is an essential factor to facilitate

learning.

Teacher

Daily

@ Daily Schedule

Ed Observations


(6) Medically-based diets or other dietary

requirements are accommodated

Staff modifies or supplements individual children’s diets only at the written direction

of the child’s parents and RD/health care provider. Special dietary needs of staff or

children will be used as a learning experience to help children understand why

individuals eat different foods. A child’s special dietary instructions are in the Child’s Health Record and Central Office. The Medical Statement for Food Substitutions is

posted in the food preparation site and at the child’s meal table, it will be updated

periodically.

Designated

Nutrition Staff

Daily

@, % Posted instruction

Medical Statement

for Food Sub.

MPPR Menus






Page 5

(7) As developmentally appropriate, opportunity is

provided for the involvement of children in food-

related activities

Mealtime is a scheduled period of the daily routine. Children will participate in food

experiences at least once a month. A food experience allows children the opportunity

to try new foods, explore foods of different cultures, and assist in the many ways food

can be prepared. Education activities should prepare children for the food experience, i.e., reading stories, songs, a field trip to a grocery store, food preparation and growing

food. The primary purpose of the activities is to establish long term sound food habits

and attitudes while preparing and eating the foods. Food experiences should be

process oriented, not product oriented. Parents are encouraged to share their culture through food experiences. Nutrition activities are implemented weekly which are

documented on the lesson plan. Children are included in daily food related activities-

setting tables, family style service, cleaning up after meals.

Teacher

On-going

@ Food Experience

Form

Lesson Plans

Ed Observations Parent Interest

Sheets

PI

Nutrition Lesson Form

(d) Family assistance with nutrition. Parent

education activities must include opportunities to

assist individual families with food preparation and nutritional skills

Parents are assisted and advised on the nutritional status and needs of their child. A

monthly nutrition newsletter is sent home with each family which includes menus,

recipes, nutritional information and food experiences. Printed materials pertaining to nutrition needs are sent home and displayed at each center. Input for curriculum is

obtained from parents along with classroom participation and surveys.

Appropriate nutrition training opportunities will be provided for parents, children and

staff, with contribution and direction from the RD. Staff in-service and component training will be conducted, periodically, with on-site training done as needed.

Staff will inform families of various food assistance programs available in the

community.

FSW/Teacher

On-going

@, %

@, %,

&, +

@

Nutrition

Questionnaire

Food recall For 24 Hours

ChildPlus # 4110

PI

PI

Parent Notebook Parent Interest Sheet

ChildPlus # 4110

Parent Survey

(e) Food Safety and Sanitation In order to assure the maintenance of food sanitation standards, kitchen inspections

will be conducted 3 times a year for programs participating in CACFP. At least 1 visit

per center will be unannounced.

Each site that participates in the CACFP food program is responsible to complete the

cleaning schedule and send it into the Central Office. Partnerships will keep a copy of

the school’s most current state inspection. .

Area Managers

Oct., Dec.,

Feb.

Designated

Nutrition Staff

Monthly

$

#

@

Kitchen Inspection

Cleaning Schedule

State Inspection

Report

(1) Evidence of compliance with all applicable

Federal, State, Tribal and local food safety and

sanitation laws is posted

a) All centers also comply with applicable Federal, State, Tribal and local food safety

and sanitation laws. Evidence of such compliance will be posted in the food service

area and a copy sent to the central office.

b) The program will only contract with licensed food service providers.

Designated

Nutrition Staff

On-going

Nutrition Asst

@

$

State Insp. Report

Food Contracts





1304.24 CHILD MENTAL HEALTH

Page 1


(a) (1)

(i)

Mental Health Services Work collaboratively with parents:

Soliciting parental information, observations, and

concern about their child’s mental health

Communication about a child’s mental health will be done with parents during orientation, home visits, and parent/teacher conferences. The Ages and Stages

Questionnaire: Social Emotional will be done by interview with parent.

Relevant information may also be shared during the family partnership agreement

process or drawn from the child’s file. The information gathered is used to help individualize services for each child. Topics may include a child’s special interests,

needs and strengths; changes in the child’s behavior, mood, or physical appearance;

and information on health conditions that may influence the child’s learning style.

FSW/Teacher

Within 45 days

On-going

@

FCF, PIC ASQ, ASQ:SE

PIS

Family Partnership

Agreement

(ii) Sharing staff observations of children and

discussing and anticipating with parents their

child’s behavior and development, including separation and attachment issues.

Inform parents about classroom observations and make information available to each

parent on their child’s development and growth, and about behaviors that may be

common in preschool age children.

Teacher

Home Visits

Parent/Teacher Conferences

On-going

@ Education Obs.

Teacher/Family

Contacts FCF

Newsletter

BIR

(iii) Discussing and identifying with parents

appropriate responses to their child’s behaviors

Information about positive parenting techniques will be available to parents in

newsletters, Family Visits, Family Engagement Activities and community parenting

classes. Training and information about age appropriate behaviors help parents and staff determine appropriate responses and to model those behaviors. The Positive

Guidance Policy will be shared with all parents at first education home visit.

FSW/Teacher

On-going

@ Behavior Support

Plan

Parent Notebook Positive Guidance

Policy

ChildPlus # 4110

Resource Manual FCF, T/F Contact

(iv) Discussing how to strengthen nurturing, supportive environments and relationships in the

home and at the program

Staff and parents help children deal with anger, sadness, and frustration by comforting them, identifying and reflecting on their feelings, and helping them use words, instead

of acts of anger, to solve problems and disputes. Positive social behavior among

children is fostered by adults through modeling, coaching, and encouraging, rather than

through lecturing, criticism and punishment. Implement the Positive Behavior Interventions & Supports model by focusing on

promoting positive social and emotional development of young children beginning with

building relationships and creating supportive environments.

FSW/Teacher On-going

@, * Observation Reports Resource Manual

FCF,

Teaching Pyramid

Model T/F Contact

PGP

(v) Helping parents to better understand mental

health issues

This will be accomplished by:

- Providing opportunities for parents to learn about mental wellness

- Providing access to mental health professionals

- Developing support groups or referring parents to existing groups already active

within their community

- Helping parents access community mental health resources

FSW

On-going

@, * Referral Forms

Parent Notebook

Monthly Newsletter ChildPlus # 4110

Resource Manual

(vi) Supporting parent’s participation in mental health

interventions

This will be accomplished by:

- Giving opportunities for parents to learn about the mental health professionals

available in their community. - Locating transportation or child care - Finding assistance to pay for services

FSW

On-going

@, * ChildPlus # 4110

Family Partnership

Agreements

(2)

Secure the services of mental health professional on a schedule of sufficient frequency to enable

timely and effective identification and

intervention

Scheduled observation with LEA’s, community professionals and/or mental health professional.

Contract mental health professionals on a consultant basis.

Teacher As Needed

MH Specialist

*

$

MH Contracts Invoice

In-kind

BIR




1304.24 CHILD MENTAL HEALTH

Page 2


(3) A regular schedule of on-site mental health consultation on how to:

Each site will have at least one observation by a mental health professional. Additional observations may be requested. Parents will also be informed of results if individual

concerns are identified. Original Mental Health Observations will be sent to Education

Specialist and a copy to Area Manager.

Teacher 2rd week in

November

* In-kind MHO

(i) Design and implement program practices

responsive to identified behavior and mental

health concerns of an individual child or group of children

After initial screening and classroom mental health observation, children’s needs will

be assessed and concerns addressed. The following steps will be utilized for behavior

or mental health. 1) Parent Contact

2) Referral for Mental Health Support

3) Consultation with necessary parties

Behavior Plan: 1) Use procedure in Education Manual, Tab 4 Positive Guidance. A Behavior Incident

Report (BIR) may be used to document behaviors. If the public school has a behavior

plan, you may use their form to document behaviors.

Mental Health Individual Follow-up Plan: 1) Every effort will be made to ensure Head Start funds are used only after all other

sources have been exhausted (as last resort).

2) Every Follow-Up Plan (for treatment) will include “Resource Documentation”

detailing efforts to secure a minimum of three resources for alternative funding, if Head Start pays.

3) No Follow-up treatment paid for with Head Start funds will be completed without

prior approval from the Area Manager and Head Start Director.

FSW/Teacher

As Needed

@, *

ASQ, ASQ:SE

MHO, FCF

Referral for Mental Health Support

Ed Screening Form

T/F Contacts

Behavior Support

Plan

BIR TPOT

Mental Health Individual Follow-

Up Plan

(ii) Providing group and individual, staff and parent

education on mental health issues

Education on mental health issues will be provided through various means: In-service,

Family Engagement Activities, individualized training as identified, printed material,

community workshops/training, home visits, parent/teacher conferences, family contacts, etc.

All HS Staff

As Needed

&,* ChildPlus Reports

Parent Mtg Minutes

ChildPlus # 4110 ASQ, ASQ:SE

FCF

Parent Notebook

(iii) Providing special help for children with atypical

behavior or development

Training for staff and parents to implement strategies in cooperation with LEA’s. Teacher

As identified

@, &, * T/F Contact

IFSP/IEP

(iv) Utilize other community mental health resources

as needed

Refer/access available MH resources.

Utilize budget line for consultants to help with costs for mental health consultations for

children and families using the Mental Health Individual Follow-Up Plan. Every effort

must be exhausted to ensure Head Start funds are used only as a last resort.

Evaluate mental health consultant budget

FSW/Teacher

As Needed

Support Staff

Annually

*

$

ChildPlus # 4110

Parent Permission

Form

Community

Resource Manual

Mental Health

Individual Follow-Up Plan

HS Budget

SUBPART C – FAMILY AND COMMUNITY PARTNERSHIPS



1304.40 – FAMILY PARTNERSHIPS

Page 1


(a)

(1)

Family goal setting

Engage in a process of collaborative

partnership building with parents, initiated as early after enrollment as possible and take into

consideration each family's readiness and

willingness to participate in the process

Relationships will begin to form with families to start the process of identifying family

goals, strengths, needed services and other supports as early as possible in the school year.

This will be accomplished through Orientation, Family Visits and the 1st parent meeting. Orientation will be completed before the child attends school.

Orientation must be used to introduce the Family Partnership Agreement process and set

Family Partnership Agreement goals.

Unless special circumstances apply, the first regular Family Visit must be completed within 60 days, the second regular Family Visit must be completed by April 1st.

For late enrollees, the first regular Family Visit must be completed within 60 days of

enrollment and the second Family Visit deadlines will be determined by the FSW and the

Area Manager. In addition, two family contacts, with 1 contact related to the Family Development Plan

will be made each month.

FSW

ASAP

On-going

@ Parent Interest Sheet

Enrollment Forms

Family Partnership Agreement

ChildPlus # 4110

FSW Observation

FSW Child Checklist

FSW Outcomes

(2) Offer parents opportunities to develop and

implement individualized Family Partnership

Agreements. In home-based program options,

this agreement must include the above information as well as the specific roles of

parents in home visits and group

socializations.

Each enrolled Head Start family will be provided the opportunity to develop and

implement an individualized Family Partnership Agreement that describes family goals,

responsibilities, timetables and strategies for achieving these goals, as well as progress in

achieving them by using the Family Partnership Agreement process. This process must be on-going and be updated throughout the family’s participation in Head Start.

FSW

ASAP

On-going

@ Family Partnership

Agreements

ChildPlus # 4110

FSW Outcomes PFCE Framework

(3) The Family Partnership Agreement must take

into account and build upon information

obtained from the family and other community agencies concerning pre-existing family plans

Each family will be asked about pre-existing family plans as part of their individualized

Family Partnership Agreement. Pre-existing family plans will be incorporated into the

Family Partnership Agreement as applicable. Every effort will be made to avoid duplication of services.

FSW

ASAP

On-going

@, * Family Partnership

Agreement

IFSP/IEP

(4) A variety of opportunities must be created for interaction with parents throughout the year

The following opportunities exist for parents to interact with program staff, other Head Start parents and community partners:

1) Home Visits – Teachers will each make two regular home visits per year, more if necessary.

2) Family Visits – FSWs will complete two visits with the family a year 3) Parent/Teacher Conferences – Two Parent/Teacher Conferences are to be held during

the school year.

4) Parent/Child Orientation-should be done in center

5) PC Meetings 8) Training Opportunities 5) HAC Meetings 9) Staff will be available to parents on a daily basis

6) Family Engagement Activities 10) Peer-to-Peer Activities

7) Family Literacy


As Needed

%, @, $, &,

*,+

ChildPlus #4110 FSW Observ.

Teacher/Family

Contacts

Orientation Forms PC minutes

HAC minutes

Parent Notebook

FCF





Page 2


(5) Meetings and interactions with parents must be respectful of each family’s diversity and cultural

and ethnic background

Staff will take into consideration the following: 1) Knowledge of cultures of families enrolled in the program.

2) Value and build on family’s differences.

3) Adapt activities to meet diverse needs.

4) Actively seek new cultural info and skills to better respond to all families. 6) Secure interpreter if needed and possible.


%, @, * Lesson Plans PI

Parent Interest Sheet

ChildPlus # 4110

(b) (1)

(i) (ii)

Accessing community services and resources Agencies must work collaboratively with all

participating parents to identify and continually

access services and resources for:

Emergency or Crisis Assistance Education and other appropriate interventions,

including counseling programs or to receive

information on mental health issues, such as

substance abuse, child abuse and neglect, and domestic violence

1) Copy of Community Resource Manual will be available to families

2) Updates to the Community Resource Manual will be made as necessary.

3) If necessary, a referral(s) will be made to the appropriate resource provider.

4) Parent Corners 5) Newsletters

FSW

Within 60 days

FSW On-going

@

Comm. Resource

Manual

ChildPlus # 4110

FSW Observation PFCE

(iii) Opportunities for continuing education and employment training

Parents will be informed of and invited to attend appropriate Head Start training. Family Engagement Activities will include such training as identified by the parents.

Parents will be informed of training/continuing education opportunities outside Head

Start.

FSW On-going

As Needed

@, & Parent Notebook ChildPlus # 4110

FSW Observation

FPA

Monthly Ed Calendar Parent Interest Sheet

(2) Follow-up with each family to determine whether referrals met the families’ expectations

and circumstances

Document and monitor to ensure follow-up of all referrals. Referrals will be documented to ensure referrals are being made and follow-up is being tracked.

FSW On-going

As Needed

Monthly

FSS/AM

@, %, $ ChildPlus # 4110 FPA

FSW Observation

(c) N/A N/A N/A N/A N/A

(d)

(1)

#

Parent Involvement – general

Agencies must provide parent involvement in

education activities that are responsive to the on-going and expressed needs of the parents

Parents will be provided the following opportunities for involvement:

1) Parent Interest Sheet

2) Family Visits/Home Visits 3) Parent/Teacher Conferences

4) Opportunities to volunteer or observe in the classroom.

5) Participate in program activities

6) Parent training activities sponsored through Parent Activity Funds 7) Literacy activities

8) Policy Council and Health Advisory Committee

9) Self-Assessment

Community partners will be encouraged to help assist in the planning and implementation of educational activities for parents.

See also – 1304.21 (2) (i) pg. 2

FSW/Teacher

On-going

As Needed

@


Mo. Ed. Calendar

T/Family Contact PI, ASQ

Nutrition Newsletter

Parent Notebook

Request and Authorization of Parent

Activity Funds, FCF

Volunteer Training

Self-Assessment Doc.





Page 3

OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(2) Head Start settings must be open to parents during all program hours. Parents must be

welcomed as visitors and encouraged to observe

children and to participate with children. Their

participation must not be required as a condition of the child's enrollment

Centers will arrange staff schedules to ensure Head Start is open to parents during center program hours. Opportunities to volunteer or observe in the classroom or to

participate in other program activities will be made available to parents. Parent

participation must be voluntary.

(Volunteers will not be left alone with children)

Center Team On-going

@ Parent Interest Sheet Mo. Ed. Calendar

Parent/Teacher

Contacts

Nutrition Newsletter Volunteer Training

(3)

Provide parents with opportunities to participate in the program as employees or volunteers

Current and former Head Start parents may receive preference for employment vacancies for which they are qualified.

All Head Start job opportunities will be posted in all centers.

Opportunities to volunteer or observe in the classroom or to participate in other

program activities will be made available to parents.

Parent participation must be voluntary.

HR Director As Applicable

FSW

As needed FSW/Teacher

On-going

X

@

@

Job Application Parent Interest Sheet

Mthly Ed. Calendar

Teacher/Family

Contacts

Area Manager Obs. Newsletters

(e)

(1)

Parent involvement in child development and education

Opportunities to include parents in the

development of the program’s curriculum and

approach to child development and education

See CFR 1304.21 (a) (2) (i) Teacher Daily

@ Parent Interest Sheet FCF

PI, ASQ

Parent Notebook


based program options must build upon the principles of adult learning to assist, encourage,

and support parents as they foster the growth and

independence of their children.

N/A

(3) Opportunities for parents to enhance their

parenting skills

Provide information on child development through:

a) Family Engagement Activities e) Classroom volunteering

b) Family Visits/P/T Conference/Home Visits f) Program activities c) Materials mailed/sent home with child g) Training

See CFR 1304.21 (a) (2) (ii)

Provide opportunity for parents to share concerns about their children to program staff.

FSW/Teacher

On-going

As Needed

@ T/F Contacts

Family Visit, P/T Conf

Parent Notebook ChildPlus # 4110

MMCLS Checklist

FCF

(4)

(i)

Opportunities to participate in family literacy

services by:

Increasing family access to materials, services

and activities essential to family literacy development

1) Family Literacy activities will be implemented with input from center staff.

FSW

1 time/month

.

@

Invoices

Parent Notebook





Page 4

#

(ii)

OBJECTIVE

Assisting parents as adult learners to recognize

and address their own literacy goals

PROCEDURE

1) Individuals will be referred to community GED or ESL programs through the

following process: a) assess individual needs

b) determine needs and plan of action

c) referral as determined

d) provide follow up 2) Centers will work with communities to incorporate GED or ESL programs.

3) Printed material will be provided to all families in appropriate language if possible.

4) Available literacy programs and initiatives implemented at individual site.

5) Head Start will provide individual education opportunities to families as appropriate.

WHO/WHEN

FSW

On-going

MONITOR

@

DOCUMENTATION

FPA

FSW Observations

ChildPlus # 4110 Parent Notebook

ChildPlus # 4110

(5) Teachers in center-based programs must conduct staff-parent conferences, no less than two per

program year

Education staff will conduct two parent/teacher conferences per program year. Teacher 2 times per

program year

@ FCF

(f)

(1)

(2)

(i)

(ii)

(iii)

Parent involvement in health, nutrition and

mental health education

Health education programs must be provided for

program staff, parents and families At a minimum:

Parents enroll and participate in a system of on-

going family health care

Parents become active partners in their children’s medical and dental health care process

Parents learn the principles of preventive

medical and dental health and information

specific to the health needs of individual children in addition to information on general topics

Refer to 1304.20 (e) (4) pg. 5-6 FSW

On-going

@, * App. Process

Parent Corner

Community Resource

Manual Parent Notebook

ChildPlus # 4110

Child Health Record

(3) (i)

Nutrition education program includes: Selection and preparation of foods and in the

management of food budgets

After assessing the Family Partnership goals, individual or group education can be provided through utilizing resources in individual communities, such as Registered

Dietitians, County Extension Educators, etc.

Kid Food Newsletter is sent to parents monthly.

FSW Once or more

yearly

%, @ Family Partnership Agreement

ChildPlus # 4110

Monthly Calendar

Nutrition Newsletters

Parent Notebook

(ii) Parent discussions with staff about nutritional status of their child

Initial identification of nutritional needs will be made by the RD. Educational information will be distributed through monthly newsletters, daily

correspondence and handouts. Questions from parents will be handled on an

individual basis by Head Start staff and RD consultant, as identified.


@, % Food Recall For 24 Hrs ChildPlus # 4110

Parent Notebook

Teacher/Family

Contacts Nutrition Questionnaire





Page 5

#

OBJECTIVE

PROCEDURE

WHO/WHEN

MONITOR

DOCUMENTATION

(4)

(i)

Mental health education program provides, at a

minimum:

Group opportunities for parents and program

staff

Staff and parents will be provided opportunities to attend Family Engagement

Activities and trainings pertaining to the whole aspect of mental health wellness.

All HS Staff

On-going

@, *, & Program year calendar

for planning

ChildPlus #4110

(ii) Individual opportunities for parents to discuss

mental health issues

Staff will be available daily at the center. Each class has identified a mental health

professional to observe the classroom and is available for individual consultation. A copy of the Mental Health Observation will be sent to the Area Manager.

Teacher

As Needed

@, * Teacher/Family

Contacts MHO

(iii) Active involvement of parents in planning and implementing any mental health interventions

for their children

Alternative interventions will be implemented as parent concerns are revealed to staff. A plan is set and monitored. Professional input will be obtained as needed.

Teacher As Needed

@, * FCF, Anecdotal Notes, Teacher/Family

Contacts

ChildPlus # 4110

(g)

(1)

(i)

Parent Involvement in Community Advocacy

Grantee and delegate agencies must:

Support and encourage parents to influence the character and goals of community services in

order to make them more responsive to their

interests and needs

Encourage and support parent involvement in positive community groups.

Encourage and support parents in securing needed services for their children. Parents will be provided with community networking opportunities, training, etc.

FSW

On-going As Needed

@

ChildPlus # 4110

Parent Notebook

Community Resource Manual

(ii) Provide families with comprehensive

information about community resources

1) Each center will have a Community Resource Manual, which includes parental

input, available to parents. Refer to Family Service Training Manual on intranet.

2) Opportunities for parents to interact with community partners. (Ex. training, meetings, PC, HAC, etc.)

3) Information about NENCAP and other community resources will be provided to

parents.

4) Relevant information will be posted in the parent corner.

FSW

On-going

Monthly

@

$

Community Resource

Manual

Parent Notebook ChildPlus # 4110

Clinic Schedules

(2) Parents must be provided regular opportunities to work together on activities they have helped

develop and in which they have expressed an

interest

Parents will be provided the following opportunities for involvement: 1) Parent Interest Sheet 6) Opportunities to volunteer

2) Parent Input 7) Family Engagement Activities

3) HAC 8) Self Assessment

4) Policy Council 9) Parent Teacher Conferences 5)Family Visit/Home Visits

Community partners will be encouraged to help assist in the planning and

implementation of activities with parents.

FSW/Teachers On-going

As Needed

@

Parent Interest Sheet Nutrition Newsletter

Parent Notebook

ChildPlus # 4110

HAC, PC Meeting, & Volunteer Training

(h)

(1)

Parent involvement in transition activities

Assist parents in becoming their child’s advocate

1) Provide education regarding advocacy rights and responsibilities through:

a) Family Engagement Activities b) One on one education

c) Pamphlet/printed information

FSW/Teacher

Spring

@, *

T/F Contacts

IFSP/IEP Transition Plans

Parent Handbook

Parent’s Right and

Responsibilities ChildPlus #4110





Page 6

OBJECTIVE

PROCEDURE

WHO/WHEN

MONITOR

DOCUMENTATION

(2) A staff-parent meeting is held toward the end of

the child’s participation in the program regarding

child’s progress while in Head Start

1) Family Visit (or) Parent/Teacher conference with all families.

2) Parent will sign File Transfer Form indicating what records they wish to send to

next school.

3) ChildPlus end-of-year summary report

FSW/Teacher

End of year

@ FCF,T/ F Contacts

Record Transfer Form

Portfolios/Journals

ChildPlus #3030

(3)

(i)

To promote the continued involvement of Head

Start parents in their child’s education and development upon transition to school, agency

must:

Prepare them to exercise their rights and

responsibilities concerning the education of their children

1) Training will be provided for all parents. 2) Distribute “Ready for Success” pamphlets to families with kindergarten entrance

age children.

3) Distribute Parents Transition Rights & Responsibilities Information booklet.


@

Parent Notebook

ChildPlus # 4110 Teacher/Family

Contact

Transition Plan

(ii) Assist parents to communicate with teachers and other school personnel so that parents can

participate in decisions related to their child’s

education.

1) Set up meetings with local education agencies. 2) Children and parents visit school setting.

3) Invite local Kindergarten teachers to the Head Start center to meet with children and

parents.

Teacher Spring

@ T/F Contact Correspondence

Transition Plan

(4) See CFR 1304.41 (c) for additional standards

related to children’s transition to and from Early

Head Start or Head Start

Recruitment information will be given to age eligible Early Head Start families 6

months prior to the child’s third birthday. All income from the Early Head Start

families will be re-verified by the Head Start program. Families will be considered for Head Start services according to their eligibility priority criteria.

Designated

FSW

On-going

@ Transition Plan

Applications

(i) (1)

Parent involvement in home visits Agencies must not require that parents permit

home visits. Every effort must be made to

explain the advantages of home visits to the

parents

A Home Visit Waiver must be signed each time a parent refuses a visit in the home. On-going efforts to encourage participation will be documented.

See CFR 1304.21 (a) (2) (iii)

In center-based program options, parents may choose to not allow visits in the home.

These visits may be held at an alternate location.

Teacher Orientation

As Needed

@ Teacher/Family Contact

ChildPlus # 4110

Home Visit Waiver

(2) Child’s teacher in center-based programs must

make no less than two home visits. Other staff working with the family must make or join home

visits, as appropriate

With the family’s permission, the teaching staff will make at least two Home Visits

per year. FSW’s are required to make at least two Family Visits per year. More can be held as necessary to meet the needs of their families. FSW’s and Education staff

may conduct visits together only if it meets the needs of the family, or if safety is a

concern.

Teacher

FSW two times per

year

@ FCF


Contact

(3) Schedule home visits at times that are mutually

convenient for the parents

Work with parents to schedule visits at a time that will be least intrusive to parents and

their families. Every effort will be made to include both the father and the mother.

FSW/Teacher

On-going

@ Parent Interest Sheet

ChildPlus # 4110

T/F Contact

FCF

(4) In center-based program options, if parents ask that the home visits be conducted out side the

home, or safety is an issue, the home visit may

take place out side the home.

Home Visits in home-based program options must be conducted in the family’s home.

In center-based programs, parents and staff will agree on a mutual site for the Family Visit if their home is unavailable. The Head Start center may be used as an alternate

site.

N/A


@


Contact

FCF

Home Visit Waiver


based program options must meet the

requirements of 45 CFR 1306.33 (a)(1)

regarding home visits.

N/A


PERFORMANCE STANDARD: WRITTEN PLAN REVISED 6/2014

1304.41 – COMMUNITY PARTNERSHIPS

Page 1


(a) (1)

Partnerships Active role in planning to encourage strong

communication, cooperation, sharing of

information to improve the delivery of commu-

nity services. Documentation must be maintained to reflect the level of effort undertaken to

establish community partnerships

1) Work with community partners and educate them about Head Start, what resources are available and opportunities for cooperation.

2) Use planning region teams as a vehicle for information sharing.

3) Use Northern Early Learning Connection Partnership.

4) Health Advisory Committee 5) Policy Council

Maintain on-going list of formal and informal community partners. Original to Head

Start Director and a copy at site.


Twice a year

$, @, %, &, *

Correspondence Meeting Minutes

Contact Mtg Report

Form

Community Partnership Chart

(2)

(i)

Affirmative steps to establish ongoing

collaborative relationships with organizations,

including: Health care providers

1) Input from HAC in Written Plan.

2) On-going contacts with health providers regarding clients.

3) Continue to negotiate for contracted reduced fees and/or volunteer services from medical and dental providers for services.

4) Contract with NENCAP Health Services for completing health screens.

FS Specialist

On-going

yearly

$ Correspondence

Meeting Minutes

Health Services Contract

Consultant Provider

Contracts

(ii) Mental health providers 1) Input from HAC in Written Plan.

2) Continue to negotiate for contracted reduced fees from mental health providers.

3) Receive parent referrals, present at parent meetings, training, etc.

Mental Health

Specialist

On-going/yrly

$ Correspondence

In-kind

(iii) Nutritional service providers 1) Input from HAC in Written Plan.

2) Use local resources, such as county extension educators and CACFP to provide local nutritional training for staff and parents.

3) Contract for approved meals with community partners.

4) Contracts with Registered Dietitians for child nutrition assessments and program

planning.

FSW


%, &, @

=, +, $

Meeting Minutes

School contracts In-kind

RD Contracts

(iv) Services to children with disabilities and their

families

Cooperate and collaborate with ESU’s, LEA’s, and other identified training partners to

provide services for children with disabilities. Training and workshop opportunities are shared with staff and families, including

access onto TSGOLD.

Teacher

AM On-going

@,*, $ MOA

IFSP/IEP Prof. Reports

(v) Family preservation and support services Communicate with local HHS programs for information sharing.

Communicate with other NENCAP programs for information sharing and services.

FSW

As Needed

@ ChildPlus # 4110

HS Referral Form

(vi) Child protective services Communicate with local HHS programs for information sharing and reporting. All HS Staff

As Needed

@, %, $

*

ChildPlus # 4110

HS Referral Form

Child Abuse

Report Form

(vii) Local elementary schools and other educational and cultural institutions

Work with educational and cultural institutions to provide educational and cultural opportunities and experiences including Kindergarten transitions for families.


@ ChildPlus #4110 Lesson Plans

Education Calendar

(viii) Providers of child care services Info about local child care providers will be included in Community Resource

Manuals. Invite child care providers to trainings. There should be on-going

interaction with child care providers and partners in order to meet the needs of enrolled families. Include child care providers as appropriate.

FSW

Periodically

Adm. Asst On-going

@, &, $

$

Child Plus Reports

Staff Notes, Comm.

Resource Manuals Meeting Minutes

RTP mailing list


PERFORMANCE STANDARD: WRITTEN PLAN REVISED 6/2014

1304.41 – COMMUNITY PARTNERSHIPS

Page 2


(ix) Other organizations Talk to businesses, organizations, other agency programs that may provide support to

families as well as resources.

Provide shared training opportunities to facilitate collaborative relationships.

FSW/Teacher

On-going

Adm Asst

On-going

&, $, @,

%, *

$

Meeting Minutes

MOA, Flyers, Letters

Invitations,

(3) Perform outreach to encourage volunteers Distribute flyers, news articles, recruitment posters, info in church bulletins, newsletters, radio and TV spots for volunteers and word of mouth through families

and staff.

FSW On-going

@ ChildPlus # 4110 Copies of media and

written materials

(4) Develop interagency agreements with local

education agencies and other agencies especially

regarding: services for children with disabilities

Update agreements and send out to schools and Planning Region Teams for their

signature. Both parties retain one copy, and implement practices established within.

Update collaboration agreements with school districts.

Dis. Specialist/

Area Manager

Annually

$ Copy of Agreements

MOA

(b) Advisory Committee-grantees must establish and

maintain a Health Services Advisory Committee

and such other service advisory committees as they deem appropriate

1) Communication with current members and additional interested parties to establish

and maintain membership.

2) Replace or add professionals including and not limited to the following: a) Dental professionals e) Health professionals

b) Area ESU Reps f) Mental health professionals

c) School Nurses g) Dieticians

d) Head Start parents h) School partnerships

FS Specialist

On-going

Semi-annual

$ Correspondence

Meeting Minutes

Rosters Titles

HAC Manual

PC/HAC

Representative Form

(c)

(1)

(i)

Transition services

Procedures to support successful transitions must

include:

Children’s relevant records are transferred to the

school or next placement

With parent permission, a copy of child’s pertinent records will be transferred to the

school the child will attend.

Nebraska Department of Education and school partnerships will have access to

TSGOLD information.

Central Office

Teacher

When

requested

@, + Record Transfer

Form

Transition Plans

TSGOLD

(ii)

Outreach to encourage communication between

Head Start and counterparts in the schools and

other child care settings

1) Make personal contact or send information to administrator and teachers of local

schools and child care centers, addressing the issue of providing continuity

between programs. 2) Possible open house for school organizations and child care providers.

3) Encourage community education professionals to be representatives

on Policy Council.

FSW/Teacher

Yearly

@

Transition Plans

Correspondence

(iii)

(iv)

Initiating meetings involving Head Start teachers

and parents and kindergarten or elementary

school teachers to discuss the developmental progress and abilities of individual children

Initiating joint transition-related training

Kindergarten teachers are invited to observe Head Start classrooms (school receives

stipend for substitute) and network with local staff. Head Start teachers may visit

local schools. Kindergarten teachers may view Creative Curriculum DVD. Parents will be notified of date and time the teacher will be on site to allow an opportunity for

parents to meet the teacher and ask questions.

Share transition training sessions with school personnel, Head Start parents and/or community partners.

FSW/Teacher

Yearly

FSW/Teacher

As Needed

@

@, &

Kindergarten

Substitute

Reimbursement Form Correspondence

Transition Plans

Announcements

ChildPlus Report Correspondence

Flyers

Transition Plans


(3) See 45 CFR 1304.40 (h) for additional

requirements related to parental participation in

their child’s transition to and from Early Head

Start or Head Start

See Written Plan 1304.40 (h) (1-4). FSW/Teacher

As Needed

@, * Transition Plans

SUBPART D – PROGRAM DESIGN AND MANAGEMENT



1304.50 – PROGRAM GOVERNANCE

Page 1


(a)

(1)

Policy Council, Policy Committee, and Parent Committee structure

Establish and maintain a formal structure of

shared governance through which parents can

participate in policy making. The structure must consist of:

The following established groups share responsibility for overseeing the delivery of high quality services to children and families in accordance with Head Start

regulations and agency policies:

1) NENCAP Board of Directors

2) Policy Council 3) Parent Committees

4) Health Advisory Committee

Exec Director HS Director

FSW/FS

Specialist/Area

Managers On-going

X Roster Manual

Meeting Minutes

In-kind

ChildPlus #4110

(i) Policy Council at the grantee level Policy Council will be made up of representatives democratically elected from each

center-based classroom. Each shall elect one parent representative, if dual classrooms

serve more than 24 children total; they may elect two parent representatives. There

will be no more than five (5) Policy Council community representatives elected by all Centers collectively by ballot.

FSW

Parent

Committees

Annually

@, $ ChildPlus #4110

Policy Council By-

Laws, Roster,

Ballot

(ii) N/A N/A N/A N/A N/A

(iii) Parent Committee for center-based program,

established at the center level, for other program options, an equivalent must be established

Parent Committees provide every parent of an enrolled child the opportunity to assist

in the development of activities that address their interest and support the education and healthy development of their children. A minimum of six Family Engagement

Activities will be held per school year with at least one business meeting in September

required for election of Policy Council reps and to set by-laws.

FSW

As Needed

%, @ ChildPlus #4110

Parent Committee By-Laws, Parent

Committee Rosters

(2) Parent Committees must be parents of children

currently enrolled

All parents of enrolled children are automatically members of a Parent Committee.

The Parent Committee may choose to structure activities around social events to

encourage participation by as many parents as possible. Time will be allotted for information from the Policy Council meeting to be shared

with parents at activities.

FSW

On-going

@ Policy Council By-

Laws and Roster

Policy Council Meeting Summary

(3) Must be established as early in the program year

as possible. Policy Councils and committees

may not be dissolved until successors are elected

and seated

Outgoing parents from Policy Council should complete their term and continue until

new parents are elected and seated. (Sept. to Sept.) See Policy Council By-laws.

FSW

September

@ Parent Committee &

PC By-Laws

Doc of Family

Engagement


(5) The governing body and the Policy Council must

not have identical memberships and functions

Even though the governing body (Board of Directors) and Policy Council cannot have

the same membership, it would be beneficial to have a liaison from each body of

membership. Policy Council and governing body by-laws should reflect this.

HS Director

On-going

X Policy Council/

Bd of Dir By-Laws

Roster

(b) (1)

Policy Group composition and formation Each grantee agency governing body will

propose: The total size of their respective policy

groups; procedures for the election of parent

members; and procedure for the selection of community representatives. Proposals must be

approved by the Policy Council

The governing body has ceded the total size of the Policy Council Group to Policy Council.

Consider the willingness and ability of the potential member to contribute time and

effort to the program.

Procedure for the election of parent members should contain: 1) Informing all parents of his or her vital role in program governance.

2) Ensure a fair method of nominating them. Nominations should be placed only

with the consent of the nominee.

3) Provide proportionate representation to parents in all program options. 4) Written document of voice or ballot included on Document of Parent Engagement

Form – must include a motion and second.

HS Director On-going

FSW

September

X

$, @

Parent Committee By-Laws

Policy Council and

Bd of Directors By-

Laws HS PC/HAC

Representative

Form

Documentation of Family Engagement





Page 2


(1) (Continued) Procedure for the selection of community representatives should contain:

1) Parents are involved in the selection. 2) Potential candidates are advocates for children and families.

The by-laws from each group should reflect the election of members, structure of

Parent Committees and Policy Council.

(2)

(3)

(4)

(5)

(6)

(7)

(c)

Must be comprised of two types of

representatives. At least 51% of the members of

these policy groups must be parents of currently enrolled children.

Community representatives must be drawn from

the local community.

All parent members must stand for re-election

annually. All Community representatives also

must be selected annually.

Limit the number of one year terms any

individual may serve on either body to a combined total of three terms

No agency staff may serve on Policy Councils or

Committees

Parents in all program options must be

proportionately represented

Policy groups charged with, at a minimum,

responsibilities as described in paragraphs (d), (f), (g) and (h) of this section and repeated in

Appendix A of this section

There will be a parent representative for each classroom and school partnership.

There will be no more than five Policy Council community representatives elected by

all Centers collectively. With this make up it is assured that parents will make up at least 51% of the membership of Policy Council. This should be stated in the by-laws

of Policy Council and each parent committee.

Community representatives must be drawn from the local community: business, public

or private community, civic and professional organizations, and others who are familiar with resources and services for low-income children and families.

Community representatives may include the parents of formerly enrolled children.

Names of potential candidates for the ballot must be submitted to Family Service

Specialist. Each classroom and partnership will hold annual elections of Policy Council members.

The elected person will serve a one year term that starts as early as possible in the year

(September) and runs until the new individuals are elected the next school year

(September to September). Parent Committee by-laws should include procedures for elections, selection of a community representative, and replacement of elected

individuals who cannot complete their term.

An individual can only serve, as a Policy Council representative for three years in their

lifetime. This means each one year term in any of the categories, Parent Policy Council representative and Community Policy Council representative combined

together to equal three years total for that individual. If an elected parent or

community representative attends one meeting and votes during that elected year, this

constitutes a one year term. This should be included in Parent Committee and Policy Council by-laws.

If a parent is a paid employee of NENCAP or the Pre-K partner school district, they

are ineligible to be a member of Policy Council. Members of a staff person’s

immediate family (husband, wife and children) are ineligible to be a member of Policy

Council.

There should be a parent representative for each classroom and school partnership.

This needs to be reflected in each set of Parent Committee and Policy Council by-

laws.

Policy groups provide an opportunity for parents to assume leadership roles in representing the collective interests of all families, utilizing the Shared Decision

Making Policy and Tasks and Timelines Schedule.ws.

FSW

September

As Needed

FSW

September On-going

FSW

Prior to

June 1st

FSW

September On-going

As Needed

FSW

Designated Staff

On-going

FSW

As Needed

FSW September

On-going

HS Director On-going n-

going

%, @

$

@

@, $

X

Parent Committee

and Policy Council

By-Laws Membership Roster

Documentation of

Family Engagement

HS Policy Council/HAC

Representatives

Form

Community Rep Candidates Form

PC Minutes

Shared Decision-Making Policy





Page 3


(d)

(1)

Policy Council must work in partnership with

key management staff and the governing body to develop, review, and approve or disapprove the

following policies and procedures:

Governing Body & Policy Council shall have the following standing committees:

1) Executive 2) Budget

3) Personnel 4) Planning 5) School Readiness

Committees can be on a volunteer basis or shall be appointed. They will work with

the appropriate staff.

Key Management Staff will develop policy issues for consideration, discussion, and

approval by Policy Council and the governing body.

Support Staff

As Needed

$, X

Agendas

Meeting Minutes

By-laws

(i) All funding applications for HS, including

administrative services, prior to the submission

of such application to the grantee or funding

source

All funding applications are put on agendas and voted on at meetings.

Board of Directors

Policy Council

HS Director

Monthly

As determined

X Agenda

Minutes

By-laws

(ii) Procedures describing how the governing body

and the appropriate policy group will implement shared decision making

A liaison from the Policy Council is a member of the Board of Directors. The Head

Start Director attends the Board of Director meetings. Reports are written and distributed. Follow the Shared Decision-Making Policy and Tasks and Timelines

Schedule.

HS Director

On-going

X Roster

Board Report Shared Decision-

Making Policy

(iii) Procedures for program planning in accordance

with this part and the requirements of 45 CFR

Part 1305.3;

Submit Written Plan suggestions.

Rewrite Written Plan according to suggestions/recommendations from staff, HAC,

PC, Planning Committee of Board of Directors

Governing body and Policy Council sub-committees work with appropriate staff on

Written Plans, strategic plan, and the program goals and objectives.

All HS Staff

February 1st

Support Staff

Annually

%, @, &,

*, +, #

$

Suggested Changes

Form

Written Plan

Meeting Minutes

(iv) The program’s philosophy and long and short

range program goals and objectives

i) Continue strategic planning and self assessment for long and short range program

goals and objectives blending with already existing agency ROMA goals.

HS Director

On-going

X Grant, Strategic

Plan

ROMA Mtg. Min.

(v) N/A ii) N/A N/A N/A N/A

(vi) The composition of the Policy Council and the

procedures by which policy groups are chosen

iii) Procedures are followed as stated in Policy Council By-laws Article V:

iv) Membership.

v) Revisions are made and updated.

HS Director

Ongoing

As Needed

X Meeting Minutes

Policy Council By-

Laws

(vii) Criteria for defining recruitment, selection and

enrollment priorities

vi) Rough drafts are shared, discussed, revisions made, and voted on for final

vii) approval by Policy Council.

Support Staff

January

$ Outreach

Recruitment and

Priority Grid Meeting Minutes

(viii) The annual self-assessment of the grantee’s progress in carrying out the programmatic and

fiscal intent of its grant application, including

planning or other actions that may result from

the review of the annual audit The annual independent audit that must be

conducted in accordance with 45CFR 1301.12

viii) The Self Assessment process will be implemented. Findings from the Self-Assessment are reported to PC and the Board of Directors and improvement plans are

developed.

Support Staff Annually

$ Self-assessment Summary

Meeting Minutes

ix) The Board of Directors will select an auditor.

x) Audit results are given to each program director in agency to share with other

xi) relevant entities. Copies of the Agency audit are available to PC members. xii)

Executive

Director

Annually

B of D Audit

Meeting Minutes





Page 4


(ix) Program personnel policies and subsequent changes to these policies. Including standards of

conduct for program staff, consultants and

volunteers.

xiii) Staff submits Personnel Policy suggestions. xiv)

xv) The HR Director writes the draft proposals and seeks approval from different entities.

xvi)

xvii) Policy Council members are knowledgeable about personnel policies because of their role in approving and denying decisions to hire or terminate staff.

All HS Staff February 1st

HS Director

As Needed

X

X

Suggested Changes Form

Meeting Minutes

Personnel Policies

(x)

(xi)

Decision to hire or terminate the HS director of the grantee agency.

Decision to hire or terminate any person who works primarily for the HS program of the

grantee. HS staff will provide training to Policy

Council on these responsibilities

(xi) Direction for hiring/terminating a Head Start Director would come with consultation from the Policy Council Personnel Committee. Regional Office will be notified.

The Personnel Committee meets with the Head Start Director and/or HR Director to discuss hiring procedures, early childhood employee qualifications and amend if

needed. Personnel Committee presents the roster of hiring and terminating to the full

Policy Council group for approval.

Training on these responsibilities is provided.

Executive Director

As Needed

HS Director and HR Director

As Needed

B of D

X

Personnel Records Meeting Minutes

Interview form In-kind

(2)

(i)

(ii)

In addition, Policy Councils and Policy

Committees must perform the following functions directly:

Serve as a link to the parent committees, grantee,

public and private organizations, and the

communities they serve

Assist Parent Committees in communicating

with parents enrolled in all program options to ensure that they understand their rights,

responsibilities, and opportunities in Early Head

Start and Head Start and encourage their

participation in the program

Members of Policy Council play an active role by:

Reporting back to parents, keeping them informed about policy group

actions at Parent Committee activities, newsletters, parent corners, and one-on-one contacts.

Being familiar with resources in the community.

Fostering positive community relationships.

Members of Policy Council shall assist staff in communicating to parents their rights, responsibilities and opportunities in Head Start by:

Attending Family Engagement activities.

Assisting with the interpretation of Head Start performance standards, written plans

and/or parent handbook. Promoting positive communication between parents, staff, Policy Council and

NENCAP Board of Directors.

Encouraging parents to participate in the activities of the Parent Committee.

Policy Council will be responsible to develop and distribute parent satisfaction survey.

FSW

On-going

Policy Council

Annually

@

$

PC Minutes


Inkind

Parent Summary

Sheet

Parent Survey

(iii)

Assist Parent Committees in planning,

coordinating and organizing program activities

for parents with the assistance of staff, ensuring

that funds set aside from program budgets are used to support parents activities

Policy Council representatives should attend Parent Committee activities and assist

other parents in developing parent activities. Each classroom will have a dollar

amount allocated from the yearly budget for Family Engagement Activity Funds. It

will be the Policy Council Representative’s responsibility to report progress at Policy Council meetings.

FSW

On-going

@

PC Minutes Documentation of

Family Engagement

Request and

Authorization of Parent Activity

Funds

In-kind Invoices and bills





Page 5


(iv) Assist in recruiting volunteer services from parents, community residents, and community

organizations, and assist in the mobilization of

community resources to meet identified needs;

and

1) Policy Council representatives may assist the program staff in recruitment of volunteer services by encouraging parents, community residents, and organizations

to volunteer in the Head Start program (Ex. face to face contact with parents,

speaking at organization functions, etc.)

2) Policy Council representatives may assist the program staff in getting other community entities to provide resources to meet the identified needs of the center.

(Ex. face to face contact with other community entities, speaking at organization

functions, etc.

FSW On-going


Inkind

Community Partnership Chart

(v) Establish and maintain procedures for working

with the grantee or delegate agency to resolve

community complaints about the program

The Head Start program will foster positive community relations and will utilize the

programs grievance policy given and explained at orientation. Anonymous grievances

will not be addressed.

Review and revise policy as needed.

FSW

On-going

Support Staff

As Needed

%, @, $,

#, &, *

$

Parent/Community

Member Grievance

Correspondence

(e)

(1)

Parent Committee. The Parent Committee must

carry out at least the following minimum

responsibilities. Advise staff in developing and implementing

local program policies, activities, and services

The Parent Committee, which includes all parents of enrolled children, will provide

the program with information of needs, training, activities, and services that they need

or want through various means (Parent Interest Sheets, Family Partnership Agreements, Parent Summary Sheet, etc.) The Parent Committee may assist staff in

helping arrange for speakers for Family Engagement activities to address identified

needs. Policy Council representatives will assist and give input into policies, activities

and services that the program is developing.

FSW

On-going

@ Documentation of

Family Engagement

PC Minutes PC Roster


(2) Plan, conduct and participate in informal, as well

as formal, programs and activities for parents and staff

Parent Committee members are encouraged to assist in program planning:

a) Input into the program’s curriculum b) Attend Family Engagement Activities

c) Answer surveys

d) Assist in the self-assessment of the program

e) Elect Policy Council Reps.

FSW

On-going

@ Documentation of

Family Engagement PC Minutes

Self-assessment

Parent Survey

PI Report

(3) Within guidelines established, participate in the recruitment and screening of Head Start staff

Representatives who are elected to Policy Council will have the opportunity to be on the Personnel Committee and may be invited to be involved in the interview and

selection process of potential Head Start employees.

HS Director As Needed

X PC Minutes Interview form

Personnel file

(f) Policy Council, Policy Committee, and Parent

Committee reimbursement. Grantee and

delegate agencies must enable low-income

members to participate fully in their group responsibilities by providing, if necessary,

reimbursements for reasonable expenses incurred

by the members.

The Head Start program may provide reimbursement for mileage, child care, travel

expenses (lodging & per diem) or other expenses deemed appropriate. These expenses

must be pre-approved by the Head Start Director and submitted on the proper

reimbursement forms.

HS Director

As Needed

X Correspondence

Reimbursement

forms

Budget





Page 6


(g)

(1)

Governing body responsibilities

Grantee and delegate agencies must have written

policies that define the roles and responsibilities

of the governing body members and that inform them of the management procedures and

functions necessary to implement a high quality

program.

1) Governing body (NENCAP Board of Directors) will

develop and maintain relevant by-laws for the Board of Directors.

2) The Head Start Director will attend the Board of Directors meetings to ensure

information sharing occurs on a regular basis. 3) Utilize the Shared Decision Making Policy and Tasks and Timelines Schedule.

4) Ensure that the agency develops an internal control structure.

5) Become involved in the Self-Assessment process.

6) Become knowledgeable of Head Start Performance Standards. 7) Be involved in training opportunities – possibly attend a joint training with PC.

Exec Director

On-going

HS Director

On-going

B of D

X

Board of Directors

By-Laws and

minutes

Shared Decision-

Making Policy

(2) Grantee and delegate agencies must ensure that

appropriate internal controls are established and

implemented to safeguard Federal funds in accordance with 45 CFR 1301.13

The grantee will abide by:

See 45 CFR 1301.13

Fiscal and Procurement Procedures/manuals will be reviewed by shared decision

making groups.

Executive

Director

Annually

On-going

B of D Annual Audit

45 CFR 1301.13

Bond Accounting Procedures

Meeting Min.

Committee Reports

(h) Internal dispute resolution. Each grantee and

delegate agency and Policy Council jointly must

establish written procedures for resolving internal disputes, including impasse procedures,

between body and policy group

In cases where the Policy Council and the NENCAP Board of Directors do not agree,

a meeting will be called. This meeting will consist of the NENCAP Board Chair,

Policy Council Chairperson, NENCAP Executive Director, Head Start Program Director, and/or an established committee.

If a mutual agreement can not be reached, mediation utilizing funding source or other

approved facilitator will be utilized to reach an agreement. This only includes those

functions requiring approval of both groups.

HS Director

On-going

X Board of Directors

PC and Committee

Minutes

Shared Decision-

Making Policy




1304.51 – MANAGEMENT SYSTEMS AND PROCEDURES

Page 1


(a)

(1)

Program Planning

Develop and implement a systematic, on-going

process of programming that includes consultation with the program’s governing body,

policy group and program staff, and with other

community organizations. There must be:

Continue to do program planning to enhance the quality of service. This process will

happen throughout the program year in conjunction with our scheduled meetings with

parents, staff, Program Directors, PC, Agency’s Board of Directors, Pre-K partners, and community organizations.

All HS Staff,

Board of

Directors, Each Program

Director

On-going

X Minutes of all

meetings

(i) An assessment of community strengths, needs

and resources

a) Center staff compiles resources within each community. The Community Resource

Manual, which includes current child care providers is updated annually and will be made available to families.

b) An in-depth analysis is completed every three years, updated each of the two intervening years, as defined in 45 CFR 1305.3.

FSW

Within 45 days On-going

Grants Director

Annually

@

X

Community

Resource Manual

Community

Assessment

(ii) The formulation of both multi-year (long-range)

program goals and short-term program and

financial objectives that address the findings of

the Community Assessment, are consistent with the philosophy and reflect the findings of the

program’s annual self-assessment

A variety of instruments will be utilized to formulate the program’s short & long term

goals & objectives prior to grant application submission. Such as:

PIR Audit

Self-assessment Policy Council Recommendations HAC recommendations Parent surveys

Staff input Professional Development Plan

Agency Strategic Plan ROMA Goals

Child Assessments/Outcomes FSW Outcomes Ex: Relocation and Management

All HS Staff

On-going

%, @, $,

#, &, *

Parent Surveys

Audit

PIR

Minutes Agendas

Self-assessment

(iii) The development of written plan(s) for

implementing services in each of the program

areas covered by this part

Each year the written plan will be reviewed and recommendations given to Policy

Council. Obtain Policy Council and Board of Directors approval before

implementation occurs.

Support Staff

Jan-August

$ Written Plan

PC Minutes

(2) All written plans for implementing services, and

the progress, must be reviewed by staff and

approved by the Policy Council at least annually and updated as needed

a) An outline of Written Plan changes will be provided for staff. Written Plan is

available on the intranet and in the Policy Council Program Information notebook.

b) Staff submits changes in writing by February 1st. c) Head Start support staff will make necessary revisions.

d) PC review and approve annually.

All HS Staff

Annually

%, @, $,

#, &, *

Receipt/Approval

of Written Plan

Form PC Minutes

(b) Communication – ensure that timely and

accurate information is provided to parents,

policy groups, staff, and the general community

Promote a positive image of the Head Start program. Encourage open

communication. This will be accomplished during Family Engagement Activities, PC,

staff and management meetings. Inform communities of Head Start by website, news releases, speaking engagements,

community involvement, Pre-K partner meetings, and sharing of resources.

All minutes for PC, HAC, Support Staff meetings and Senior Staff meetings are

distributed to each Head Start center. Weekly newsletters are distributed to parents. Head Start will invite parents, advisory groups, local schools, and the general

community to become integrally involved in the program.

All HS Staff

On-going

%, @, #,

$, &, *

Newspaper Articles

Speakers Bureau

Advocacy Form website

Correspondence

Meeting Minutes





Page 2


(c) (1)

(2)

Communication with families Effective two-way comprehensive

communications between staff and parents are

carried out on a regular basis throughout the

program year

Communication with parents must be carried out in the parents primary or preferred language

Communication with families is essential. Activities during the school year include:

Orientation Family/Home Visits

Family Partnership Agreements

Daily Contacts Parent-Teacher Conferences Family Engagement Activities IFSP/IEP’s and Procedures

Advisory Groups Volunteering

All attempts will be made to communicate with parents in their preferred language. Bilingual staff is hired, as applicable or bilingual volunteers are utilized within the

local communities. Bilingual staff will attend home visits, parent-teacher conferences

as needed. Continue to translate forms and data, as feasible.


%, @, * FPA, FCF ChildPlus # 4110

Teacher Family

Contacts

Correspondence

Job opening announcements

Newsletters

Correspondence

(d)

(1)

(2)

(3)

(4)

Communication with governing bodies and

policy groups. Information is provided regularly

to governing bodies and their policy groups

Procedures and timetables for program planning

Policies, guidelines and other communications from HHSS

Program and financial reports

Program plans, policies, procedures and grant

applications

Attend Agency’s meetings

a) Board of Directors

b) Policy Council

Submit a Results Oriented Management & Accountability (ROMA) board report

Submit grant proposals for approval

Provide the Shared Decision-Making Policy along with task and timeline schedule to Board and Policy Council.

Give a verbal or written report at Policy Council Meetings

Attend Policy Council committee meetings, as necessary

Distribute OHS/ACF information memorandums to relevant entities

Encourage a liaison from PC to be a voting member of the Board of Directors

The fiscal office distributes budget reports and backup to Head Start Director. Budgets are distributed to Budget Committee members.

HS Director

Every other

Month Monthly

HS Director

Monthly

HS Director

As Needed

HS Director

Yearly

HS Director

Monthly

HS Director

As Available

HS Director

On-going

Fiscal

Monthly

HS Director

Monthly

X

X

X

X

X

Agendas

Minutes

and reports

Board report

Minutes

Shared Decision-Making Policy

Minutes

PC Report Minutes

Agenda PC minutes

Correspondence in

manuals, Meeting

Minutes

Minutes and roster

Budget

Backup Sheets





Page 3


(e) Communication among staff – mechanisms for regular communication among all program staff

to facilitate quality outcomes for children and

families

Head Start is a team process; everyone plays a part in achieving a high quality program, and change is an element that Head Start programs must continuously

address. Group meetings are encouraged in the following ways.

Center team meetings

Center team meetings with Area Managers/Specialists

Support staff meetings

Area Manager/Specialists meetings

Senior Staff meeting minutes

Effective formal and informal communication methods include: Exchanging of

packets, phone calls, e-mail, center visits, etc.


Center Team

Weekly

Support Staff Monthly

HS Director

Monthly

Area Managers/ Specialists

Monthly

HS Director

Monthly All HS Staff

On-going

@

$

X

$

X

$

Agenda

Meeting Minutes Memo’s

Correspondence

Center Observation

Reports

(f) N/A N/A N/A N/A N/A

(g)

Record-keeping systems. Establish and maintain

efficient and effective record-keeping systems to

provide accurate and timely information

regarding children, family and staff and must insure appropriate confidentiality of this

information

ChildPlus.net and TSGOLD will be utilized to maintain an efficient and effective

record-keeping system, as feasible.

Retention of records information can be found in the fiscal procedures manual via the

intranet under administration, documents section. Child files should be maintained for a minimum of three years. These records are delivered to the Central Office at the end

of the school year. Personnel and payroll records are to be kept for seven years.

Records on individual children will contain:

1) Attendance 2) FCF 3) IFSP/IEP (As needed) 4) Other pertinent information

Family records will contain:

1) Enrollment application 5) Family contacts

2) Parent permission forms 6) Other pertinent information 3) Health information

4) FPA and on-going progress, referrals and follow-up reports.

Child and family records will be combined and submitted to the Central Office at the

end of the school year. Returnee records are kept at the center.

Staff records will contain:

1) Application/resume 8) Staff Information Sheet 15) Criminal Background Check

2) Drivers License 9) Signed Job Description 16) Worker’s Comp. Statement

3) W-4 Form 10) Personnel Policy & Safety Manual Receipt 4) Social Security Card 11) Confidentiality Policy Statement

5) Transcripts 12) Payroll Deduction Form

6) Orientation checklist 13) Auto Ins. Coverage Statement

7) Personnel Actions 14) Performance Evaluations *A separate file will contain all medical related information at the agency.

Central Office

Staff

On-going

Teacher On-going

FSW

On-going

FSW

HR Director

On-going

Ex Director On-going

%, @, $,

#, &, *

@, *

%, @

X

B of D

Computer Reports

Child Files

Child Education File

Child Family File

Child Checklist

Personnel File

Medical File





Page 4


The Grantee’s fiscal office is responsible for:

1) Original grant applications 5) Budget records 2) Records of insurance coverage 6) All contracts/agreements

3) Payroll 7) Other pertinent information

4) Equipment/inventory records-valued over $5000

Agreement renewals: Send letters to renew agreements and meet when necessary, i.e., copier, computer,

leases, PreK Partnership Agreements, PRT MOA’s, etc.

Inventory:

Center staff will inventory all non-consumable items and send report to Central Office.

Grantee representative does a physical inventory of equipment items over $5,000.

New staff will go through confidentiality training during their new hire orientation and

sign a confidentiality form.

Disciplinary procedures will be enforced for all staff if breach of confidentiality

occurs.

Confidentiality Policy is reviewed with parents during orientation.

This is included in the Volunteer Job Description.

Fiscal Dept.

On-going

Support Staff On-going

HS Staff &

Partners April 1st

Fiscal Dept.

Once every two years

HR

Upon hire

Immediate

Supervisor

As Needed

Teacher/FSW

As needed

X

$

&

X

$

@, HR

@

Fiscal Files

Agreements

Inventory Folder

Inventory Report

Confidentiality

Forms

Performance

Correction Notice

Parent Permission

Form

Volunteer Job

Description

(h)

(1)

Reporting Systems

Generate periodic reports of financial status and program operations

Effective formal and informal reporting methods include: ChildPlus reports, GOLD,

licensing inspection reports, Program Director report, budget reports, meeting minutes.

Support Staff,

HS Director, On-going

X Meeting Minutes

Correspondence ChildPlus Reports

TSGOLD

(2)

Generate official reports for Federal, State and

local authorities

1) Follow procurement and purchasing procedures.

2) Follow all audit regulations.

3) Meet with auditors, as necessary.

Program Information Report (PIR)

Compile and send PIR report via the internet to the Office of Head Start on the Head

Start Enterprise System.

Fiscal, HS Staff

On-going

Support Staff

On-going

X

$

Budget and Audit

Reports, Price

Quotes, Invoices

Bills, Requisitions

PIR Report





Page 5


(2)

(continued) Generate official reports for Federal, State and local authorities

Send CACFP reports and end of the month enrollment.

Submit Financial Status report #425 to ACF.

Submit Annual Audit reports to OHS/ACF and other relevant entities.

Admin Secretary

Monthly

Fiscal Officer As Needed

Fiscal $

$

X

CACFP Report Enrollment Report

Report #425

Audit Report

(i) (1)

Program self-assessment and monitoring Grantee and delegate agencies must conduct a

self-assessment annually

A self-assessment will be facilitated. 1) Select a self-assessment team composed of management staff, center staff, HAC

members, and/or other pertinent representatives. Parents, BOD, and Policy

Council Representatives will be involved through interviews.

2) Train the teams.

3) Conduct self-assessment and send documentation to Central Office.

4) Compile information for administration, PC and Grantee.

5) Obtain PC and Board of Directors approval of completed self-assessment.

6) Send results of self-assessment to Regional Office in continuation grant.

7) Develop and implement Program Improvement Plans.

8) Evaluate the changes to ensure they are beneficial to the program.

Designated Support Staff

Nov - Dec

Designated

Support Staff

As Needed

Self-Assessment

Team

Nov-Dec

Support Staff

Jan-Feb

HS Director May

HS Director

November

Support Staff

May-September

Support Staff

Quarterly

$

$

$

$

X

X

@, %, *

$

Self-assessment

Grant Application

Correspondence

Meeting Minutes

Monitoring Report

SS Mtg Minutes

(2)

Grantee must establish and implement

procedures for the on-going monitoring of Head Start operations to ensure the effective

implementation of federal regulations

On-going monitoring will occur through site visits, phone conversations, management

meetings, weekly packets, e-mail, etc. In addition, program reports, self-assessment findings, written plans, and other documents will be reviewed to ensure services and

fiscal operations are in compliance with Federal regulations.

Support Staff

On-going

$

Checklists, Minutes

Ed/FSW Observations

Correspondence

(3)

N/A

N/A

N/A

N/A

N/A

1SUBPART D – PROGRAM DESIGN AND MANAGEMENT



1304.52 – HUMAN RESOURCES MANAGEMENT

Page 1


(a) (1)

(2)

(i)

Organizational structure Establish and maintain an organizational

structure that supports the accomplishments of

program objectives

Grantee and delegate agencies must ensure

program management functions are formally

assigned Program Management (director)

Provide an Agency organizational chart to each employee at orientation and on the intranet.

All staff receives a Job Description showing what is required of the staff and who

supervises them. All staff sign Job Descriptions with immediate supervisor within 10

days of hire. Support staff will act as Management Team which includes: Head Start Director,

Administrative Assistant, Area Managers, Specialists, and Administrative Secretary.

Other agency personnel will include: Executive Director, Fiscal Officer and HR

Director. Oversee H.S. operations, supervision, planning and implementation of the program.

Responsible for day to day program management and operations including personnel,

administration, supervision and financial accountability.

HR Director Supervisor

As Needed

Mgt. Team Upon hiring

HS Director

On-going

X

$

X

Organization Chart Signed Job

Descriptions

Job Description

(ii)

(iii)

Management of early childhood development

and health services, including child medical, dental and mental health; child nutrition; and

services for children with disabilities

Management of family and community partnership, including parent activities

Oversee the early childhood development, disabilities, nutrition and mental health

services for children. Collect and analyze data on children and families.

Oversee the child medical and dental services. Collect and analyze data on children

and families.

Oversee the Family and Community Partnerships including Family Engagement activities.

Collect and analyze data on children and families.

Area

Managers and Specialists

On-going

Staff

On-going

$

@, $

Job Description

Organization Chart AM/Specialists

Observations

ChildPlus Reports

TSGOLD Outcomes Analysis

Community

Partnership Chart

(b)

(1)

Staff qualifications – general

Ensure that staff and consultants have the

knowledge, skills and experience

All staff employed within the Head Start program should have:

1) High School diploma and/or GED.

2) Knowledge, skills and experience they need to perform their assigned functions as outlined on the job description.

3) Must meet minimum age requirement (19 yrs of age as set by child care standards

to be left alone with children).

4) Documentation of degrees or diploma/GED will be collected and kept on file.

All consultants will be verified to have the skills and experience they need to perform

their assigned functions. Documentation of qualifications will be kept on file.

HR Director

On-going


$

Personnel Records

Job Descriptions

Professional Development Plan

Interview

Questionnaire

Transcripts Other Documents

Contract Credentials

(2)

Ensure that only candidates with the qualifications specified in this part and in 45

CFR 1306.21 are hired

1306.21 states: Head Start programs must comply with section

648A of the Head Start Act and any subsequent

amendments regarding the qualifications of

classroom teachers.

Teachers must meet the following requirements not later than September 30, 2013, at least 50 percent of Head Start teachers nationwide in center-based programs have –

(i) A baccalaureate or advanced degree in early childhood education; or

(ii) A baccalaureate or advanced degree and coursework equivalent to a

major relating to early childhood education, with experience teaching preschool- age children.

Our agency is committed to exceed the 50% mandate of teachers with degrees and will

strive to reach 100%. If our program is unsuccessful in recruiting an individual who

has a degree as described above, the Area Manager will apply for a waiver according to the Head Start Act.

HR Director

Area

Managers

As Needed

$

Personnel Records

Job Descriptions

Interview

Questionnaire Credentials

Waiver

Correspondence





Page 2


(3) Current and former Early Head Start and Head Start parents must receive preference for

employee vacancies for which they are qualified

Advertise for job announcement as per NENCAP Personnel Policies. 1) Screen applicants as per criteria. Perform Criminal Background Checks, Felony

Misdemeanor and Central Registry Check prior to hire (see 1301.31 (b))

2) Interview candidates, including those applying for in-house positions

3) Obtain the services of the Agency’s Equal Opportunity Officer. 4) Policy Council will approve decisions to hire potential Head Start employees.

5) If applicant is equally qualified, Head Start parents will receive preference. Job

Vacancies are normally posted in the parent corners.

At the discretion of the Head Start Director, Support Staff may participate in the interview process. If appropriate, bilingual staff will assist.

HR Director On-going

$ X

Interview Evaluation Form

Central Registry

Employment

Applications Job Ads

Criminal

Background Check

(4) Staff and program consultants must be familiar with the ethnic background of families and must

be able to serve and effectively communicate

Use current or past parents and staff as resources for understanding different cultures.

Recruit qualified staff and consultants who are culturally and ethnically diverse.

Support Staff As Needed

HR Director

On-going

$ X

Employment Apps Inkind, Written

Correspondence

(c) Early Head Start or Head Start director

qualifications are met

1) Must meet minimum requirements outlined on the job description.

Should have demonstrated skills and abilities in a management capacity relevant to

human services program management. 2) Support Head Start philosophy and Code of Ethics.

Directions for hiring a Head Start Director would come from the Executive Director,

with consultation from the PC Personnel Committee. Hiring must be approved by Regional Office.

HR Director

As Needed

X Personnel Records

Job Descriptions

Credentials Perform Evaluations

PC Minutes

Code of Conduct

Personnel Policies Interview Eval.

Form

d)

(1)

Qualifications of content area experts are met

Education and child development services

Staff and consultants providing expertise should provide direction to and input into

program planning and service delivery. Current licenses and certificates of all

contracted consultants will be obtained. We prefer the consultants to be familiar with

the ethnic background and heritage of families in the Head Start program.

Our lead Education Coordinator is the Education Specialist and must meet or exceed

the following by September 30, 2013.

1) a BA or advanced degree in early childhood; or 2) a BA or advanced degree in any subject and coursework equivalent to a major

relating to early childhood education with experience teaching preschool-age

children.

Head Start Teaching Staff Qualifications: each center-based program classroom must have a teacher who has:

Current minimum requirements: At least an Associate of Arts or an Associate of

Science degree.

Area

Managers

Specialists

On-going

Education

Specialist

HR Director

On-going

$

Credentials/

Transcripts

Contracts

Personnel Records Job Descriptions

Interview

Evaluation Form

Early Childhood Studies

Documentation





Page 3

#

(1)

(2)

OBJECTIVE

Education and child development services (continued)

Health services

PROCEDURE

As of September 30, 2013: At least 50% of Head Start teachers nation-wide must have a BA or advanced degree

in Early Childhood Education or a BA or advanced degree in any subject, and

coursework equivalent to a major relating to early childhood education with

experience teaching preschool-age children Teacher Aides/Assistants: all teaching assistants in center-based programs must;

By September 30, 2013:

1) have a Child Development Associate (CDA) credential;

2) be enrolled in a CDA credential program that will be completed within two years; 3) have an AA or BA (in any area) or be enrolled in a program leading to such a

degree

4) School Partnership Staff must meet Rule 11.

(See details at http://eclkc.ohs.acf.hhs.gov/hslc, search for ACF-IM-HS-08-12, Statutory Degree and Credentialing Requirements for Teaching Staff)

All health professionals will be registered, licensed or certified.

WHO/WHEN

FS Specialist On-going

MONITOR

$

DOCUMENTATION

Qualifications/

Professional

Development for Aides/Paras

Credentials/

Transcripts

Contracts

(3)

(4)

(5)

(6)

Nutrition services

Mental Health services

Family and community partnership services

Parent involvement services

Nutrition professionals will be registered, licensed or certified.

Mental Health consultants will be a licensed or a certified mental health professional

with experience and expertise in serving young children and their families.

FSS and FSW will have training, experience and/or skills in field(s) related to social, human or family services to assist the parents of young children in advocating and

decision making for their families.

FS Specialist

On-going

Mental Health Specialist

On-going

HR Director On-going

$

$

$

Credentials/

Transcripts

Contracts

(7)

(8)

Disability services

Regularly scheduled or on-going services of a

qualified fiscal officer

Utilize the expertise of ESU’s, local schools, and Early Intervention Coordinators.

Recruit, hire and secure a qualified fiscal officer and staff. The Fiscal Officer must be

bonded.

Disabilities

Specialist

On-going

Exec Director

On-going

$

B of D

Credentials

Contracts

Personnel Records Job Descriptions

Interview

Evaluation Form

(e) N/A

(f) N/A

http://eclkc.ohs.acf.hhs.gov/hslc





Page 4

#

(g)

(1)

OBJECTIVE

Classroom staffing and home visitors

Grantee and delegate agencies must meet the

requirements of 45 CFR 1306.20 regarding

classroom staffing

PROCEDURE

Each classroom will meet or exceed the staffing requirement of a teacher and an aide

and, whenever possible, a volunteer. Normally each classroom will include:

1) Teacher 2) Nutrition/Teacher Aide or Assistant Teacher 3) Center Aide

Normally center staff is employed at a minimum of 35 weeks within a school year.

Children attending part year programs are scheduled for a minimum of 128 (3.5-4 hour) days. The adult/child ratio is met at all times. The ratio is 1 adult per 10

children, as recommended by child care licensing standards.

WHO/WHEN

Area Manager

On-going

MONITOR

$

DOCUMENTATION

Timesheets

ChildPlus Reports

Job Descriptions Daily Schedules

(2)

When a majority of children speak the same

language, at least one classroom staff member or

home visitor must speak their language

Every effort is made to hire bilingual staff when children (in that classroom) speak

another language, or a bilingual consultant or volunteer will be obtained within the

local community for services.

Specialists

Area

Managers

As Needed

$ Job Ad

Personnel Records

Interview Eval.

Form ChildPlus Reports

(3) Center-based programs class size requirements

must be maintained through the provision of

substitutes when regular classroom staff are

absent

Classrooms are staffed with a teacher, teacher aide and center aide. The Family

Service Worker assists in the classroom as necessary. Substitutes are utilized as

needed.

Volunteers are not counted as staff ratio.

Supervisor

On going

$ ChildPlus # 2315

(4) N/A

(5) Staff must supervise the outdoor and indoor play

areas in such a way that children’s safety can

easily be monitored and ensured

Children are supervised during outdoor and indoor play to assure staff/child ratios are

adequate. There will not be more than 10 children under the direct supervision of one

staff member. Staff will keep all children in viewing range. Regular safety checks are performed.

Teacher

Daily

@

Health & Safety

Checklist

Support Staff Observations

Playground Safety

Checklist

(h)

(1)

Standards of conduct

Ensure that all staff, consultants, and volunteers abide by the program’s standards of conduct.

These standards must specify that

All staff read and sign NENCAP Head Start Code of Conduct statement at the

beginning of their employment and at pre-service thereafter.

All staff, volunteers and consultants are introduced to the agency’s & program’s standards of conduct through a variety of ways such as:

1) Agency Personnel Policies 9) Child Care Standards

2) Community Action Code of Ethics 10) Written Plan

3) NENCAP Head Start Code of Conduct 11) Training Classroom

4) ROMA Goals 12) Parent Handbook

5) HR Orientation 13) Training (on-going)

6) Head Start 101 Training 14) Videos

7) NAEYC Code of Ethical Conduct 15) On-going communication 8) ECLKC

This list is not all inclusive.

HR Director,

Support Staff

Annually On-going

$ Code of Conduct

Correspondence

Orientation Training Manual

Orientation Checklist

Volunteer trng forms

Agency Personnel

Policies

Code of Ethics Form

Training Attendance

Log

(i) Respect and promote the unique identity of each

child and family and refrain from stereotyping on

the basis of gender, race, ethnicity, culture,

religion, or disability

All staff, volunteers, and consultants provide an environment that supports each child

and family.

All HS Staff

On-going

%, @, #, $,

&, *,

+

Code of Conduct

Correspondence

Orientation

Checklist Volunteer Trng Form






Page 5

(ii)

(iii)

(iv)

Follow program confidentiality policies

No child will be left alone or unsupervised

Use positive methods of child guidance (as described)

Confidential information will be seen by and discussed only with staff members who

can demonstrate a need for the information in order to perform their jobs. Children

and families last names are confidential and will not be posted in public view.

Confidentiality training and sign confidentiality agreement upon hire.

Breach of confidentiality will be addressed through disciplinary action.

Children are under adult supervision at all times. Child/staff ratios are maintained and

no child is ever left alone or unattended.

Clear, reasonable, consistent and age appropriate rules will be established for children.

Children will be encouraged to solve problems and their feelings will be

acknowledged and respected.

A Positive Guidance Policy is posted and implemented in each classroom. Head Start Behavior Support Plan is implemented as necessary.

All HS Staff

On-going

All HS Staff

Orientation,

Upon hire

Supervisors As needed

All HS Staff

On-going

HR

HR

@, $, HR

@, *

Confidentiality

Policy Form

Corrective Action

Notice

Classroom Rules

Positive Guidance

Policy

Personnel Policies Head Start Behavior

Support Plan

(2) All employees engaged in the award and administration of contracts or other financial

awards sign statements, re: not accepting

gifts, etc.

Each center receives a copy of the Agency’s Personnel Policies. The Policies are also available on the intranet. Each staff member must sign a statement verifying they

have read and understand the policies of employment.

HR Director Within 10

days of

employment

X NENCAP Receipt of Agency Manual

(3) Include provision for appropriate penalties for

violating the standards of conduct

Follow the Disciplinary Action procedure as referenced in the Agency’s Personnel

Policies.

Supervisors

As Needed

@, HR

$

Employee Incident

Form

Performance Correction Notice

(i) Staff performance appraisals, must at a minimum, perform annual performance reviews

and use the results of these reviews to identify

staff training and professional development

needs, modify staff performance agreements, as necessary, and assist each staff member in

improving skills and professional competencies

Update and approval of the evaluation instruments. Each employee will generally be evaluated at the conclusion of the introductory period

and annually as outlined in NENCAP Personnel Policies.

Head Start Administration (Support Staff) a) An evaluation will be conducted on their anniversary date.

b) If a position title is changed, the effective date of that change becomes the new

anniversary date.

c) Cost of Living Adjustments are retroactive to the beginning of Head Start’s fiscal year.

d) Merit increases are contingent upon available funding and a positive review.

Center Staff

a) An evaluation will be conducted by the supervisor. b) Evaluation should be completed on temps and substitutes.

c) Cost of Living Adjustments are retroactive to the beginning of Head Start’s fiscal

year.

d) Merit increases are contingent upon available funding and a positive review. e) Retroactive merit increases will be effective either the start of the fiscal year or

beginning of the next school year.

f) Submit forms to Head Start Director for final approval. Head Start Director will

submit forms to the Human Resources Director

Support Staff Annually

Upon 90 days

of hire

HS Director

On-going

Supervisors April-PY/

May-EY

$

X

$

Performance Evaluation Form

Personnel

Action Form

Job Descriptions

Performance

Evaluation Form

Personnel Action

Form Job

Descriptions





Page 6


(j)

(1)

Staff and volunteer health

Each staff member has an initial health exam

Initial Health Examination

All staff will use the Health Information Report for health examinations.

A Health Professional will be available at Pre-Service to complete health exams. In

the event that an employee is hired after Pre-Service training, he/she will receive a health examination as part of his/her NENCAP Orientation. The examination will be

completed utilizing NENCAP Staff. If taking medications, a doctor’s signature will

be required.

Employees may utilize their own health care provider at their own expense. If an employee has seen or been under the care of a physician within the last 6 months,

and provides proof of such, he/she will not be required to have another exam.

Regular employees, subs/temps, and partners may be required to complete a health

examination.

Health

Services

Pre-Service

Within 30 days

New hire

Orientation

HR

CC License

Health Information

Report

Medical File

OBJECTIVE

Drug and Alcohol Testing

Each new employee, including temps, subs and partners, will follow the Drug & Alcohol Testing Procedure according to the Categories of Staff/Volunteers Paperwork

Requirements.

Current employees will follow the Drug & Alcohol Testing Procedure if they are

randomly selected. (See Personnel Policies, #16.4) Tuberculosis Screening

TB screening for staff is necessary to identify persons harboring the TB organism to

prevent its spread. TB screening will be performed on all Head Start employees.

Temps, subs, and partners will follow the same procedure as regular employees. Child Care Licensing Procedures will be followed.

New employees will not be allowed in a Head Start classroom when children are

present until TB results are received.

In the event that an individual has a valid reason for not testing, the individual will sign a Tuberculosis Waiver, which includes a statement by a health professional.

A valid reason includes; previously tested positive, pregnancy, Doctor’s note, and

refusal. The individual will be given a copy of a TB information/fact sheet and he/she

will not be required to receive a TB screen. 1) The Mantoux test will be administered by a trained health professional following

standard procedure.

2) The test will be read by a trained health professional within 48-72 hours.

3) Reactions will be recorded as actual millimeters of induration. 4) Indurations greater than 5 mm will be considered to be a positive test for TB.

In the event that an individual tests positive for TB, he/she will be given a copy of a

TB information/fact sheet and referred to his/her medical provider. He/she must be

seen by a physician, physician’s assistant, or nurse practitioner within two weeks of the positive test. The individual will not be allowed to work in the Head Start Center

until the Human Resource Director receives a note indicating that the individual has

been evaluated and may return to work without restrictions. The initial physical exam

and any follow-up are the responsibility of the individual, unless it is determined after exploration of the source of exposure that the illness is work related.

PROCEDURE

HR/Health

Services Orientation or

Randomly

HR/Health

Services

As Needed

HR/Health

Services

As Needed

HR/Health

Services

As Needed

WHO/WHEN

X

X

X

X

MONITOR

Categories of

Staff/Volunteers Paperwork

Requirements

TB Waiver

Staff TB Form

Staff TB Form

TB Information/

Fact Sheet Doctor Note

Medical File

Correspondence

DOCUMENTATION





Page 7

#

1)

Staff and volunteer health

(continued)

Hepatitis B

Hepatitis B vaccinations are offered to NENCAP Head Start employees free of charge.

The vaccinations will be given in a series of three injections by a health professional. Vaccination will be given after successfully completing introductory period. A letter

will be submitted to employee notifying them of eligibility. Series may be given at

local immunization clinics or trainings. The second series will be given at least one

month after the first series. The third series will be given at least six months after the first series.

Flu Shots

Flu shots may be administered, when available, through the Agency’s Health Services

program and normally is available free of charge.

Health

Services

After Introductory

Period

HR/Health

Services

As Needed

X

X

Medical File

Hepatitis B

Waiver Form

Medical File

(2) Regular volunteers must be screened for tuberculosis in accordance with State, Tribal, and

local laws.

Regular volunteers working over 15 hours a week, consecutively for four weeks and counted in class ratio will be offered TB screening.

HR/Health Services

As Needed

X

TB Form

(3) Make mental health and wellness information

available to staff

EAP – Utilize the Employee Assistance Program which is contracted with the Grantee.

The toll free number is 1-800-369-8800.

A 20 minute walk is available for a staff who works at least an 8 hour day. Provide printed materials and training related to wellness, as applicable. Staff has

access to the Agency Wellness Program via the intranet and email.

HS Staff

On-going

HR/Support

Staff

As Needed

X

$,*, X

EAP Newsletter and

report to agency

Correspondence

Wellness Survey

Wellness Emails

(k)

(1)

Training and development

Provide an orientation to all new staff,

consultants, and volunteers

Staff Orientation:

1) Send new hire letter to new staff and Head Start Director.

2) Pre-employment Drug & Alcohol Testing Procedure and other health requirements.

3) Fill out employment forms

4) Orientation training

5) Meet Agency Administrative office staff 6) New staff read NAEYC Code of Ethical Conduct and sign NENCAP Head Start

Code of Conduct. Staff is given a copy of the NAEYC Code of Ethical Conduct

to keep in their Professional Development Portfolio.

7) New staff may receive individualized training.

Consultant Orientation:

1) Outline needs and expectations of program and provider.

2) Provide information, materials, equipment and assistance as necessary. 3) Obtain credentials.

4) Fill out appropriate forms.

Volunteer Orientation:

Follow volunteer orientation procedure as outlined in the training manuals according to specific category.

HR Director

Upon Hiring

Annually

Prior to hiring

HR Director

Adm Assistant

Program

Specialist

Upon hiring

Support Staff

After Agency

Orientation Support Staff

As Needed

Designated

Staff HR

X

@

$

&

$

@

$

Personnel Records

HS Orientation Checklist

Job Description

Agency Manual

Training Forms Code of Conduct

Personnel Records

Invoice

Consultant Report

Volunteer Forms





Page 8

#

OBJECTIVE

PROCEDURE

WHO/WHEN

MONITOR

DOCUMENTATION

(2) A structured approach to staff training and

development, attaching academic credit whenever possible

Actively engage in a process of professional development. Defining training and

development needs could be determined by: a) Professional Development Checklist

b) Observations

c) Performance Evaluation(s)

d) Surveys e) Staff goals = Minimum of one goal

f) Reflect on goals monthly

Develop Pre-service and other training opportunities through an individualized approach by:

a) Utilizing Professional Development Checklist, Performance Evaluations, and

individual goals.

b) Setting up training. c) Utilizing available resources through collaborative efforts.

All full time staff is required to obtain a minimum of 25 hrs of professional

development training per year; part time staff must obtain a minimum of 12 hrs.

Attach academic credit when possible.

Newly hired staff and/or other partners will receive training.

Coordinate with partners to open all appropriate training to parents and child care

providers.

All HS Staff

On-going

Support Staff

As Needed

HS Staff

On-going

Adm

Assistant

As Needed

HS Staff As Needed

Adm

Assistant

As Needed

&, @

&, @

Supervisor

$

@

$

Individual

Portfolio, Individual Professional

Develop Plan

ChildPlus Report

Training Calendar

Professional

Development

Checklist Flyers

ChildPlus Report

Professional

Development Audit

Transcripts

Training Forms

Newsletter

Flyers

Correspondence





Page 9

(3)

(i)

(ii)

(4)

On-going opportunities for staff to acquire the

knowledge and skills necessary to implement the

content of the Head Start Program Performance

Standards. It must also include:

Methods for identifying and reporting child

abuse and neglect that comply with applicable

state and local laws

Methods for planning for successful child and

family transitions

Training/orientation to EHS and Head Start

governing body members. Also orientation and

ongoing training to EHS and Head Start Policy

Council and Policy Committee members to enable them to carry out their program

governance responsibilities effectively.

1) Each classroom will be provided access to the Written Plan, Parent Handbook, and

other pertinent information on a regular basis.

2) FSW & Ed Training Manuals will be available via intranet.

3) Staff will be provided with training regarding child abuse and neglect utilizing local resources.

Use established methods for child abuse and neglect identification and reporting.

Update Transition Plans. Transition Plans are developed locally and updated annually

for the following year. A copy is sent to the Area Manager.

Orientation is held with the Board of Directors and newly elected Policy Council

members.

Orientation for Policy Council members is offered monthly following regular

meetings for those who still need the training. Elected Policy Committee members receive training for their respective committees at

the following meeting and throughout the year.

Support Staff

Annually

All HS Staff

On-going

FSW/Teacher

By March 1st

HS Director

October Ongoing

$

%, *

@

X

ChildPlus Reports

Child Abuse

Reporting Form

FSW/ Ed Training Manuals

Child Abuse

Reporting Form

Transition Plans

Orientation packet

Policy Council

Roster

SUBPART D – PROGRAM DESIGN MANAGEMENT



1304.53 – FACILITIES, MATERIALS AND EQUIPMENT

Page 1


(a)

(1)

(2)

Head Start physical environment and facilities

must provide:

Environment and facilities conducive to learning and reflective of the different stages of

development of each child

Appropriate Space

The program will follow all Local, State and Federal Regulations to assure quality

licensed Head Start Centers.

See 1304.21 (5) (i-ii)

See Child Care Center Standards/Regulations

HS Director

As Needed

X Health and Safety

Checklist

Playground Safety Checklist

(3) Center space organized into functional areas that

allow for individual activities and social

interactions

See 1304.21 (5) (iii)

See CFR 1308.4 for children/disabilities

Teacher

As Needed

@ Ed Observations


(5) Centers must have at least 35 square feet of

usable indoor space per child and at least 75 sq.

feet of usable outdoor play space per child

Every attempt to exceed the minimum space required will be made. NENCAP Head

Start recommends 50 square feet of usable indoor space per child and 100 square feet

of usable outdoor space per child.

HS Director

As Needed

Teacher

Sept/Jan/April

X

@

Space In-kind

Report,

ECERS Health & Safety

Checklist

(6) Facilities owned or operated must meet the

licensing requirements of 45 CFR 1306.30

1) Fire inspections:

Original Certificate of Occupancy is posted in a prominent place. Fire protection

equipment inspections:

a. Tap, hold upside down and shake all fire extinguishers. This needs to be done to the extinguishers in the centers.

b. Test emergency lights.

c. Barone Fire System is contracted to inspect fire alarm system semi-

annually. 2) Safety health and sanitation inspection:

Child Care and Group Home Evaluation and Food Establishment Inspection

Reports are posted in a prominent place and a copy is sent to the central office.

FSW

As Needed

Designated

Staff

Monthly

Program Specialist

Every 5 years

FSW Annually

@, #

@

$

@, =

Certificate of

Occupancy

First Aid Checklist

Contracts

Bills

Child Care and

Group Home Eval

Food Est. Ins. Report

(7)

Maintenance, repair, safety, and security of all facilities, materials and equipment

1) Visual inspections will be done. Follow purchasing procedures as stated on the Needs List.

Repairs are to be consulted with the Administrative Assistant and notify Area

Managers.

2) Complete Health and Safety Checklist. A copy is sent to the Area Manager and kept in the Ed. Notebook.

3) Playground Safety Checklist to be kept on site in Education Notebook.

All HS Staff As Needed

Teacher Sept, Jan, Mar.

Teacher

Daily

@

@

@

Health/Safety Checklist

Bids, Needs List

Maintenance Log

Health and Safety Checklist

Playground Safety

Checklist

(8) A center-based environment free of toxins.

Children must not return to the affected area until it is safe to do so

1) Safety Health and Sanitation inspection. Child Care and Group Home Evaluation

and Food Establishment Inspection Report is posted in a prominent place and sent to the central office.

2) Adherence to Smoke Free Environment Policy.

3) Post “No Smoking” signs at each entrance.

Center Team

Annually

All HS Staff

On-going

FSW

@

%, @, $,

#, *

Child Care and

Group Home Eval. Food Est. Ins.

Report

Smoke Free

Environment Policy Visual





Page 2


(9) Outdoor play areas arranged so as to prevent any child from leaving

See Child Care Center Regulation/Standards Teacher On-going

@ Ed Observations

(10)

(i)

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(ix)

(x)

(xi)

(xii)

(xiii)

(xiv)

(xv)

(xvi)

A safety inspection, at least annually

There is a safe and effective heating and cooling

system that is insulated to protect children

No highly flammable furnishings, decorations, or materials

Flammable and other dangerous materials and

potential poisons are stored in locked cabinets or

storage facilities separate from stored medications and food and are accessible only to

authorized persons

Rooms are well lit and provide emergency

lighting Approved, working fire extinguishers are readily

available

An appropriate number of smoke detectors are

installed and tested Exits are clearly visible and evacuation routes

are clearly marked

Indoor and outdoor premises are cleaned daily

Paint coatings do not contain hazardous quantities of lead

Playground equipment and surfaces minimize

the possibility of injury to children

Electrical outlets accessible to children prevent shock through use of child resistant covers

Windows and glass doors are adjusted to prevent

injury to children

Only sources of water approved by the local or state health authority are used

Toilets and handwashing facilities are adequate,

clean, in good repair, and easily reached by

children. Toileting and diapering areas must be separated from areas used for cooking, eating or

children’s activities

Toilet training equipment is provided for

children being toilet trained All sewage and liquid waste is disposed of

through a locally approved sewer system, and

garbage and trash are stored in a safe and

sanitary.

See 1304.53 (a) (6)

a) Safety, health and sanitation inspection

Child Care and Group Home Evaluation is posted in a prominent place and sent to

the Central Office.

b) Health and Safety Checklist will be completed three (3) times per year and a copy

is sent to the Area Manager and kept in the Ed. Notebook.

c) An agency safety committee has been developed to instruct all employees in safe

and healthy work practices. This safety committee shall be composed of one adm.

staff and approximately six appointed staff from programs and meet at least once

every three months, more if necessary. The Program Director will appoint a staff representative for Head Start.

d) OHS Health and Safety Screener will be completed one (1) time a year and the

original will be sent to the Head Start Director.

Employee should:

a) Have access to the safety manual on the intranet

b) Be knowledgeable regarding MSDS information c) Report unsafe conditions or hazards by submitting the Safety Suggestion Form

An Agency Safety Inspection Checklist will be completed and sent to the Head Start

Director.

FSW

Annually

Teacher

September,

January, April

HS Director

Area Managers

Annually

All HS Staff

Upon Hiring

As Needed

Designated Staff

November

Teachers Annually

@

@

X

$

HR/

Supervisor

$

@

Child Care and

Group Home

Evaluation

Health and Safety

Checklist

Ed Observation Education Notebook

Safety Manual

OHS Health And

Safety Screener

Safety Suggestion

Form

Safety Inspection Checklist





Page 3


xvii Adequate provisions are made for children with disabilities to ensure their safety, comfort and

participation

Follow Rule 51, I.D.E.A. and ADA Regulations All HS Staff On-going

@, * Ed Observations Meeting Minutes

(b)

(1)

(i)

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

Head Start equipment, toys, materials and

furniture

Provide and arrange sufficient equipment, toys,

materials and furniture that are: Supportive of the specific educational objectives

of the local program

Supportive of the cultural and ethnic

backgrounds of the children Age-appropriate, safe, and supportive of the

abilities and developmental level of each child

served, with adaptation, if necessary, for children

with disabilities Accessible, attractive, and inviting to children

Designed to provide a variety of learning

experiences and to encourage each child to

experiment and explore Safe, durable and kept in good condition

Stored in safe and orderly fashion

Each classroom will order their own classroom supplies with the determined

allotment. The program will follow Developmentally Appropriate Practices when

ordering.

Toys, equipment, materials and furniture are accessible, attractive, culturally sensitive

and inviting to the children.

Teacher

On-going

Center Team As Needed

@, *

Beginning of the

year Classroom

Environment

Checklist Ed Observations

Health and Safety

Checklist

Inventory Form

(2)

N/A

N/A

N/A

N/A

N/A

(3)

N/A

N/A

N/A

N/A

N/A




1305 – ERSEA

Page 1

1305.4 OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

To be eligible for Head Start services, a child must be at least three years old by the date

used to determine eligibility for public school

in the community in which the Head Start

program is located, except in cases where the Head Start program's approved grant provides

specific authority to serve younger children.

Examples of such exceptions are programs

serving children of migrant families and Early Head Start programs.

Children participating in the Head Start program are of an eligible age. Children must be three years old by the date used to determine eligibility for public schools in order

to receive Head Start services. Proof of birth must be presented at the time of the

application. Proof of birth includes:

State birth certificate

Hospital birth certificate

State ID card

document from a physician or other professional

Tribal Enrollment Card

For school partners, the birth certificate provided may require the State Seal.

Family Service Workers; At

time of

Application

# %

HS Application; Child File; Proof of

Birth

(b)(1) At least 90 percent of the children who are

enrolled in each Head Start program must be from low-income families.

Income of all families is verified at time of application – before eligibility

determination is made.

Family Service

Workers; At time of

Application

#

%

Child File

(b)(2) Except as provided in paragraph (b)(3) of this

section, up to ten percent of the children who

are enrolled may be children from families

that exceed the low-income guidelines but who meet the criteria that the program has

established for selecting such children and

who would benefit from Head Start services.

A Head Start Eligibility Priority Criteria is utilized to determine need, is completed

with every application. The Eligibility Information form is completed, sent to the

appropriate site and filed with the application All efforts will be exhausted to fill

enrollment slots with income eligible children/families. No children/families with income above 130% of the federal poverty level will be accepted until all income-

eligible families have been accepted, for each site.

Family Service

Worker; At

time of

Application

# HS Application;

Eligibility Priority

Criteria; Eligibility

Information Form; Child File

(b)(3) (3) A Head Start program operated by an

Indian Tribe may enroll more than ten percent

of its children from families whose incomes

exceed the low-income guidelines when the

following conditions are met:

N/A N/A N/A N/A

(c) The family income must be verified by the Head Start program before determining that a

child is eligible to participate in the program.

Income of all families is verified at time of application – before eligibility determination is made.

Family Service Worker; At

time of

Application

# %

Child File; Eligibility

Information Form

(d) Verification must include examination of any

of the following: Individual Income Tax Form

1040, W-2 forms, pay stubs, pay envelopes, written statements from employers, or

documentation showing current status as

recipients of public assistance.

Family income is verified at the time of application and must include any of the

following:

Income Tax Return (1st page with adjusted gross income);

W-2 Forms;

Public Assistance Award documentation;

Income Verification Requests

Pay stubs (12 months)

Family Service

Staff; At time

of Application

#

%

Child File;

Eligibility

Information Form

(e) A signed statement by an employee of the

Head Start program, identifying which of

these documents was examined and stating

that the child is eligible to participate in the

program, must be maintained to indicate that

income verification has been made.

A Head Start Eligibility Information form is completed for every application. This

form includes: Date of Application, Family Income and proof of birth. The Administrative Secretary reviews the following sections: Applicant information,

CACFP information, eligibility income and Eligibility Criteria Points. The Family

Service Specialist reviews: family income, family size, proof of birth, eligibility points, disability information and varicella immunization. Both staff members sign

and date the form.

Administrative

Secretary and Family Service

Specialist

$ Child File;

Eligibility Verification; HS

Application




1305 – ERSEA

Page 2


(a) In order to reach those most in need of Head

Start services, each Head Start grantee and

delegate agency must develop and implement

a recruitment process that is designed to actively inform all families with Head Start

eligible children within the recruitment area of

the availability of services and encourage

them to apply for admission to the program. This process may include canvassing the local

community, use of news releases and

advertising, and use of family referrals and

referrals from other public and private agencies.

Families receiving Public Assistance will be sent a letter encouraging them to

complete an application. Local service agencies will be sent current information and

will be encouraged to refer families.

Eligible families will be made aware of the recruitment process through flyers, news

releases, cable TV, and possible application events.

Recruitment efforts are on-going throughout the year.

Head Start

Staff; On-

going

Family Service

Worker;

February,

March, April, and May

Family Service

Worker

@ Recruitment Plan

(b) During the recruitment process that occurs prior to the beginning of the enrollment year, a

Head Start program must solicit applications

from as many Head Start eligible families

within the recruitment area as possible. If necessary, the program must assist families in

filling out the application form in order to

assure that all information needed for selection

is completed.

In order to maintain a waiting list of eligible children so that enrollment vacancies can be filled throughout the school year, the following will occur:

Advertising in various locations throughout the service area

Making contacts with churches, schools, and other groups to publicize Head

Start

Set up tables at WIC, Immunization Clinics, and Parent Teacher

Conferences to recruit families.

Information about the program is distributed at children’s events, health

fairs, county fairs, and community events.

Family Service Worker and

Area

Managers;

May through August

@ Recruitment Plan; Childplus waitlists

(c) Each program, except migrant programs, must

obtain a number of applications during the

recruitment process that occurs prior to the

beginning of the enrollment year that is greater

than the enrollment opportunities that are

anticipated to be available over the course of

the next enrollment year in order to select

those with the greatest need for Head Start

services.

Each site’s waitlist must contain at least 20% over their funded enrollment by summer

layoff. If this requirement is not met, a plan must be developed between the Family

Service Worker and their Area Manager.

Applications received on or before the 15th of each month will be considered for

enrollment on the last Wednesday of the month. Four year old applications will be considered throughout the month for selection.

Applications for partnerships will not accepted until annual contracts are signed.

Guidelines will be according to individual contracts. Under no circumstances can a child start without acceptance notification from the Administrative Secretary in the

Central Office.

Family Service

Worker; May

and June

Admin Sec;

FSS

Family Service

Workers; Admin Sec;

FSS

@

$

@,$

Recruitment Plan;

Childplus waitlists


(a) Each Head Start program must have a formal

process for establishing selection criteria and

for selecting children and families that considers all eligible applicants for Head Start

services. The selection criteria must be based

on those contained in paragraphs (b) and (c) of

this section.

Eligibility Priority Criteria, which has been approved by the Grantee Board

and the Policy Council, will include all of the following areas for

consideration when selecting children:

Income Eligibility;

Age Eligibility;

Continuing Eligibility (Returnee Children);

Priority Values – Parental Status, Disability Status, and prior

enrollment in Early Head Start

Management

Staff; January

Grantee

Board;

Policy Council


Criteria; Meeting

Minutes

(b) In selecting the children and families to be The Eligibility Priority Criteria is used to determine eligibility. If a tie in priority Administrative $; B of D; Eligibility Priority




1305 – ERSEA

Page 3

served, the Head Start program must consider

the income of eligible families, the age of the

child, the availability of kindergarten or first

grade to the child, and the extent to which a child or family meets the criteria that each

program is required to establish in Sec.

1305.3(c)(6). Migrant programs must also

give priority to children from families whose pursuit of agricultural work required them to

relocate most frequently within the previous

two-year period.

points is determined the older child will be accepted. The Head Start Director has the

authority to make decisions as needed to comply with standards.

Nebraska Kindergarten Entrance Age Guidelines will be used in determining the age

of each child.

N/A

Secretary, FSS,

Head Start

Director; On-

going

PC Criteria

(c) At least 10 percent of the total number of

enrollment opportunities in each grantee and

each delegate agency during an enrollment year must be made available to children with

disabilities who meet the definition for

children with disabilities in Sec. 1305.2(a). An

exception to this requirement will be granted only if the responsible HHS official

determines, based on such supporting

evidence he or she may require, that the

grantee made a reasonable effort to comply with this requirement but was unable to do so

because there was an insufficient number of

children with disabilities in the recruitment

area who wished to attend the program and for whom the program was an appropriate

placement based on their Individual Education

Plans (IEP) or Individualized Family Service

Plans (IFSP), with services provided directly by Head Start or Early Head Start in

conjunction with other providers.

Disability services information is included in all recruitment material. Head Start

keeps other community agencies, schools, etc., well informed regarding available

disability placement/services, recruitment schedules, and program requirements via mailings, brochures, etc.

The MDT/IEP/IFSP should be attached to the application of the child who has a diagnosed disability.

Head Start also maintains annually updated MOA agreements with each Planning

Region Team to ensure quality services are provided.

Family Service

Specialist; HS

Management Team; On-

going

Family Service Specialist,

FSW; On-

going

Area Manager;

Yearly

$

%

+

Recruitment

Materials

MOA’s

(d) Each Head Start program must develop at the

beginning of each enrollment year and

maintain during the year a waiting list that

ranks children according to the program's

selection criteria to assure that eligible

children enter the program as vacancies occur.

Recruitment occurs year-round, however recruitment efforts are intensified beginning

in February for the next school year in order to ensure an adequate waiting list is

available at all times during the enrollment year.

FSW and FSS;

On-going

@ #2025 Waitlist


(a) Each child enrolled in a Head Start program,

except those enrolled in a migrant program,

must be allowed to remain in Head Start until

kindergarten or first grade is available for the child in the child’s community, except that the

Head Start program may choose not to enroll a

All children who remain age and income-eligible for a 2nd year of Head Start services

will be given priority during the selection process and must complete a Returnee

application.

Any child who is enrolled as “over-income” during their 1st year of Head Start

services, will be required to re-verify income before being enrolled for a 2nd year of

FSW ;

February

FSW ;

$ and # Child File;

Application




1305 – ERSEA

Page 4

child when there are compelling reasons for

the child not to remain in Head Start, such as

when there is a change in the child’s family

income and there is a child with a greater need for Head Start services.

services and must complete an application.

Partnership programs will not be required to re-verify income with the exception of

Stanton.

February

(b) A Head Start grantee must maintain its funded enrollment level. When a program determines

that a vacancy exists, no more than 30

calendar days may elapse before the vacancy

is filled. A program may elect not to fill a vacancy when 60 calendar days or less remain

in the program's enrollment year.

When an enrollment vacancy exists the vacancy will be filled as soon as possible with the next child/family on the waiting list. Generally, no enrollment vacancy will be

held for a child/family in excess of 30 calendar days. A classroom may elect not to fill

a vacancy when 60 calendar days or less remain in the program year.

Administrative Secretary; As

Needed

$ Change of Status; End of Month

Enrollment Report;

Child Plus

(c) If a child has been found income eligible and

is participating in a Head Start program, he or

she remains income eligible through that

enrollment year and the immediately

succeeding enrollment year. Children who are

enrolled in a program receiving funds under

the authority of section 645A of the Head Start

Act (programs for families with infants and

toddlers, or Early Head Start) remain income

eligible while they are participating in the

program. When a child moves from a program

serving infants and toddlers to a Head Start

program serving children age three and older,

the family income must be re-verified. If one

agency operates both an Early Head Start and

a Head Start program, and the parents wish to

enroll their child who has been enrolled in the

agency's Early Head Start program, the agency

must ensure, whenever possible, that the child

receives Head Start services until enrolled in

school.

Children who have attended Early Head Start will not be accepted until they turn 3 to

assure seamless services.

Children enrolled in the program as 3-year olds who are income eligible, and who return for a second year will remain income eligible.

Administrative

Secretary,

Family Service

Specialist; on-going

$ Child Plus; Child

File


(a) When the monthly average daily attendance

rate in a center-based program falls below 85 percent, a Head Start program must analyze

the causes of absenteeism. The analysis must

include a study of the pattern of absences for

each child, including the reasons for absences as well as the number of absences that occur

on consecutive days.

Attendance is reported and tracked by the Area Manager on a monthly basis.

Individual child attendance is discussed at weekly team meetings. Patterns of absenteeism and causes are analyzed by the classroom staff, as needed. Follow up is

completed as necessary.

Area Manager

and Classroom Staff; Weekly

and Monthly

@ Child Plus; Family

Contact Log; Team Meeting Minutes

(b) If the absences are a result of illness or if they

are well documented absences for other

reasons, no special action is required. If,

however, the absences result from other

Attendance is reported and tracked by the Nutrition Aide on a daily basis. Parents are

contacted when a child is absent without notification. After an absence of four

consecutive days a contact is made to determine the cause of the absence and the need

for support and/or assistance.

Nut Aide, Area

Manager,

Family Service

Worker, and

@ and $ Child Plus; Child

File; Family

Partnership

Agreement, Teacher




1305 – ERSEA

Page 5

factors, including temporary family problems

that affect a child’s regular attendance, the

program must initiate appropriate family

support procedures for all children with four or more consecutive unexcused absences.

These procedures must include home visits or

other direct contact with the child’s parents.

Contacts with the family must emphasize the benefits of regular attendance, while at the

same time remaining sensitive to any special

family circumstances influencing attendance

patterns. All contacts with the child’s family as well as special family support service

activities provided by program staff must be

documented.

Attendance concerns are discussed at weekly team meetings. Necessary follow-up is

provided by the Family Service Worker, as needed.

Teachers and Family Service Workers work directly with the families to show how

attendance directly affects School Readiness Goals.

Teacher

As Needed

Family Visits,

Home Visits, and Parent

Teacher

Conferences; 6

times a year

Family Contacts,

Team Meeting

Minutes

(c) In circumstances where chronic absenteeism

persists and it does not seem feasible to

include the child in either the same or a

different program option, the child's slot must

be considered an enrollment vacancy.

If after program support and/or assistance is offered/provided, the absenteeism persists

with four or more absences in three consecutive months, the enrollment slot will be

considered vacant and will be filled from the waiting list.

Family Service

Worker, Area

Manager, and Administrative

Assistant

& Child Plus; Family

Contact Log,

Change of Status, and Child Files

1305.9 A Head Start program must not prescribe any fee schedule or otherwise provide for the

charging of any fees for participation in the

program. If the family of a child determined to

be eligible for participation by a Head Start program volunteers to pay part or all of the

costs of the child's participation, the Head

Start program may accept the voluntary

payments and record the payments as program income. Under no circumstances shall a Head

Start program solicit, encourage, or in any

other way condition a child's enrollment or

participation in the program upon the payment

of a fee.

Head Start does not charge fees for Head Start services. HS Director $ Policies/Procedures

Page 1

SUBPART B: DISABILITIES SERVICE PLAN



1308.4 PURPOSE AND SCOPE OF DISABILITIES SERVICE PLAN


(a) A Head Start grantee must develop a disabilities

service plan providing strategies for meeting the

special needs of children with disabilities and their parents.

The purposes of this plan are to assure:

Purpose and scope of disabilities service plan. (a) – (n)

A disability services plan will be developed and updated to ensure children diagnosed

with disabilities receive appropriate services. At a minimum, ten percent of enrollment opportunities are for children with disabilities.

Recruitment information states children with disabilities are encouraged to apply.

Support Staff

Annually

All staff

On-going

@, *, $

@, *, %

Staff Meeting

Minutes

PC Minutes

Recruitment Info

(1) That all components of Head Start are

appropriately involved in the integration of

children with disabilities and their parents; and

All components, including education, health, social services, parent involvement,

mental health and nutrition are used with parent input when developing needs and

activities. Parents, staff and Policy Council members provide input into the disabilities service plan.

Eligibility Grid reflects priority points for children with disabilities.

Education

Specialist

On-going

$ FCF

IFSP/IEP

ASQ & ASQ:SE Eligibility Priority

Criteria

(2) Those resources are used efficiently. Local Interagency Agreements with school districts and Planning Region Teams are

made to ensure timely services.

Area Manager

On-going

$ IFSP/IEP

MOA

(b) The plan must be updated annually. The disabilities service plan is reviewed and updated along with 1304 and 1305. Support Staff

Annually

$ PC Minutes

Staff Meeting Minutes

(c) The plan must include provisions for children

with disabilities to be included in the full range of activities and services normally provided to all

Head Start children, and provisions for any

modifications necessary to meet the special

needs of the children with disabilities.

See 1304.21 (a) (1) (i-ii) – Services do not result in undue attention to a child with a

disability, such as posting names and schedules of special services, publicizing the disability of the individual child.

Teacher

On-going

@, * On-going

assessment FCF

IFSP/IEP

Budget

(d) The Head Start grantee and delegate agency must

use the disabilities service plan as a working

document which guides all aspects of the agency’s effort to serve children with disabilities.

This plan must take into account the needs of the

children for small group activities, for

modifications of large group activities and for any individual special help.

Section 1308 is used in conjunction with 1304.21 (c) (1) (i) to ensure all children

receive developmentally appropriate early childhood services. Learning environments

provide pictures and books which reflect children and adults with disabilities, including those in active roles.

Training and resources are available to staff to meet the individual needs and

acceptance of children with disabilities.

Teacher

On-going

@, * Staff Meeting

Minutes

IFSP/IEP FCF

Center Observations

(e) The grantee or delegate agency must designate a

coordinator of services for children with disabilities (disabilities coordinator) and arrange

for preparation of the disabilities service plan

and of the grantee application budget line items

for services for children with disabilities. The grantee or delegate must ensure that all relevant

coordinators, other staff and parents are

consulted.

Disabilities Specialist is responsible to ensure the plan is implemented and followed in

coordination with parents, other program content areas and community agencies.

There is a separate budget line item for Disabilities.

HS Director

On-going

Education

Specialist

As needed

X

$

Grant

Correspondence

Invoices

Page 2


(f)

(1)

The disability service plan must contain:

Procedures for timely screening

See 1304.20 (b) (1)

1) Ages and Stages Questionnaire & Ages and Stages Questionnaire: Social Emotional

a) Parental input included b) Staff observations

2) TSGOLD

NENCAP abides by Rule 51 and IDEA.

Teacher/FSW

Within 45 days

On-going

@, %, * Child Health

Records

ASQ, ASQ:SE ChildPlus Reports

Classroom

Observations

PIS TSGOLD

(2) Procedures for making referrals to the LEA for

evaluation to determine whether there is a need for special education and related services for a

child, as early as the child’s third birthday.

Procedures outlined in the Education Training Manual are utilized when working with

parents, EDN, LEA and various communities on Child Find and referrals.

Teacher

On-going

@, * , Referral for

Special Services IFSP/IEP

(3) Assurances of accessibility of facilities; and Facility accessibility is made for all children enrolled. All HS Staff As Needed

$ Staff Mtg. Minutes IFSP/IEP

Ed Observations

(4) Plans to provide appropriate special furniture, equipment and materials if needed.

Every effort will be made to ensure appropriate furniture, equipment and materials will be available and utilized.

Teacher As Needed

@, * IFSP/IEP Staff Mtg. Minutes

Referrals

Ed Observations

(g) The plan, when appropriate, must address

strategies for the transition of children into Head

Start from infant/toddler programs (0-3 years), as

well as the transition from Head Start into the next placement. The plan must include

preparation of staff and parents for entry of

children with severe disabilities into the Head

Start program.

Center transition plans are developed and implemented at each program site. This

would include procedures from Early Head Start and other infant/toddler or other pre-

school programs. Efforts will be made to ensure a smooth transition into Head Start

and out to the next program.

FSW/Teacher

March 1st

@, *

Transition Plan

Ed Observation

(h) The grantee or delegate agency must arrange or provide special education and related services

necessary to foster the maximum development of

each child’s potential and to facilitate

participation in the regular Head Start Program unless the services are being provided by the

LEA or other agency.

Head Start abides by Rule 51 and IDEA. The LEA has primary responsibility to ensure children diagnosed with disabilities receive appropriate services.

Head Start will partner with the LEA to provide special education and related services.

LEA and other professionals will be invited onto TSGOLD to work as partners to serve

children with special needs.

Teacher On-going

@, * IFSP/IEP FCF

MOA

TSGOLD

(1)

(2)

(3)

(4) (5)

(6)

(7)

Audiology services

Physical therapy

Occupational therapy

Speech or language services Psychological services

Transportation for children with disabilities

Assistive technology services or devices

necessary

The LEA is responsible to provide services to children diagnosed with disabilities.

Head Start will work with each LEA, provider and the parents to ensure services are

received as outlined in the IFSP/IEP in all areas listed within the plan.

Teacher/FSW

As Needed

@, * IFSP/IEP

FCF

Staff Mtg. Minutes

MOA Parent Contact Logs

T/F Contacts

Page 3


(i)

(j)

(1)

(2)

(3)

The disabilities service plan must include options

to meet the needs and take into consideration the strengths of each child based upon the IEP so

that a continuum of services available from

various agencies is considered.

The options may include:

Joint placement of children with other agencies;

Shared provision of services with other agencies;

Shared personnel to supervise special education services, when necessary to meet State require-

ments on qualifications;

Several options are outlined in the identification of special needs procedures.

Appropriate placement and service options will be determined with input from IFSP/IEP team.

Several options are available in the Head Start program to meet the needs of children

with disabilities. Appropriate placement and service options will be determined with

input from members of the IFSP/IEP team, including Head Start staff. Additional staff may be necessary to meet the needs of children with severe disabilities

as stated in the IFSP/IEP.

Teacher

As Needed

Teacher

Education

Specialist As Needed

@, *

@, *

IFSP/IEP, FCF

Staff Mtg. Minutes Ongoing

Assessment

Ed Observation

(4)

(5)

(i)

(ii)

(iii)

Administrative accommodations such as having

two children share one enrollment slot when

each child’s IEP calls for part-time service be-cause of their individual needs; and

Any other strategies to be used to insure that

special needs are met.

These may include:

Increased staff;

Use of volunteers; and

Use of supervised students in such fields as child

development, special education, child psychology, various therapies and family

services to assist the staff.

Center staff will work and communicate with aide provided by school, volunteers, or

other agencies on individualized child needs, lesson plans and Head Start philosophy.

Enrollment slots/options are available as stated in the IFSP/IEP.

Professionals will provide direct services with assistance from Head Start Staff.

Utilize, when possible, supervised students studying early childhood to assist staff.

Teacher

As Needed

Family Service

Specialist

Adm Secretary

As needed

@, *

$

IFSP/IEP, FCF

Staff Meeting

Minutes Ongoing

Assessment

Ed Observation

Lesson Plans

ChildPlus Reports

(k) The grantee must ensure that the disabilities

service plan addresses grantee efforts to meet

State standards for personnel serving children with disabilities by the 1994-95 program year.

Special education and related services must be

provided by or under the supervision of

personnel meeting State qualifications by the 1994-95 program year.

Specific training for staff will be provided when a child is enrolled whose disability or

special need requires a special skill or knowledge of special techniques or equipment.

LEA’s and parents will be utilized, as well as other resources, if available. Individuals receiving specific training complete a Training Summary Form.

Disability training is provided for all staff and can be in partnership with LEA, ESU,

partnerships and professionals

HS Staff

As Needed

Education

Specialist Annually

*

$

IFSP/IEP

FCF

MOA Training Summary

Form

ChildPlus Reports

(l)

(1)

(2)

(3)

(4)

The disabilities service plan must include

commitment to specific efforts to develop inter-

agency agreements with the LEA’s and other

agencies within the grantee’s service area. If no agreement can be reached, the grantees must

document its efforts and inform the Regional

Office. The agreements must address:

Head Start participation in the public agency’s Child Find plan under Part B of IDEA;

Joint training of staff and parents;

Procedures for referral for evaluations, IEP

meetings and placement decisions; Transition;

Every effort is made to ensure written agreements are implemented and updated with

each LEA providing special services for children with disabilities.

This may include the sharing of data from the TSGOLD to the school district and

sharing the number of children served to complete end of year reports.

Area Managers

Annually

$ MOA

PIR

ChildPlus Reports

TSGOLD

Page 4


(5) (6)

(7)

Resource sharing; Head Start commitment to provide the number of

children receiving services under IEP’s to the

LEA for the LEA Child Count report by

December 1 annually; and Any other items agreed to by both parties.

Grantees must make efforts to update the

agreements annually.

(continued)

(m) The disabilities coordinator must work with the

director in planning and budgeting of grantee

funds to assure that the special needs identified

in the IEP are fully met; that children most in need of an integrated placement and of special

assistance are served; and that the grantee

maintains the level of fiscal support to children

with disabilities consistent with Congressional mandate to meet their special needs.

Plan for and budget funds for special needs requests and implement as needed.

Teacher will contact the Area Manager to address special needs. The Area Manager will discuss request with the appropriate Supervisor and present request to the Head

Start Director.

Area Manager

Annually

As Needed

*

Staff Mtg. Minutes

PC Meeting

Minutes

# of children enrolled with

IFSP/IEP’s

(n) The grant application budget form and supple-

ment submitted with applications for funding

must reflect requests for adequate resources to

implement the objectives and activities in the

disability services plan and fulfill the require-

ments of these Performance Standards.

All resources are used to ensure adequate and appropriate services and resources are

available for all enrolled children diagnosed with disabilities.

Disability

Specialist

As Needed

$ Staff Mtg. Minutes

P.C. Minutes

Ed Observations

(o) The budget request included with the application

for funding must address the implementation of

the disabilities service plan. Allowable

expenditures include:

Budget includes: (See following)

(1) Salaries In the event that an IEP Aide is needed, the Teacher will contact the Area Manager to

address the special need. The Area Manger will discuss the request with the

appropriate Supervisor and present request to the Head Start Director. Head Start may

fund IEP Aide salary when other resources have been explored and denied.

HS Director

On-going

X Meeting Minutes

Budget

Timesheets

Activity Logs

(2) Evaluation of children. Each child receives a comprehensive developmental screening. HS funds are used

when no other resources are available. (See 1304.20)

If, after referral for evaluation to the LEA, evaluations are not provided, they are an allowable expenditure.

FSW/Teacher

Annually

%, @, * Budget, ASQ

Child Health

Records ChildPlus Reports

ASQ:SE MHO

(3) Services include special education, related services and summer services deemed necessary

on an individual basis to prepare for serving

children with disabilities in advance of the

program year.

Services will be provided by the LEA. Head Start funds are used when no other resources are available. (See 1304.20)

Education Specialist

On-going

$ IFSP/IEP ChildPlus Reports

(4) Making services accessible. Modifications are made as necessary using the following procedure:

Accommodations to the physical environment will be made according to ADA.

Needs are identified by staff. Area Manager and Supervisor will be notified.

HS Staff

As Needed

@, *

Ed Observation

Staff Mtg. Minutes

Contact Notes

Page 5


(5) Transportation Transportation may be provided through local LEA to center and services.

Head Start staff will cooperate with proper authorities to ensure special transportation

requirements will be met for any child with a diagnosed disability, as required through

an IFSP/IEP.

HS Staff As Needed

@, * IFSP/IEP

(6) Special Equipment and Materials. Every effort is made to ensure special equipment and materials are utilized to meet

children’s needs including local resources that will be utilized through loan programs.

Education

Specialist

As Needed

$ IFSP/IEP

Ed Observation

Staff Mtg. Minutes Ongoing

Assessment

(7) Training and Technical Assistance. Every effort is made to identify and provide appropriate training and technical assistance to appropriate staff.

Education Specialist

On-going

$ Training Logs Staff Mtg. Minutes

(i) Travel and per diem expenses Travel and per diem expenses for staff and parents are provided, if necessary. Adm. Assist. As Needed

$ Travel Advances and Recaps

(ii) The provision of substitute teaching staff Appropriate Adult/Child ratios are met at all times. Substitutes or existing staff will

be utilized to substitute as needed.

Teacher

On-going

@, * Staff Mtg. Minutes

Transition Plan Reimbursement

Form

(iii) Fees for courses PA 20 money is available to take specific training/courses on identified needs and as identified by Area Manager/Specialists.

Adm. Assist. On-going

$ Staff Mtg. Minutes Fiscal Records

(iv)

Fees and expenses for training/technical assistance consultants

The budgets will be utilized to provide necessary training expenses. HS Director As Needed

X Fiscal Records

Page 6

SUBPART C – SOCIAL SERVICES PERFORMANCE STANDARDS



1308.5 – RECRUITMENT AND ENROLLMENT OF CHILDREN WITH DISABILITIES

#

(a)

OBJECTIVE

The grantee or delegate agency outreach and

recruitment activities must incorporate specific actions to actively locate and recruit children

with disabilities.

PROCEDURE

A recruitment plan and a selection and enrollment criteria are developed with input

from staff, parents and Policy Council. The criteria give additional points to low income children who are diagnosed with a disability. Recruitment information states

children with disabilities are encouraged to apply.

WHO/WHEN

Support Staff

Annually FSW

On-going

MONITOR

$

DOCUMENTATION

ChildPlus Reports

PC Minutes

News Release NENCAP


Criteria

(b) A grantee must insure that staff engaged in

recruitment and enrollment of children are

knowledgeable about the provisions of 45 CFR

part 84, Nondiscrimination on the Basis of Handicap in Programs and Activities Receiving

or Benefiting from Federal Financial Assistance,

and of the American with Disabilities Act of

1990, (42 U.S.C. 12101).

All child and family records are kept in locked files for confidentiality. Only the

appropriate personnel have access to the files; parental permission must be obtained

prior to sharing information with other agencies. Permission must contain a statement

that consent is voluntary. Confidentiality procedures and forms are explained to and signed by all program staff

and families.

Staff are knowledgeable about the provisions of 45 CFR part 84, Nondiscrimination on the Basis of Handicap in Programs and Activities Receiving or Benefiting from

Federal Financial Assistance, and of the American with Disabilities Act of 1990

(ADA).

All HS Staff

On-going

Disability Specialist

Annually

@

$

Ed Observation

Child Files

Personnel Files

Staff Mtg Minutes Center Observation

ChildPlus Reports

(c) A grantee must not deny placement on the basis

of a disability or its severity to any child when:

Every effort will be made to provide appropriate placement. Adm Secretary

Disability

Specialist

On-going

$

ChildPlus Reports

IFSP/IEP

(1) The parents wish to enroll the child, An application will be completed for every age eligible child a parent wishes to enroll. FSW

On-going

@ Application

(2) The child meets the Head Start age and income

eligibility criteria,

Points are accrued and assessed on applications based upon income, age, diagnosed

disability, parental status and referrals/meeting attendance.

Adm Secretary

Disability

Specialist

On-going

$ PC Mtg. Minutes

Selection Criteria

Applications

ChildPlus Reports

(3) Head Start is an appropriate placement according

to the child’s IEP, and

Head Start encourages LEA’s and parents to invite Head Start staff to attend an

IFSP/IEP when Head Start is being considered as placement. Determination of

appropriate placement is made by IFSP/IEP team. According to the Priority Grid, additional points will be added when Head Start Staff

attend the IFSP/IEP meeting.

Teacher

On-going

Adm Secretary Disability

Specialist

As Needed

@, *

$, *

IFSP/IEP

Priority Grid

Application ChildPlus Reports

MOA

(4) The program has space to enroll more children,

even though the program has made ten percent of

its enrollment opportunities available to children

with disabilities. In that case children who have a disability and nondisabled children would

compete for the available enrollment

opportunities.

As 10% of enrollment opportunities are filled with above income children, income

becomes the primary factor in determining empty slots. As long as Head Start is

determined to be appropriate placement by an IFSP/IEP team, that child would

compete with nondisabled children for an enrollment slot.

Adm Secretary

Disability

Specialist

As Needed

$, * IFSP/IEP

ChildPlus Reports

Applications

Page 7


(d)

(1) (2)

(3)

The grantee must access resources and plan for

placement options, such as dual placement, use

of resource staff and training so that a child with a disability for whom Head Start is an

appropriate placement according to the IEP is not

denied enrollment because of:

Staff attitudes and/or apprehensions; Inaccessibility of facilities;

Need to access additional resources to serve a

specific child;

Head Start will make every effort to access/use all available resources, placement

options and all information to ensure children are served in the most developmentally

and professionally appropriate manner.

Training will be provided to ensure staff has an understanding of their responsibility to families of children with disabilities.

HS Staff

On-going

Disability Specialist

Area Mgrs

On-going

@, *

*, &, $

IFSP/ IEP, FCF

P/T Conference

Family Contacts Correspondence

ChildPlus Reports Center Observation

(4) Unfamiliarity with a disabling condition or

special equipment, such as a prosthesis; and

Individualized training will be arranged with parents and professional providers for

staff to gain a better understanding of individual disabilities and the individual

services children need.

Teacher

As Needed

@, * Staff Mtg. Minutes

Parent Contacts,

IFSP/ IEP

MOA ChildPlus Reports

Correspondence

(5) Need for personalized special services such as feeding, suctioning, and assistance with toileting,

including catheterization, diapering and toilet

training.

As staff training needs are identified, specific training will be provided to meet those needs.

Area Mgrs Specialists,

HS Staff

On-going

@, $, & ChildPlus Reports Staff Mtg. Minutes

Ed Observation

(e)

(1)

(2)

The same policies governing Head Start program eligibility for other children, such as priority for

those most in need of the services, apply to

children with disabilities. Grantees also must

take the following factors into account when planning enrollment procedures:

The number of children with disabilities in the

Head Start service area including types of

disabilities and their severity; The services and resources provided by other

agencies; and

The eligibility criteria are used consistently for selection of all program participants.

All available resources and services will be considered.

Adm Secretary On-going

Area Manager

Annually

$, *

$

Applications ChildPlus Reports

Selection Criteria

(3) State laws regarding immunization of preschool children. Grantees must observe applicable State

laws which usually require that children entering

State preschool programs complete

immunizations prior to or within thirty days after entering to reduce the spread of communicable

diseases.

See 1304.20 (a) (A) (e) (5)

(f) The recruitment effort of a Head Start grantee must include recruiting children who have severe

disabilities, including children who have been

previously identified as having disabilities.

Special attention and effort is given to the recruitment of all children including those diagnosed with a disability.

Head Start will work with school district LEA to recruit children with disabilities who

are ready to transition into a pre-school setting.


*, @ MOA Correspondence

Recruitment

Information

Transition

Page 8

SUBPART D – HEALTH SERVICES PERFORMANCE STANDARDS



1308.6 – ASSESSMENT OF CHILDREN # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

(1)

(2)

(3)

The disabilities coordinator must be involved with other program staff throughout the full process of

assessment of children, which has three steps:

All children enrolled in Head Start are screened as

the first step in the assessment process; Staff also carry out ongoing developmental

assessment for all enrolled children throughout the

year to determine progress and to plan program

activities; Only those children who need further specialized

assessment to determine whether they have a dis-

ability and may require special education and

related services proceed to the next step, evaluation. The disabilities coordinator has

primary responsibility for this third step,

evaluation, only.

The Disabilities Specialist is involved with all support staff and center staff throughout the full screening process and subsequent assessment of children

needing evaluation.

See 1304.20 (c) (1) (i) & 1304.21(v) (ii) (2)


HS Staff

On-going

$

@, *

ASQ, ASQ:SE Ongoing

Assessment

Referrals

Center Observation Staff Mtg. Minutes

Child Records

Mental Health Individual Follow-

Up Plan

(b) Screening, the first step in the assessment process, consists of standardized health screening and

developmental screening which includes speech,

hearing, and vision. It is a brief process, which

can be repeated, and is never used to determine that a child has a disability. It only indicates that

a child may need further evaluation to determine

whether the child has a disability. Rescreening

must be provided as needed.

All children enrolled in Head Start receive comprehensive screenings. All screenings are performed within 45 days of the child’s first day of school. Results

are kept in the child’s file and a copy is sent to the Area Manager.

Any child with an observable, known or suspected health or developmental problem will be referred to an appropriate licensed or certified professional for further

diagnostic testing, exam and treatment with consent of parent.

For more information regarding screenings (see 1304.20).

Teacher/FSW Within 45 days

Teacher/FSW

On-going

Home Visit

@,%,*

@,%,*

Child’s Files ASQ, ASQ:SE

ChildPlus Reports

Referral for Special

Services

Physical Form

ChildPlus #4110

ASQ. ASQ:SE

Mental Health

Individual Follow-up Plan

(2)

Grantees must make concerted efforts to reach and

include the most in need and hardest to reach in the screening effort, providing assistance but

urging parents to complete screening before the

start of the program year.

Acceptance letters, along with physical and dental forms, are sent from the Central

Office to all parents prior to enrollment.

Parents are encouraged to complete screenings before the child attends Head Start.

Adm Secretary

On-going

FSW

Within 45 days

%,@,$ Correspondence

ChildPlus Reports

Page 9

#

OBJECTIVE

PROCEDURE

WHO/WHEN

MONITOR

DOCUMENTATION

(3)

Developmental screening is a brief check to

identify children who need further evaluation to

determine whether they may have disabilities. It

provides information in three major develop-mental areas: visual/motor, language and

cognition, and gross motor/body awareness for

use along with observation data, parent reports

and home visit information. When appropriate standardized developmental screening instruments

exist, they must be used. The Disabilities

Coordinator must coordinate with the Health

Coordinator and staff who have responsibility for implementing health screening and with the

education staff who have the responsibility for

implementing developmental screening.

Ages and Stages Questionnaires, health screenings, education screens, teacher

observations, parent reports, and home visit information are used to determine if

further evaluation is needed.

A copy of the completed Referral for Special Services form will be sent to the Area

Manager & Education Specialist. Original to child’s file, another copy to the

school.

The Ages and Stages Questionnaire covers five areas:

1) Personal social 2) Fine motor

3) Communication 4) Gross motor 5) Problem Solving

Copies of the Ages & Stages Information Summary Results and Ages & Stages:

Social Emotional Information Summary Results will be sent to the Area Manager as soon as completed in the weekly packet. Area Managers will enter ASQ & ASQ-

SE into Child Plus

FSW/Teacher

Within 45 days

of enrollment

Teacher

As needed

Teacher

Immediately

Teacher

On-going

, %, *

@, *

@, *

@

Child Files

Staff Notes

Staff Mtg. Minutes

Referral for Special

Services Form

ASQ

ChildPlus Reports

ASQ

ASQ:SE

(c)

Staff must inform parents of the types and

purposes of the screening well in advance of the

screening, the results of these screenings and the

purposes and results of any subsequent evaluations.

Staff explain all screenings and purpose of the screenings prior to the child’s

enrollment; written permission is obtained at this time.

Parent is notified of results of screenings and/or need for follow-up, utilizing the

Screening Summary forms. The Screening Summary form is shared with parents

within 24 hours of the screening being completed.

FSW/Teacher

Prior to

enrollment

Orientation As Needed

FSW/Teacher

As needed

On-going

@, %, *

@, %, *

Child Files

Referral Form

T/F Contact

Family Contact Log

FCF

(d) Developmental assessment, the second step, is the collection of information on each child’s

functioning in these areas: gross and fine motor

skills, perceptual discrimination, cognition,

attention skills, self-help, social and receptive skills and expressive language. The disabilities

coordinator must coordinate with the education

coordinator in the on-going assessment of each

Head Start child’s functioning in all develop-mental areas by including this developmental

The developmental assessment is accomplished and documented on all children through the use of the TSGOLD, teacher observations, parent contact/interviews,

and child’s portfolio/journal. This information is used for the child’s individualized

curriculum, lesson planning and documentation for referral purposes.

Knowledge of normal child development and understanding the culture of the child are taken into account.

Teacher On-going

@, * TSGOLD ASQ

ASQ:SE

MHO

FCF School Readiness

Goals

PIS

Page 10

information in later diagnostic and program planning activities for children with disabilities.


(e) The disabilities coordinator must arrange for

further, formal, evaluation of a child who has been

identified as possibly having a disability, the third step.

The LEA has primary responsibility for evaluation of all children suspected or

diagnosed with a disability. Written agreements are in place between NENCAP and

LEA’s serving enrolled children diagnosed with disabilities. The agreement outlines the strategies and responsibilities of each agency.

Disability

Specialist

Annually

$ MOA

Correspondence

(1) The disabilities coordinator must refer a child to the LEA for evaluation as soon as the need is

evident, starting as early as the child’s third

birthday.

The Referral for Special Services form is signed by the parent and a copy is sent to the Area Manager and Education Specialist.

Parents are referred to the LEA as developmental delays are suspected.

School specific permission forms may also be filled out at this time.

Teacher As Needed

@, * Child’s File Referral for Special

Services Form

(2)

(i)

(ii)

(iii)

(iv)

(v)

(vi)

If the LEA does not evaluate the child, Head Start

is responsible for arranging or providing for an

evaluation, using its own resources and accessing

others. In this case, the evaluation must meet the

following requirements:

Testing and evaluation procedures must be selected and administered so as not to be racially

or culturally discriminatory, administered in the

child’s native language or mode of

communication, unless it clearly is not feasible to

do so.

Testing and evaluation procedures must be

administered by trained (State certified or

licensed) personnel. No single procedure may be the sole criterion for

determining an appropriate educational program

for a child.

The evaluation must be made by a

multidisciplinary team or group of persons

including at least one teacher or specialist with

knowledge in the area of suspected disability.

Evaluators must use only assessment materials which have been validated for the specific purpose

for which they are used.

Tests used with children with impaired sensory,

manual or communication skills must be administered so that they reflect the children’s

aptitudes and achievement levels and not just the

disabilities.

In the event that the LEA is not able to evaluate the child, Head Start will abide by

the Performance Standards and all site regulations for screening, referral, and

evaluation procedures.

FSW/Teacher

On-going

*, @, %,

$

Correspondence

Child’s File

Parent Contacts

Page 11


(vii)

(viii)

Tests and materials must assess all areas related to the suspected disability.

In the case of a child whose primary disability

appears to be a speech or language impairment,

the team must assure that enough tests are used to determine that the impairment is not a symptom of

another disability and a speech or language

pathologist should be involved in the evaluation.

(continued) FSW/Teacher On-going

*, @, %, $

Correspondence

Child’s File

Parent Contacts

(3) Parental consent in writing must be obtained

before a child can have an initial evaluation to

determine whether the child has a disability.

Parents must sign the Referral for Special Services form prior to being referred to

the LEA. A copy will be sent to Area Manager, Education Specialist, and to the

LEA. If a parent refuses, a copy will not be sent to the LEA. Original will be kept in file.

Teacher

As Needed

@, * Referral for Special

Services

Child Files

(4) Confidentiality must be maintained in accordance with grantee and State requirements. Parents must

be given the opportunity to review their child’s

records in a timely manner and they must be

notified and give permission if additional evaluations are proposed. Grantees must explain

the purpose and results of the evaluation and make

concerted efforts to help the parents understand

them.

All child files are locked when staff/parents are not present.

Parents may view their own child’s file at any time.

Parents are given opportunities to discuss the results of evaluations by LEA with

Head Start Staff.

All HS Staff At All Times

All HS Staff

At All Times

Teacher/FSW

As Needed

@, * Personnel Files Child Files

AM/Spec.

Observations

Team Mtg. Minutes Parent Contacts

IFSP/IEP

(5) The multidisciplinary team provides the results of

the evaluation, and its professional opinion that the child does or does not need special education

and related services, to the disabilities

coordinator. If it is their professional opinion that

a child has a disability, the team is to state which of the eligibility criteria applies and provide

recommendations for programming, along with

their findings. Only children whom the evaluation

team determines need special education and

related services may be counted as children with

disabilities.

There must be an MDT and IFSP/IEP attached to the child’s application in order for

an income eligible child to receive eligibility points.

An MDT meeting including Head Start staff will be held to determine child’s

diagnosed disability. A copy of the MDT will be sent to the Area Manager. The

IFSP/IEP team, including Head Start staff, will determine eligibility criteria and provide recommendations for programming along with their findings. Only

children whom the evaluation team determines need special education and related

services may be counted as children with disabilities.

All HS Staff

As Needed

Teacher

As needed

*, #

@, *

Child’s Application

MDT IFSP/IEP

ChildPlus Reports

Page 12

SUBPART D - HEALTH SERVICES PERFORMANCE STANDARDS



1308.7 – 1308.17 – ELIGIBILITY CRITERIA


7

(a)

thru 17

(e)

Eligibility criteria includes:

Health impairment, emotional/behavioral

disorders, speech or language impairments, mental retardation, hearing impairment including

deafness, orthopedic impairment, visual

impairment including blindness, learning

disabilities, autism, traumatic brain injury and other impairments.

All children with disabilities enrolled in Head Start are diagnosed by professionals

provided by the LEA. All LEA’s abide by Rule 51, including diagnosis on MDT.

Follow recommendations per individual child as stated in the IEP process. If

determined appropriate by the IEP team, 5 year olds may be placed in Head Start.

FSS/Adm

Secretary

On-going

HS Staff

As needed

*, $

@, *

IFSP/IEP

ChildPlus Reports

MDT

IFSP/IEP

SUBPART D - HEALTH SERVICES PERFORMANCE STANDARDS



1308.18 – DISABILITIES/HEALTH SERVICES COORDINATION


(a) The grantee must ensure that the disabilities coordinator and the health coordinator work

closely together in the assessment process and

follow up to assure that the special needs of each

child with disabilities are met.

The Disability Specialist, Area Managers, Education Specialist, Family Service Specialist and center staff work closely to ensure best early childhood practices

regarding the assessment process and follow-up. Information is shared on individual

children as needed.

All staff work closely to ensure all children receive best early childhood services in the assessment process and follow up.

HS Staff As Needed

$ Team Mtg. Minutes Center Observation

IFSP/IEP

(b)

The grantee must ensure coordination between

the disabilities coordinator and the staff person responsible for the mental health component to

help teachers identify children who show signs

of problems such as possible serious depression,

withdrawal, anxiety or abuse.

Work closely to ensure all children receive best early childhood services by

identifying needs concerning mental health and/or disabilities.

All Staff

As Needed

$

Team Mtg. Minutes

Center Observation ASQ/ASQ:SE

ChildPlus # 4110

IFSP/IEP

(c) Each Head Start director or designee must

supervise the administration of all medications,

including prescription and over-the-counter drugs, to children with disabilities in accordance

with State requirements.

An Administration of Medication Plan is developed for each child receiving

medication during program hours.

FSW/Teachers

As Needed

%, *. @ Written Plan to

Admin. Med. &

Medication Log Copy of

Prescription

Copy of Physicians

orders Doc of Med Errors

Medical Action Plan


Page 13

(d)

(1)

(2)

(3)

(4)

The health coordinator under the supervision of

the Head Start director or designee must:

Obtain the doctor’s instructions and parental

consent before any medication is administered.

Maintain an individual record of all medications

dispensed and review the record regularly with

the child’s parents.

Record changes in a child’s behaviors which have implications for drug dosage or type and

share this information with the staff, parents and

the physician.

Assure that all medications, including those

required by staff and volunteers, are adequately

labeled, stored under lock and key and out of

reach of children, and refrigerated, if necessary.

See 1304.22 (c)

When it is necessary for a child to receive prescription medication while he/she is at

Head Start, and it is necessary for the staff member to administer the medication, the

following procedure will be followed:

1) Parent will obtain medication and physician/pharmacy instructions. Parent will

give first dose to check for reactions.

2) Original labeled container and instruction and symptoms of reactions will be

obtained from parent. 3) Contact Family Service Specialist.

4) Family Service Specialist will contact Health Consultant, if necessary, and

supply drug interaction information, “Written Consent to Administer Medication

Form”, and Log Sheet to FSW.

5) Written Plan to Administer Medication will be completed which includes:

Medication to be administered, schedule, dosage, physician’s instructions, staff

member(s) designated to administer the medication, storage instructions and

parental input. 6) Family Service Specialist or Health Consultant approves the plan to administer

medication verbally. Original consent form and plan in child’s file and copy to

Central Office.

7) Medication, with the exception of rescue medication, needs to be in a locked drawer, cabinet, box, etc. When medication needs to be refrigerated, it will be

kept in a locked box in the refrigerator. Head Start staff/volunteers who are

taking medication, individually, must keep medication locked up. Medication

should not be left unattended in a purse, etc. 8) Review Medication Administration Log with parent at least weekly, when

medication is being administered.

No over-the-counter medications will be administered by Head Start staff without written permission from the child’s health care provider and parent/guardian. Hand

lotion/ Vaseline/sunscreen with more than 30 SPF/less than 10% DEET insect

repellant is not considered medication.

Center Team

As needed

FSS

FSW

%, @, *

Written Plan to

Administer Med. &

Medication Log

Copy of

Prescription

Copy of Physicians

orders

Doc of Med Errors Asthma Action Plan

Medical Action Plan

Page 14

SubPART E – EDUCATION SERVICES PERFORMANCE STANDARDS



1308.19 – DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS (IEP’s)


(a)

(b)

(c)

(d)

Developing Individualized Education Programs

(IEP’s)

When Head Start provides for the evaluation, the

multidisciplinary evaluation team makes the

determination whether the child meets the Head

Start eligibility criteria. The multidisciplinary

evaluation team must assure that the evaluation findings and recommendations, as well as

information form developmental assessment,

observations and parent reports, are considered

in making the determination whether the child meets Head Start eligibility requirements.

Every child needing services in HS who has been evaluated and found to have a disability and in

need of special education must have an IEP

before special education and related services are

provided to ensure that comprehensive information is used to develop the child’s

program.

When the LEA develops the IEP, a representative from Head Start must attempt to

participate in the IEP meeting and placement

decision for any child meeting Head Start

eligibility requirements.

All Individual Family Service Plans (IFSP’s) and Individual Education Plans (IEP’s)

are conducted and developed by the LEA with the IEP team.

Staff should review the IFSP/IEP more than once to keep objectives and activities

current.

*Parents and LEA’s are encouraged to invite Head Start personnel to the meeting.

Head Start must attempt to participate in the IFSP/IEP meeting and placement decision for any child meeting Head Start eligibility requirements.

*Appropriate objectives in the IFSP/IEP’s will be incorporated into the FCF (Family Conference Form).

IFSP/IEP copies are also given to the FSW as pre-existing plans for possible FPA

goals.

In Nebraska, the LEA is responsible for evaluations.

Teacher

As Needed


@, *

@, *

MOA

T/P Contacts

IFSP/IEP

FCF IFSP/IEP

On-going

Assessment

Page 15

SUBPART F – NUTRITION PERFORMANCE STANDARDS



1308.20 – NUTRITION SERVICES


(a) The disabilities coordinator must work with staff to ensure that provisions to meet special needs

are incorporated into the nutrition program.

The Area Managers and Specialists will coordinate the provision of special services as they relate to nutrition for children who have special needs in this area.

Assistive technology that cannot be provided by the LEA or local resources will be

provided by Head Start.

Area Mgrs/ Specialists

As Needed

$ IFSP/IEP, Child Files, Support Staff

Mtg. Minutes

Parent Notebook

(b)

Appropriate professionals, such as physical

therapists, speech therapists, occupational

therapists, nutritionists or dietitians must be

consulted on ways to assist Head Start and staff and parents of children with severe disabilities

with problems of chewing, swallowing, and

feeding themselves.

Parents and staff will receive information and consultative services when necessary, to

help them learn how to assist children who may have specific feeding problems, or

who require special diets.

HS Staff

As Needed

%, @, * IFSP/IEP

Child Files

Parent Notebook

Team Mtg. Minutes Support Staff Mtg.

Minutes

(c) The plan for services for children with

disabilities must include activities to help

children with disabilities participate in meal and

snack times with classmates.

All children enrolled in Head Start will be provided all meals and snacks served while

they are in attendance at the center. No child will be non-participatory during meal

time, due to special feeding or dietary needs. When necessary, provisions will be

made to meet the nutritional needs of all children. Children with special needs will sit with and participate in meal and snack times at the same time as their classmates,

unless otherwise specified by the IFSP/IEP.

FSW/Teacher

On-going

%, @, * IFSP/IEP

Support Staff

Observations

(d) The plan for services for children with

disabilities must address prevention of

disabilities with a nutrition basis.

Information will be provided to help prevent disabilities with a nutrition basis.

Individualized plans will be developed and implemented as needs are identified.

FSW/Teacher

As Needed

%, @, * IFSP/IEP

Written Plan

Team Mtg. Minutes

Support Staff Obs

SUBPART G – PARENT INVOLVMENT PERFORMANCE STANDARDS



1308.21 – PARENT PARTICIPATION & TRANSITION OF CHILDREN INTO H.S. AND FROM H.S. TO PUBLIC SCHOOL


(a) In addition to the many references to working

with parents throughout these standards, the staff

must carry out the following tasks:

(1)

Support parents of children with disabilities

entering from infant/toddler programs.

Parents of children with disabilities, entering the Head Start program from a special

education program will be supported and encouraged to coordinate with NENCAP

program for on-going special education services for their child.

FSW/Teacher

As Needed

@, *, %

IFSP/IEP Parent

Contacts

Correspondence

Parent Notebook Transition Plan

FCF

Page 16

#

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

OBJECTIVE

Provide information to parents on how to foster

the development of their children with disabilities.

Provide opportunities for parents to observe

large group, small group and individual activities

described in their child’s IEP. Provide follow-up assistance and activities to

reinforce program activities at home.

Refer parents to groups of parents of children with similar disabilities who can provide helpful

peer support.

Inform parents of their rights under IDEA.

Inform parents of resources which may be

available to them from the Supplemental

Security Income (SSI) Program, the Early and

Periodic Screening, Diagnosis, and Treatment

(EPSDT) Program and other resources and assist

them with initial efforts to access such resources.

Identify needs (caused by the disability of

siblings and other family members).

Provide information in order to prevent

disabilities among younger siblings.

Build parent confidence, skill and knowledge in accessing resources and advocating to meet the

special needs of their children

PROCEDURE

Developmental information will be provided to the parent through individual

meetings, trainings, or literature.

Parents are always encouraged to observe any and all activities their child is involved

in through the program.

Referrals and information are provided as necessary to help support parents and assist

them in accessing resources.

The Family Service Worker and education staff are knowledgeable of resources and work with families to provide networking opportunities. (i.e. websites, Planning

Region Teams, training).

Parents receive a copy of Parental Rights in Special Education from either the LEA or

Head Start. FSW and Teacher are knowledgeable about resources available that may provide

access to monetary support.

FSW will work with families in conjunction with FPA to identify individual family

needs related to disability (i.e. Hospice, transportation).

Early Development Network (EDN) information and literature will be available in the

Parent Corner.

Parents receive a copy of Parents Rights and Responsibilities from Head Start.

WHO/WHEN

FSW/Teacher

As Needed

MONITOR

@, *, %

DOCUMENTATION

Parent Handbook

FPA

(b) Grantees must plan to assist parents in the

transition of children from Head Start to public

school or other placement, beginning early in the

program year.

Each NENCAP Head Start classroom has a transition plan to assist all enrolled

children and families in a smooth transition from infant/toddler programs into Head

Start and from Head Start into another program.

Children with disabilities will have an IFSP/IEP which allows for children to transition into Head Start and from Head Start to another program.

FSW/Teacher

On-going

@, * IFSP/IEP

Child’s File

(c) Head Start grantees, in cooperation with the child’s parents, must notify the school of the

child’s planned enrollment prior to the date of

enrollment.

Education staff will notify the appropriate LEA of children moving into the school system. With written parental permission, pertinent information will be forwarded to

the school to foster the child’s education.

Teacher Annually

@, * Record Transfer Form

Child’s File

REVISED 6/2014

Page 1

SUBPART B HEAD START TRANSPORTATION REQUIREMENTS

PERFORMANCE STANDARD: 1310.10 – GENERAL # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

Each agency must assist as many families as possible who need transportation in order for

their children to attend the program in obtaining

that transportation.

Head Start is not mandated to provide transportation services. Transportation to and from the classroom is the responsibility of the parent/guardian.

Parents/guardians having difficulty finding transportation need to contact their Family

Service Worker.

Our Pre-K partnering school districts may provide transportation if families reside more than four miles from the school district and is written in our partnership

agreement.

FSW

HS Director

@

X

ChildPlus #4110

Pre-K agreement

(b)

When an agency has decided not to provide

transportation services, it must provide reasonable assistance to families to arrange

transportation to and from its activities. The

specific types of assistance offered must be made

clear to all prospective families in the program’s recruitment announcements.

Each FSW will develop available community transportation lists for all families. FSW

will assist families with transportation issues.

Program recruitment information such as news releases or posters will include a

statement about the availability of transportation.

FSW

Ongoing

FSW

On-going

@

Community

Resource Manual

Recruitment info

(c)

When an agency provides transportation through

another organization or an individual the agency

must ensure the compliance of the transportation

provider with the requirements of this part.

Head Start does not provide transportation through any other organizations.

Pre-K partners may provide transportation for their classrooms if written into

partnership agreement, and agreed by both parties.

Standards will still be followed according to transportation regulations.

HS Director

On-going

X

Pre-K Agreement

(d)

(1)

(2)

(3)

(4)

(e)

(f)

Each agency providing transportation services, must ensure that each vehicle used in providing

such servicers is equipped with:

A communication system to call for assistance

Charged fire extinguisher properly mounted near the driver’s seat and a sign indicating its

location.

First aid kit and a sign indicating its location

A seat belt cutter and a sign indicating its location

Any auxiliary seating, such as temporary or

folding jump seats used must be a part of the

Manufacturer design and in proper working order and inspected as part of the annual

inspection required under 1310.13(a) of this

subpart.

Each agency providing transportation services must ensure that all accidents involving vehicles

that transport children are reported in accordance

with applicable State requirements.

All school district buses (Pre-K partners) will have radios/cell phones on each bus. All school district buses (Pre-K partners) will have charged fire extinguishers

mounted, first aid kits, seat belt cutters and signs with location on each bus that

transports pre-schoolers.

NENCAP has an accident policy that follows State requirements. Each Pre-K partner

providing transportation will abide by this accident policy, if their own does not

follow State regulations.

HS Director On-going

X

Pre-K Agreements

REVISED 6/2014

Page 2

#

(g)

OBJECTIVE

Each agency must ensure that children are only

released to a parent or legal guardian, or other

individual identified in writing by the parent or

legal guardian. This regulation applies when children are not transported and are picked up

from the classroom, as well as when they are

dropped off. Agencies must maintain lists of the

persons, including alternates in case of emergency, and up-to-date child rosters must be

maintained at all times to ensure that no child is

left behind in the classroom or on the vehicle.

PROCEDURE

Each family completes a Child Emergency Care and Consent form indicating persons

each child can be released to. These forms are on file in the center and must be taken

on walking field trips and if any transportation is provided. These forms will be

updated as needed. Each Pre-K partner will also use these forms and have child rosters on their buses to meet the standard.

WHO/WHEN

FSW/Teacher

On-going

Update as

needed

MONITOR

@

DOCUMENTATION

Child Emergency

Care and Consent form

PERFORMANCE STANDARD: 1310.11 - CHILD RESTRAINT SYSTEMS # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

Effective January 20, 2004, each agency

providing transportation must ensure that each

vehicle used to transport children receiving such

services s equipped for use of height- and weight-appropriate child safety restraint systems.

Pre-K partners will follow this regulation. Head Start Director writes for a child safety

restraint waiver after approval from the Policy Council and the Board of Directors.

HS Director

Yearly

X Transportation

Waiver

Policy Council and

Board of Directors Meeting Minutes

PERFORMANCE STANDARD: 1310.12 – REQUIRED USE OF SCHOOL BUSES OR ALLOWABLE ALTERNATE VEHICLES # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

Effective January 18, 2006, agency providing

transportation services must ensure that children enrolled in its program are transported in school

buses or allowable alternate vehicles that are

equipped for use of height-and weight-

appropriate child restraint systems and have reverse beepers. Excludes Home-Based option

for Head Start and Early Head Start.

Head Start does not provide transportation. Pre-K partners will follow this regulation. Head Start Director writes for a waiver if

school buses are not equipped with safety restraint systems after approval from the

Policy Council and the Board of Directors.

HS Director

Yearly

X Transportation

Waiver Policy Council and

Board of Directors

Meeting Minutes

(b)

(1)

(2)

Effective February 20, 2001, each Head Start and

Early Head Start agency receiving permission to

purchase a vehicle with grant funds must ensure

that bus or allowable alternate vehicle is equipped.

For use of height and weight appropriate child

restraint system.

With a reverse beeper.

N/A

(c) As provided in 45 CFR 1310.2(a), paragraph (b) of this section does not apply to vehicles

purchased for use in transporting children served

under the home-based option for Head Start and

Early Head Start.

N/A

REVISED 6/2014

Page 3

PERFORMANCE STANDARD: 1310.13 – MAINTENANCE OF VEHICLES # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

(b)

(c)

Each agency providing transportation services

must ensure that vehicles used to provide such

services are maintained in safe operating

conditions at all times. The organization

operating the vehicles must establish and

implement procedure for:

A thorough safety inspection of each vehicle on

at least an annual basis through an inspection

program licensed or operated by the State.

Systematic preventive maintenance on such vehicle.

Daily pre-trip inspection of the vehicles by the

driver.

Each Pre-K partner that provides transportation will have an annual inspection.

Maintenance will be done as needed.

Pre-trip inspection will be done daily.

Area Managers

Quarterly

Bus Driver

$

School

District

Personnel

Management

Observations

Inspection Form

PERFORMANCE STANDARD: 1310.14 – INSPECTION OF NEW VEHICLES AT THE TIME OF DELIVERY # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

Each agency providing transportation must

ensure that bid announcements for school buses and allowable alternate vehicles for use in

transporting children in its program include the

correct specifications and a clear statement of the

vehicles intended use. Agency muse ensure that there is a prescribed procedure for examining

such vehicle at the time of delivery to ensure that

they are equipped in accordance with bid

specifications and that the manufacturer’s certification of compliance with the applicable

FMVSS is included with the vehicle.

Head Start does not purchase school buses. HS Director

Annually

X Fiscal

PERFORMANCE STANDARD: 1310.15 – OPERATION OF VEHICLES # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

Each agency providing transportation services,

either directly or through an arrangement with

another organization or individual, to children enrolled in its program must ensure that:

On a vehicle equipped for use of such devices,

any child weighing 50 pounds or less is seated in

a child restraint system appropriate to the height and weight of the child while the vehicle is in

motion.

Head Start Director applies for a transportation waiver, if Pre-K partner school bus

does not have child restraint system.

HS Director

Annually

X Transportation

Waiver

Policy Council and Board of Director

Meeting Minutes

REVISED 6/2014

Page 4

#

(b)

OBJECTIVE

Baggage and other items transported in the

passenger compartment are properly stored and

secured and the aisles remain clear and the doors

and emergency exits remain unobstructed at all times.

PROCEDURE

Pre-K partners will follow school policies on properly stored items.

WHO/WHEN

MONITOR

DOCUMENTATION

(c) Effective January 20, 2004, there is at least one bus monitor on board at all times, with additional

bus monitors provided as necessary, such as

when needed to accommodate the needs of

children with disabilities.

After approval from the Policy Council and the Board of Directors, the Head Start Director will apply for a waiver to exclude bus monitors.

HS Director Annually

X Transportation Waiver

Policy Council and

Board of Director

Meeting Minutes

(d) Except for bus monitors who are assisting

children, all vehicle occupants must be seated and wearing height-and weight-appropriate

safety restraints while the vehicle is in motion.

Pre-K partners will follow school policies for monitors.

PERFORMANCE STANDARD: 1310.16 – DRIVER QUALIFICATIONS # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

(1)

(2)

Agencies providing transportation must ensure

that persons who drive vehicles used to provide

such services, at a minimum:

In States where such licenses are granted, have a

valid Commercial Driver’s License (CDL) for

vehicles in the same class as the vehicle the driver will be operating; and.

Meet any physical, mental, and other

requirements established under applicable

law or regulations as necessary to perform

job-related functions with any necessary

reasonable accommodations.

Each bus driver will have a current CDL and be licensed for the appropriate

classification.

Each bus driver will complete the state mandated physical and be able to pass all

necessary qualifications.

Each bus driver will obtain Child Abuse/Neglect training.

HS Director

Yearly

X

Copy of CDL and

other Documents

(b)

(1)

(2)

(3)

Agencies must ensure that there is an applicant

review process for hiring drivers…..

All elements specified in 45 CFR 1304.52(b) with additional disclosure by the applicant of all

moving traffic violations, regardless of penalty;

A check of the applicant’s driving record through

the appropriate State agency, including a check of the applicant’s record through the National

Drivers Register, if available in the State; and.

After a conditional offer of employment to the

applicant and before the applicant begins work as a driver, a medical examination, performed by a

licensed doctor of medicine or osteopathy,

establishing that the individual possesses the

physical ability to perform any job-related functions with any necessary accommodations.

Head Start does not hire the drivers; this is the responsibility of the Pre-K partner

(school district).

REVISED 6/2014

Page 5

#

(c)

OBJECTIVE

As provided in 45 CFR 1310.2(a), this section does not apply to transportation of children

served under the home-based option for Head

Start and Early Head Start.

PROCEDURE

N/A

WHO/WHEN MONITOR DOCUMENTATION

PERFORMANCE STANDARD: 1310.17 – DRIVER AND BUS MONITORING TRAINING OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a)

Each agency providing transportation must:

(b)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

Drivers must receive a combination of classroom

instruction and behind-the wheel instruction

sufficient to enable each driver to:

Operate the vehicle in a safe and efficient

manner;

Safely run a fixed route, including loading and unloading children, stopping at railroad crossings

and performing other specialized driving

maneuvers;.

Administer basic first aid in case of injury;

Handle emergency situations, including vehicle

evacuation procedures.

Operate any special equipment, such as

wheelchair lifts, assistance devices or special occupant restraints;

Conduct routine maintenance and safety checks

of the vehicle; and

Maintain accurate records as necessary.

Each Pre-K partner that provides transportation will abide by these standards. School District

Personnel

$ Pre-K Agreement

(c) Drivers must also receive instruction on the

topics listed in 45 CFR 1304.52(k) (1), (2) and (3) (i) and the provisions of the Head Start

Program Performance Standards for Children

with Disabilities (45 CFR 1308) relating to

transportation services for children with disabilities

N/A

(d) Drivers must receive refresher training courses including the topics listed in paragraph (b) and

( c) of this section and any additional necessary

training to meet the requirements applicable in

the State where the agency operates.

N/A

(e) Each agency providing transportation services

must ensure that drivers who transport children receiving the services qualify under the

applicable driver training requirement in its

State.

N/A

(f)


must ensure that…..

N/A

REVISED 6/2014

Page 6

(1)

(2)

The annual evaluation of each driver of a vehicle

used to provide such services includes an on-board observation of road performance; and.

Before bus monitors assigned to vehicles used to

provide such services begin their duties; that are

trained on child boarding ad exiting procedures, use of child restraint systems, any required

paperwork, responses to emergencies,

emergency evacuation procedure, use of special

equipment, child pick-up and release procedure and pre-and post-trip vehicle checks.

N/A

PERFORMANCE STANDARD: 1310.20 TRIP ROUTING # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a) Each agency providing transportation must

ensure that in planning fixed routes the safety of

the children being transported is the primary

consideration.

Each Pre-K partner that provides transportation will abide by these standards. School District

Personnel

$ Pre-K Agreement

(b)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

The agency must also ensure that the following

basic principles of trip routing are adhered to: The time a child is in transit to and from Head

Start must not exceed one hour unless there is no

shorter route available or shorter route is either

unsafe or impractical. Vehicles must not be loaded beyond the

maximum passenger capacity at any time

Vehicles must not be required to back up or

make “U” turns, except when necessary for safety or physical barriers.…..

Stops must be located to minimize traffic

disruptions and to afford the driver a good field

of view in front of and behind the vehicle. When possible, stops must be located to

eliminate the need for children to cross the street

or highway to board or leave the vehicle.

If children must cross the street before boarding or after leaving the vehicle because curbside

drop off or pick up is impossible, they must be

escorted across the street by the bus monitor or

another adult. Specific procedures must be established for use

of alternate routes in the case of hazardous

conditions that could affect the safety of the

children who are being transported, such as ice or water build up, natural gas line breaks or

emergency road closing. In selecting among

alternatives, transportation providers much

choose routes that comply as much as possible with the requirements of this section.

N/A

REVISED 6/2014

Page 7

PERFORMANCE STANDARD: 1310.21 SAFETY EDUCATION OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a) Each agency must provide training for parents

and children in pedestrian safety. The training

provided to children must be developmentally

appropriate and an integral part of program

experiences. The need for an adult to

accompany a preschool child while crossing the

street must be emphasized in the training provided to parents and children. The required

transportation and pedestrian safety education of

children and parents, except for bus evacuation

drills required by paragraph (d) of this section, must be provided within the first thirty days of

the program year.

Provide developmentally appropriate training for parents and children in pedestrian

safety.

1) Parents will be provided pedestrian safety trainings through one or more of the

following:

a) Parent Committee meetings

b) Handouts c) Videos

d) Guest speakers

e) Certified Car Seat Safety Technicians

2) A lesson for children on transportation and pedestrian safety education will be one of the safety lessons provided in the classroom.

Teacher/FSW

Within first 30

days of school

year Orientation for

late enrollees

@, %

Parent Handbook,

Lesson Plans,

Parent Notebook,

Policy Council Meeting Minutes

ChildPlus #4110

(b)

(1)

(2)

(3)

(4)

(5)

Each agency providing transportation services,

directly or through another organization or an

individual, must ensure that children who receive

such services are taught: Safe riding practices;

Safety procedures for boarding and leaving the

vehicle;

Safety procedures in crossing the street to and from the vehicle at stops;

Recognition of the danger zones around the

vehicle, and

Emergency evacuation procedures, including participating in an emergency evacuation drill

conducted on the vehicle the child will be riding.

Head Start does not provide transportation, but does provide required

transportation/pedestrian safety training to parents and children.

Teacher/FSW

Within first 30

days Orientation for

late enrollees

@

Lesson Plans

ChildPlus #4110

(c)

(1)

(2)


must provide training for parents that:

Emphasizes the importance of escorting their

children to the vehicle stop and the importance of reinforcing the training provided to children

regarding vehicle safety; and.

Complements the training provided to their

children so that safety practices can be reinforced both in Head Start and at home by the parent.

Parents will be provided pedestrian safety trainings through one or more of the

following:

a) Orientation

b) Handouts c) Videos

d) Guest speaker

e) Certified Car Seat Safety Technicians

Teacher/FSW

Within first 30

days

Orientation for late enrollees

@ Lesson Plans

ChildPlus #4110

(d) Each agency providing transportation services must ensure that at least two bus evacuation

drills in addition to the one required under

paragraph (b)(5) of this section are conducted

during the program year.

N/A

REVISED 6/2014

Page 8

(e)


must develop activities to remind children of the safety procedures. These activities must be

developmentally appropriate, individualized and

be an integral part of the Head Start or Early

Head Start program.

Head Start does not provide transportation, but does provide required

transportation/pedestrian safety training to parents and children.

Teacher/FSW

Within first 30 days

Orientation for

late enrollees

@ Lesson Plans

ChildPlus #4110

PERFORMANCE STANDARD: 1310.22 – CHILDREN WITH DISABILITIES # OBJECTIVE PROCEDURE WHO/WHEN MONITOR DOCUMENTATION

(a) Effective January 18, 2006 each agency must ensure that there are school buses or allowable

alternate vehicles adapted or designed for

transportation of children with disabilities

available as necessary to transport such children enrolled in the program. This requirement does

not apply to the transportation of children

receiving home-based services unless school

buses or allowable alternate vehicles are used to transport the other children served under the

home-based option by the grant. Whenever

possible, children with disabilities must be

transported in the same vehicles used to transport other children by the grantee. Whenever

possible, children with disabilities must be

transported in the same vehicle used to transport

other children enrolled in the Head Start or Early Head Start program.

Head Start does not have vehicles nor do they provide transportation. Head Start will apply for a waiver for Pre-K partners.

HS Director Annually

X Transportation Waiver

Policy Council and

Board of Directors

Meeting Minutes

(b) Each Head Start, Early Head Start and delegate agency must ensure compliance with the

Americans with Disabilities Act (42U.S>C.

12101 et seq.), the HHS regulations at 45 CFR

part 84, implementing Section 504 of the Rehabilitation Act of 1973 (29 U.S.C> 794), and

the Head Start Program Performance Standards

on Services for Children with Disabilities (45

CFR part 1308) as they apply to transportation services.…..

N/A

(c)

(1)

Each agency must specify any special

transportation requirements for a child with a

disability when preparing the child’s Individualized Education Plan (IEP) or

Individual Family Service Plan (IFSP), and

ensure that in all cases special transportation

requirements in a child’s IEP or IFSP are followed, including:

Special pick-up and drop-off requirements;

IFSP or IEP’s will include special transportation requirements for a child with a

disability, if special provisions are necessary.

School District

*

IFSP/IEP

REVISED 6/2014

Page 9

(2)

(3) (4)

(5)

Special seating requirements;

Special equipment needs; Any special assistance that may be required; and

Any special training for bus drivers and

monitors.

PERFORMANCE STANDARD: 1310.23 - COORDINATED TRANSPORTATION


(a) Each agency providing transportation must make reasonable efforts to coordinate transportation

resources with other human service agencies in

its community in order to control costs and to

improve the quality and the availability of transportation services.

N/A

(b) (1)

(2)

(3)

At a minimum, the agency must: Identify the true costs of providing transportation

in order to knowledgeably compare the costs of

providing transportation directly versus

contracting for the services; Explore the option of participating in any

coordinated public or private transportation

systems existing in the community; and.

Where no coordinated public or private non-profit transportation system exists in the

community, make every effort to identify other

human services agencies also providing

transportation services and where reasonable, to

participate in the establishment if a local

transportation coordinating council.

A feasibility study was done by the Head Start Director. Due to the cost of providing transportation, this was not an option for our Head Start program.

HS Director

X Assessment Tool