table of contents - concerted services, incconcertedservices.org/educationprocedures.pdf ·...

EDUCATION

Table of Contents -7

Education Service Area Plan 8-22

Documents to be Posted in Classrooms 23-25

Classroom Bulletin Board Information 26-28

DECAL Licensing Board Layout 29

Information Posted Inside Front Door Layout 30

Emergency Evacuation Drill Procedures 31-32

Fire/ Tornado/Lock Down Drill Report 33

Fire/ Tornado/Lock Down Drill Center Report 34

Emergency Signal Instructions 35

Fire Escape Route – Sample 36

Classroom Supply Request 37

First Two Weeks of School 38-39

Informing Parents of Upcoming Events 40

Example of Notes sent Home to Parents 41

Classroom Safety 42-44

Developmentally Appropriate Curriculum 45-48

Lesson Plans 49-51

Definitions of Lesson Plan Components 52-55

Classroom Daily Schedule 56-62

Classroom Daily Schedule – Example 1 63

Pictorial Schedule 64-65

Classroom Materials and Equipment 66-67

Employee Shared Supplies 68

Classroom Inventory Checklist 69-78

Learning Centers 79-89

Outdoor Play 90

Toys and Games Center 91

Writing Center 92

Music and Movement Center 93

EDUCATION Science Center 94

Library Center 95

Dramatic Play 96

Art Center 97

Block Center 98

Labeling 99

Displaying Children’s Work 100

Use of Children’s Videos in Classrooms 101

National Child Care Bulletin (Video Copyright Information) 102-104

Use of Computers in Classroom 105

Outdoor Play and Materials 106-107

Nap Time 108-109

Journals 110-111

Portfolios 112-113

Classroom Files 114-117

Children’s Files List – Head Start/Pre-K 118

Children’s Files List – Early Head Start 119

Verification of Information Shared – 1st/2nd Year Teachers 120

Daily Attendance Records for Children (Sign-in/Sign-out & Roll Books) 121-122

Late Arrival of Children 123-125

First Tardiness Conference Notification 126

Second Tardiness Conference Notification 127

Tardiness Agreement 128

Tardiness Parent Meeting 129

Late Pick Up of Children 130-132

First Late Pick Up Notification 133

First Late Pick Up Conference Notification 134

Second Late Pick Up Conference Notification 135

Late Pick Up Agreement 136

EDUCATION Late Pick Up Parent Meeting 137

Attendance Reward System 138-139

I am Special! 140

Infant My Day 141

Toddler My Day 142

Developmental Screening 143-144

Screening Results Acknowledgement Head Start 145

Screening Results Acknowledgement Head Start – Spanish 146

Screening Results Acknowledgement Early Head Start 147

Screening Results Acknowledgement Early Head Start – Spanish 148

Notification of DIAL-4 Screening – English 149

Notification of DIAL-4 Screening – Spanish 150

Notification of Ages & Stages Screening Early HS – English 151

Notification of Ages & Stages Screening Early HS – Spanish 152

DIAL-4 Scores Report 153

Assessments and Ongoing Observations 154-156

Analysis Review Form – First Assessment 157

Analysis Review Form – Second Assessment 158

Analysis Review Form – Third Assessment 159

Parent-Child Home Activities/Parent Input 160

Home Visit/Parent Orientation Appointment 161

Home Visit Confirmation 162

Home Visit Confirmation – Spanish 163

Home Visit/Center Visit 164-166

Home Visit Destination Form 167

Home Visit Totals Report 168

Refusal of Home Visit Form 169

Refusal of Home Visit Form – Spanish 170

First Educational Home Visit Report 171-172

Second Educational Home Visit Report 173

EDUCATION Guidelines for Transporting Enrollees 174

Guidelines for Transporting Enrollees-Spanish 175

Parent-Teacher Classroom Conference Report 176-177

Parent/Teacher Conference Confirmation 178

Parent/Teacher Conference Confirmation – Spanish 179

Parent-Teacher Conference Totals Report 180

Themes 181

Playground Safety and Environment 182-183

Information Shared with Parents During Orientation 184-192

Daily Walks/Community Helpers Procedures 193

Bye-Bye Buggy Checklist for Early Head Start 194

Certificate of Participation 195

Center Coordinators/Lead Teachers & Coach Duties 196-199

Request for Working Over Designated Hours 200

Request for Taking Work Home 201

Monthly Reports for Center Coordinators/Lead Teachers 202

Classroom Monthly Status Check 203

Lead Teacher/Center Coordinator Monthly Status Check 204

New Staff (Education Staff) Monthly Evaluation 205-209

Coach Monitoring Tools 210-211

Coach Daily Report 212-216

Coach Daily Checklist 217-233

Facilities Inspection Form 234-235

Coach Monthly Checklist 236-237

STEPS Monthly Checklist 238

Cooach Monthly Report 239

EDUCATION Coach Quarterly Checklist 240-241

Areas of Concern Plan of Action for Correction Form 242

Early Childhood Development Monitoring Tool 243-244

Monitoring Tool – Creative Curriculum Implementation Checklist 245-271 Concious Discipline Monitoring Tool 272-273 Reviewers Comments 274

Request for Mentoring Form 275

Mentor Report 276

Request for Extension 277

Request for Extension Form 278

Request for Training 279

Request for Training Form 280

Monitoring Reports 281

Monitoring Analysis Report 282

Corporal Punishment 283

Disruptive Behavior/Child Discipline Policy 284-289Enrollee Brought to Office form 290-291

Severe Disruptive Behavior Discipline Form 292

Severe Disruptive Behavior Discipline Form -Spanish 293 Behavior Anecdotal Record 294 Request to Send Enrollee Home for the Day 295

Severe Disruptive Behavior Meeting 296 “Cool Down” Policy 297 Positive Versus Punitive 298 Criteria for Positive Time-out (Cool Down) 299

Reporting Misconduct Towards a Child 300-301

Misconduct Toward a Child Reporting Form 302

Internal Concern 303

Internal Concern Report 304

Staff Meetings 305-306

Staff Meeting Agenda 307 Dress Code Chart 308

EDUCATION Death of an Enrollee Policy 309-310

Death of Staff 311

Substitute Teachers 312

Personal Visitors 313

End of Year Classroom/Center Closing 314

Individuals Returning to Work 315

Emergent Literacy/Numeracy Skills 316-317

Missing/Lost Enrollees 318

Missing/Lost Enrollees Report 319-320

Pictures/Proofs Procedures 321

Additional Staff Requirements 322-323

Daily Checklist 324

Animal and Pet Policy 325

Assigning Teaching Teams 326

Parent Participation 327-328

Strategies for Negotiating Differences with Families 329

Walking Ropes/Daily Head Count 330

Head Start Head Count/Check off List 331

Early Head Start Head Count/Check off List 332-333

Zoo-phonics 334-335

Security Systems 336

Keeping Current Information 337-338

Information on Early Head Start Families 339

Video Camera 340

Receipt for Video Camera 341

Safety Sam – A Transportation Education Curriculum 342

Second STEP – A Violence Prevention Curriculum 343

I Am Moving, I Am Learning/Let’s Move – Move Your Body 344-345

Children Unable to Attend the Program due to Medical Problems 346

Request for Home Activities 347

EDUCATION Log of Home Activities for Education Services Outside the Classroom 348

Cell Phones/Purses/Personal Phone calls 349

Digital Cameras 350

EHS 199 – Receipt for Classroom Digital Cameras 351

Use of Run-off or Copied Materials 352

Pre-K/Head Start Blended Classrooms 353-354

Monitoring for Pre-K Classrooms 355

EHS 171 – Monitoring schedule for Pre-K Classrooms 356

Inclusion Classrooms 357

Early Head Start Summer Session 358

Supervision of Children 359-361

Multicultural Diversity 362-363

Emergency Preparedness 364-366

EHS 2000 – Evacuation Site Addresses Form 367

EHS 2001 – Emergency Preparedness Kits Inventory List 368

Volunteer Procedure 369

CLASS – Classroom Observation Scoring System Procedure 370

EHS 182 – CLASS Observation Score Sheet 371-372

New Staff Orientation Checklist Procedure 373-374

EHS 172 – New Staff Orientation Checklist 375

Commitment to the Safety and Well-Being of Children 376

Child to Adult interactions 377

School Readiness 378-380

School Readiness Goals 381-386Playground Supervision Zones 387

The following information will be incorporated into the overall monitoring systems. Education and Early Childhood Development.

Child Development and Education Approach for All Children In order to help children gain the social competence, skills and confidence necessary to be prepared to succeed in their present environment and with later responsibilities in school and life, grantee and delegate agencies' approach to child development and education must: Be developmentally and linguistically appropriate, recognizing that children have individual rates of development as well as individual interests, temperaments, languages, cultural backgrounds, and learning styles;

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

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

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

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

Parents must be: Invited to become integrally involved in the development of the program's curriculum and approach to child development and education;

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

Encouraged to participate in staff parent conferences and home visits to discuss their child's development and education (see 45 CFR 1304.40(e) (4) and 45 CFR 1304.40(i) (2)). Grantee and delegate agencies must support social and emotional development by: Encouraging development which enhances each child's strengths by: Building trust; Fostering independence;

Revised July 7, 2017 8

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

Encouraging respect for the feelings and rights of others; and

Supporting and respecting the home language, culture, and family composition of each child in ways that support the child's health and wellbeing; and

Planning for routines and transitions so that they occur in a timely, predictable and unrushed manner according to each child's needs.

Grantee and delegate agencies must provide for the development of each child's cognitive and language skills by: Supporting each child's learning, using various strategies including experimentation, inquiry, observation, play and exploration;

Ensuring opportunities for creative self-expression through activities such as art, music, movement, and dialogue; Promoting interaction and language use among children and between children and

adults; and Supporting emerging literacy and numeracy development through materials and

activities according to the developmental level of each child. In center based settings, grantee and delegate agencies must promote each

child's physical development by: Providing sufficient time, indoor and outdoor space, equipment, materials and adult guidance for active play and movement that support the development of gross motor skills;

Providing appropriate time, space, equipment, materials and adult guidance for the development of fine motor skills according to each child's developmental level; and

Providing an appropriate environment and adult guidance for the participation of children with special needs.


Child Development and Education Approach for Infants and Toddlers Grantee and delegate agencies' program of services for infants and toddlers must encourage (see 45 CFR 1304.3(a) (5) for a definition of curriculum): The development of secure relationships in out of home care settings for infants and toddlers by having a limited number of consistent teachers over an extended period of time. Teachers must demonstrate an understanding of the child's family culture and, whenever possible, speak the child's language (see 45 CFR 1304.52(g) (2));

Trust and emotional security so that each child can explore the environment according to his or her developmental level; and

Opportunities for each child to explore a variety of sensory and motor experiences with support and stimulation from teachers and family members.

Grantee and delegate agencies must support the social and emotional development of infants and toddlers by promoting an environment that: Encourages the development of self-awareness, autonomy, and self-expression; and

Supports the emerging communication skills of infants and toddlers by providing daily opportunities for each child to interact with others and to express himself or herself freely.

Grantee and delegate agencies must promote the physical development of infants and toddlers by: Supporting the development of the physical skills of infants and toddlers including gross motor skills, such as grasping, pulling, pushing, crawling, walking, and climbing; and

Creating opportunities for fine motor development that encourage the control and coordination of small, specialized motions, using the eyes, mouth, hands, and feet.

Child Development and Education for Preschoolers Grantee and delegate agencies, in collaboration with the parents, must implement a curriculum (see 45 CFR 1304.3(a)(5)) that: Supports each child's individual pattern of development and learning;

Provides for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving and decision making skills which form a foundation for school readiness and later school success;


Integrates all educational aspects of the health, nutrition, and mental health services into program activities;

Ensures that the program environment helps children develop emotional security and facility in social relationships;

Enhances each child's understanding of self as an individual and as a member of a group;

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 experiences both indoors and outdoors. Staff must use a variety of strategies to promote and support children's learning and

developmental progress based on the observations and ongoing assessment of each child (see 45 CFR 1304.20(b), 1304.20(d), and 1304.20(e)).

Food is not used as punishment or reward, and that each child is encouraged, but not forced, to eat or taste his or her food;

Sufficient time is allowed for each child to eat; All toddlers and preschool children and assigned classroom staff, including

volunteers, eat together family style and share the same menu to the extent possible;

As developmentally appropriate, opportunity is provided for the involvement of children in food related activities.

Definitions As used in this part: Curriculum means a written plan that includes:

The goals for children’s development and learning; The experiences through which they will achieve these goals; and What staff and parents do to help children achieve these goals; and The materials needed to support the implementation of the curriculum. The

curriculum is consistent with Head Start Program Performance Standards and is based on sound child development principles about how children grow and learn.

Grantee and delegate agencies must provide opportunities to include parents in the development of the program's curriculum and approach to child development and education (see 45 CFR 1304.3(a) (5) for a definition of curriculum). 3


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.

1310.21 Safety education. (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 the bus evacuation drills required by paragraph (d) of this section, must be provided within the first thirty days of the program year.

1304.40 Family Partnerships. (e) Parent Involvement in Child Development and Education (5) In addition to the two home visits, teachers in center based programs must conduct staff parent conferences, as needed, but no less than two per program year, to enhance the knowledge and understanding of both staff and parents of the educational and developmental progress and activities of children in the program (see 45 CFR 1304.21(a) (2) (iii) and 45 CFR 1304.40(i) for additional requirements about staff parent conferences and home visits).

Sec. 641A. [42 U.S.C. 9836A] (a) QUALITY STANDARDS. (1) ESTABLISHMENT OF STANDARDS. The Secretary shall establish by regulation standards, including minimum levels of overall accomplishment, applicable to Head Start agencies, programs, and projects under this subchapter, including (B)(i) education performance standards to ensure the school readiness of children participating in a Head Start program, on completion of the Head Start program and prior to entering school; and


Sec. 641A. [42 U.S.C. 9836A] (a) QUALITY STANDARDS. (1) ESTABLISHMENT OF STANDARDS. The Secretary shall establish by regulation standards, including minimum levels of overall accomplishment, applicable to Head Start agencies, programs, and projects under this subchapter, including (B)(ii) additional education performance standards to ensure that the children participating in the program, at a minimum (I) develop phonemic, print, and numeracy awareness;

(II) understand and use language to communicate for various purposes;

(III) understand and use increasingly complex and varied vocabulary;

(IV) develop and demonstrate an appreciation of books; and

(V) In the case of non English background children, progress toward acquisition of the English language.

Sec. 641A. [42 U.S.C. 9836A] (b) RESULTS BASED PERFORMANCE MEASURES. (4) EDUCATIONAL PERFORMANCE MEASURES. Such results based performance measures shall include educational performance measures that ensure that children participating in Head Start programs (A) know that letters of the alphabet are a special category of visual graphics that can be individually named;

(B) recognize a word as a unit of print;

(C) identify at least 10 letters of the alphabet; and


(D) Associate sounds with written words.

The CSI Head Start/Early Head Start Program uses the following plan to assure that all educational requirements of the Head Start Performance Standards are met for all children and families. The Education Specialist; Center Coordinators/Lead Teachers; and teaching staff will work in coordination with other service area staff, school principals, other district staff, parents, and Community Partners to provide a holistic and complete array of services for Head Start/Early Head Start children.

Education Service Plan Activity Timeframe Responsibility Documentation 1. Implement the Creative Curriculum through strategies

that recognize the following principles of child development: • The development of each child’s social competence

is a key goal for Head Start services. • Appropriate emphasis on language and literacy

development is important in selecting program activities.

• Planning and scheduling of activities should be informed by knowledge of the differential learning styles and rates of development of all children in the class, across the eleven developmental domains.

• The classroom environment and climate, as well as the conduct of staff, must demonstrate recognition of and respect for individual interests, gender, temperaments, languages, cultural backgrounds, ethnicity, and family composition.

• The activities chosen and the procedures for implementing them must build on encouragement of each child to organize her experiences and develop appropriate reasoning, problem-solving and decision making skills.

Daily Education Specialist and Teaching staff in partnership with other service area staff, parents, and community partners.

• • • • • •

•

Creative Curriculum Checklist Weekly Lesson Plans Classroom Schedules Parent Input into Curriculum Classroom Resource Materials Teaching Strategies Gold Reports Anecdotal notes supporting individualization


• Children should experience success during learning activities.

Activity Timeframe Responsibility Documentation 1. • Encouraging children to develop positive

attitudes towards learning should be consciously considered in the curriculum planning process.

• Learning experiences in health, nutrition, dental and mental health should be woven into the curriculum.

• Children with disabilities should experience joy and success in the learning process, building on their IEPs and parent partnerships.

• Children’s daily experiences should be an appropriate balance between child-chosen and teacher-planned activities, individual and small group experiences, and indoor and outdoor learning environments. Support for children’s independent toileting should be encouraged.

2. Invite and support parent involvement in the development and implementation of the curriculum.

August -May Ed. Specialist Head Start Teachers in partnership with parents

•

• •

Parent meeting/ training minutes and agendas Volunteer logs Parent/Teacher Conference notes


3. Provide training and other support to increase parents’ observation skills in children’s development. Encourage, support, and utilize observation and assessment data from parents.

August -May Center Coordinators/ Lead Teachers Ed. Specialist

• Training Agendas/Parent Meeting minutes and Sign-In Logs

Activity Timeframe Responsibility Documentation 4.

Provide one center visit, three parent/teacher conferences, and two home visits per year.

August; Oct.; Nov.; Feb.; March; April

Teaching Staff, in partnership with parents

• Center visit; Home visit; and parent/teacher conference forms

5. Support children’s social and emotional development by: • Implementing positive guidance, building trust,

building self-esteem, and fostering independence,

• Helping each child enhance her understanding of herself as an individual and as a member of the group,

• Encouraging age appropriate self-control, by setting clear, consistent limits.

• Encouraging children to respect the feelings and rights of others,

• Respecting the home language, culture, and family composition of each child, and planning timely, predictable and relaxed routines and transitions

Daily

Teaching Teams Positive Discipline materials: Visual schedules, self-calming icons, individual jobs, feeling charts, attendance charts, friends and family boards or albums, visual rules and safe place.

•

•

Labeled cubbies, room labeling in English and other dominant languages. Balanced daily schedule and list of transitions.


Activity Timeframe Responsibility Documentation 6. Strengthen each child’s cognitive and language

skills by: • Using a variety of teaching strategies, • Providing opportunities for self-expression, • Promoting interaction and language use among

children and between adults and children, • Supporting age appropriate emerging literacy

and numeracy development • Supporting individual patterns of development

and learning.

August -May Teaching Staff • • •

•

Creative Curriculum Weekly Lesson Plans Child Outcomes Results for Mathematics; Cognitive; and Language Development Children’s folders reflecting individualized activities

7. Promote the gross motor development of each child by providing sufficient outdoor play and using appropriate equipment, materials and guidance, and to adapt environment to enable the participation of children with special needs.

Daily Teaching Staff • • •

•

Creative Curriculum Weekly Lesson Plans Child Outcomes Results for Gross Motor Development Children’s folders reflecting individualized activities

8. Promote the fine motor development of each child by providing appropriate time, space, equipment, materials and guidance.

Daily Teaching Staff • • •

•

Creative Curriculum Weekly Lesson Plans Child Outcomes Results for Fine Motor Development Children’s activities reflecting individualized activities


Activity Timeframe Responsibility Documentation 9. Collect data on children’s learning and

development in eleven developmental domains through the use of on-going observations and assessment strategies.

Ongoing Teaching staff

• • •

Child Outcomes Procedures Observation Notes Child Outcomes Results

10. Analyze children’s growth and progress and revise learning activities and approaches to

Ongoing Teaching staff • Assessment data and analysis in child’s file

11. Collaborate with parents to perform developmental, behavioral, motor, language, social, cognitive, perceptual and emotional skills screening.

Within 45 days of entry

Teaching staff • •

DIAL-4 Ages & Stages

12. Confer with Education/Disabilities Specialist on results of screening process and how to use information to plan for individual children.

Upon completion of screening

Teaching staff Parents

• Meeting notes

13. Utilize multiple sources, including parents, in the screening process.

Within 45 days of entry

Teaching staff, Coach

• • DIAL-4 Ages & stages

14. Perform frequent observation and recording of individual children to note progress or change in physical appearance; emotional and behavioral patterns; and new or recurring medical, dental or developmental concerns.

Daily Teaching staff • • •

Health Observation form Anecdotal notes Child individualization plan


Activity Timeframe Responsibility Documentation 15. Familiarize parents on procedures and rationale for

screening. Gain written consent before any screening or evaluation process can begin.

August-

September Teaching staff •

•

Parent Notification of Screening Form Copies of signed consent forms

16. Utilize results from all screenings (developmental, sensory, behavioral, medical & dental) as well as input from parents to plan for their child’s individual characteristics, strength’s and needs.

August-

September Teaching staff •

• •

Child Individual Planning Report Lesson plans Parent Contact forms

17. Support individualization for children with disabilities by adapting activities and the environment to accommodate IEP goals and objectives.

Daily Teaching staff • • • •

Individual child plan Lesson plans Parent contact notes Consult Logs

18. Prepare children and assist parents in transitioning children from Head Start to elementary school by offering training opportunities, materials and support during parent conference or home visit.

April Education Specialist Head Start Staff

• • • • •

Agendas Parent contact forms Transition Activities Printed information Printed communication

19. Train new teachers in Outcome Mandate and assessment procedures. Review policies and procedures with all staff.

August-

September Center Coordinators/ Lead Teachers

• Training sign-in sheets


Activity Timeframe Responsibility Documentation Establish baseline in all 11 domains through

screening process and enter data on Child Plus

With 45 days of entry into program

Teaching staff • • •

DIAL-4 Screening Ages & Stages Screening Reports available through the Child Plus data management system

• Individualization forms, • Classroom observation

forms 21. Assess all children, including children with

disabilities in all 11 domains using multiple sources of information.

August-May Teaching staff • • •

Teaching Strategies Gold Anecdotal notes Children’s portfolios

22. Aggregate data three times per year. Use information to plan for purchases, training, and classroom support.

November, February, April

Education Specialist Center Coordinator/

Lead Teachers

Teaching Staff

•

•

•

Teaching Strategies Gold reports,

Home Visit/Parent- Teacher

Conference Forms Analysis of Assessment

• Review of Analysis Forms

• Meetings with School

System staff sign

-in sheets

and meeting minutes

23. Share outcome information with Policy Council

and Board to assist in planning. November, February, April

Education Specialist • •

Data analysis Summary of agency &

classroom progress


Activity Timeframe Responsibility Documentation

24. Monitor data input on regular basis. Monthly Education Specialist • •

Teaching Strategies Gold Assessment History

Coaches • User Activity reports

• Child folders

• Anecdotal Notes

• Lesson plans

25. Include child outcomes information in the self- assessment process.

April Management team Director

• Self-Assessment tool

26. Present training/overview on Outcomes Initiative to Policy Council and Board

September Management team, Director

• •

Presentation notes Power point

• Board and PC minutes

27. Review outcomes reports with staff to assist them with planning and to provide technical assistance.

Monthly Education Specialist • Teaching Strategies Gold reports,

• Meeting sign-in sheets • Monthly report 28. Share outcomes data with principals on regular

basis.

November February April

Education Specialist Center Coordinator/ Lead Teacher

• Teaching Strategies Gold Reports

29. Share outcomes data with program governance to assist in planning for program.

November February April

HS Director • Teaching Strategies Gold Reports

30. Use assessment data to engage parents in planning for their children at home and in school.

August-May Teachers, in partnership with parents

• Home Visit and Parent/Teacher Conference Reports

• Parent/Child Activity Forms • Parent Meeting sign-in

sheets • Teaching Strategies Gold

Reports


Activity Timeframe Responsibility Documentation 31. Use assessment to educate parents in observation of

their children.

August-May Teachers, Site coordinators

• •

Home Visit Forms Parent/Teacher Conference Forms

• Teaching Strategies Gold Reports

32. Review assessment tool and curriculum to ensure coordination of goals and outcomes across both

Yearly Management Team

• Education Advisory Committee Meeting minutes

• Summary of recommendations

33. Analyze data for short and long term objectives for professional development, program improvement, recruitment, curriculum review, materials purchasing, and planning for transitions to kindergarten and Exceptional Student Education programs.

Yearly Management Team with input from teaching staff, parents, principals, Board, Policy Council and community partners

Meeting minutes from Policy Council and Ed. Advisory Committee meetings, Summary of input from School Board and school administrators. Grant application and budget preparation meeting minutes.


CSI HEAD START PROGRAM

Subject: Documents to be Posted in Classrooms

Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

POLICY: Certain documents must be posted in clear view in an area of the classroom where they can be easily spotted when someone enters the classroom. These documents will be routinely checked by center managers, education component staff, OSPRI validators, NAEYC Accreditation validators, or other management staff or review personnel. PROCEDURE: The following documents should be posted in a prominent place in the classroom. Please refer to appropriate procedures in this manual for further information on specific documents.

1. Welcome sign (on door if possible) identifying CSI Head Start/Early Head Start/Pre-K and classroom number.

2. Fire exit plan (near door) 3. Emergency procedure for fire and storm (tornado) (near door) 4. Emergency procedures for medical and dental (near door) 5. Evacuation plan for disabled children (near door) Form in Disabilities (D-39)(EHS 316). 6. Location of an accessible telephone 7. Telephone number of the police, fire department, poison control, and other local emergency

numbers (also place by telephone) 8. Location of well supplied first aid kit 9. Weekly or monthly menus 10. Daily class schedule (post beside menus) 11. Lesson Plan (Completed, reviewed, and signed for the week) 12. Photograph and name of Mental Health Consultant 13. Mission statement 14. Copy of current CPR and First Aid Card 15. Copy of Child Abuse and Neglect Policy and GA Law


16. Copy of Child Development Associate (CDA), Teaching Certification, or Early Childhood Certificate (all other training and/or workshop certificates should be filed after a copy is forwarded to the Training Specialist)

17. A Parent Volunteer Day Poster will need to be posted stating what parent is assigned to volunteer that day and who will volunteer the next day.

Things to be posted at the center:

1. Official Notice for Workman's Compensation (near employee sign in area)

2. Report of Employee Accidents (near employee sign in area)

3. Reporting Fraud (near employee sign in area)

4. Fire Department Report

5. Health/Sanitation Department Report (kitchen area)

6. DHR License and evaluation (if applicable)

DECAL Licensing Board Information (Layout on page B-2a):

1. Mission Statement

2. Business License

3. GA DECAL Most Recent Inspection

4. Emergency Numbers

5. Menu

6. Rules and Regulations

7. Center Coordinator Phone Numbers

8. Center Phone Numbers

9. Child Abuse and Neglect Policy

10. Childhood Infectious Disease Poster

11. Sanitation Grade

12. GA Law Pertaining to GA Code of Child Abuse & Neglect #19-7-5

13. Phone Located in Front Office

14. Parents Rights.

Information Posted Inside Front Door Layout (Layout on page B-2b):

1. Emergency Phone Numbers 2. GED Information 3. Center Contact Numbers


4. Event Flyers 5. Smoke Free Sign 6. Menu 7. Fire/Tornado Drill Report 8. Drug Free Workplace Sign 9. Family Advocate Office Schedule 10. Other Certifications such as Standards of Care, etc.


PARENT NOTICES Children’s Artwork

Display information specific to parent’s interest. This area will be easily accessible to the parents and will be visually attractive so that parents will notice it when they enter the classroom. Examples are:

• Upcoming classroom events • Parents meetings • Employment announcements (remove after the application

deadline) • Health and safety information (Health Tips – change

monthly) (health and safety information may come from articles you may find through personal reading or findings and also from the health specialist)

• Community and civic events • Training/workshops


Page Left Blank



Mission Statement Rules & Regulations Sanitation Grade

DECAL Licensing Board Layout

Emergency Menu Numbers

Child Abuse Childhood & Neglect Infectious

Business License

Center Coordinator Phone Numbers

GA Law Pertaining To GA Code of Child Abuse & Neglect # 19-7-5

GA DECAL Most Recent Inspection

Center Phone Numbers

Phone Located in front office

Disease Poster

Parent’s Rights



Information Posted Inside Front Door Layout

Emergency Numbers GED Information Center Contact Numbers Event Flyers Smoke Free Sign Menu Fire/Tornado/Lock Down Drill Report

Drug Free Workplace Sign Family Advocate Office Schedule Other Certifications (SOC)



Subject: Emergency Evacuation Drills Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board POLICY:

In emergency situations, staff members are prepared to act quickly to ensure the health and wellbeing of each child. Planning, preparation, and training will help staff to learn the proper courses of action to take during an emergency. Monthly fire, lockdown, and tornado drills are required to maintain licensing and assure the safety of children and adults. The Center Coordinator/Lead Teacher will make sure these occur at their sites, including public school sites. Each drill will be documented on the "Fire/Tornado/Lock-down Drill Report" and must be posted in the office of the center and in each classroom.

"Fire and Tornado Safety Rules" and "Fire Exit Routes" will be posted in a conspicuous place in each classroom. PROCEDURES: 1. Fire, Lockdown, and Tornado drills will be done at each site within the first two weeks of school and

then monthly for the remainder of the school year. 2. Lock-Down Drill, Tornado Drill and Fire Drill should be completed on different days to prevent the staff

and children from becoming stressed. 3. A walk through of the facility and grounds will be done with the staff and enrollees pointing out exit

routes, etc. prior to the drills. 4. The teacher will post fire, tornado, lock down safety rules and fire exit routes near the door in each

classroom. 5. The "Fire and Tornado Safety Rules" presented on the following pages may be used, or this information

may be copied onto a teacher-prepared small classroom poster. Note that the signal may vary among public schools. Be sure that the posted rules reflect both the CSI procedures and the public school procedures.

6. Each Center Coordinator/Lead Teacher will arrange a schedule to ensure that Fire, Lockdown, and Tornado drills occur monthly during the program year.

a. At Head Start/Early Head Start centers, the Center Coordinator/Lead Teacher will conduct the drills. b. At public school sites, the Center Coordinator/Lead Teacher will discuss with the

principal the importance of monthly and establish that such drills will occur. If the fire, tornado and lock down drills do not occur monthly, the Center Coordinator/Lead Teacher will discuss this with the school principal to ensure that these do occur.


c. If a public school does not comply, the Center Coordinator/Lead Teacher and teacher(s) will set up procedures for conducting drills.

7. The person conducting the drill, usually the Center Coordinator/Lead Teacher will complete

the Fire/Tornado/Lock-Down Drill Report. This report is to be posted in the Center Coordinators Office and in every classroom in the center.

8. The Center Coordinator/Lead Teacher will also fill out the Fire/Tornado/Lock-Down Drill Report. This report is to be emailed to the Education Specialist with the end of the month reports.

9. Fire, Tornado Drills, and Lock down Drills are required each month.

10. Head Start/Early Head Start Classes located in the public schools will participate in the school conducted drills and secure a copy of the drill reports from the principal. The report will be posted in the office of the Center Coordinator or Lead Teacher’s classroom. The posted report must indicate all fire, tornado, and lock down drills conducted during the school year.

11. At the end of the school year, the Center Coordinator/Lead Teacher will file the reports. OTHER REQUIREMENTS RELATED TO EMERGENCY SITUATIONS: 1. All classrooms must have emergency lighting.

2. All sites must have working fire extinguishers. Staff must know where the fire extinguishers are located and how to use them. If staff does not know how to use the fire extinguishers, they must tell the Center Coordinator/Lead Teacher to arrange for training in the use of the fire extinguisher.

3. All exits must be clearly marked. If exits are not clearly marked, staff should notify the Center Coordinator/Lead Teacher. Staff must know both the primary and secondary routes out of the building.

4. All doors that do not lead to the outside must have a “Not an Exit” sign.



FIRE / TORNADO/LOCK-DOWN DRILL REPORT

Center: _ Center Coordinator/: ________________________

Date/Time

Type drill* (Circle one)

Length of time it took to exit or secure the

building

Comments/ Problems

Person

Conducting Drill

Number of Enrollees/Staff participating

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

F

T

LD

* F = Fire T = Tornado LD=Lock Down


CONCERTED SERVICES, INC. HEAD START PROGRAM

Center:

Fire

Date/Time: Number of Enrollees Participating:

Weather Conditions:

Time it took to Exit Building: Time it took to Account for all enrollees and staff: Unusual Occurrences: Plan of action for any unusual occurrences or concerns:

Tornado

Date/Time: Number of Enrollees Participating:

Weather Conditions:

Time it took to prepare for storm: Time it took to Account for all enrollees and staff: Unusual Occurrences: Plan of action for any unusual occurrences or concerns:

Lock Down

Date/Time: Weather Conditions: Number of Enrollees Participating: Time it took to secure the classroom: Time it took to Account for all enrollees and staff: Unusual Occurrences: Plan of action for any unusual occurrences or concerns:

Center Coordinator/Lead Teacher signature Date


CSI HEAD START

EMERGENCY SIGNAL INSTRUCTIONS

FIRE SIGNAL

The fire alarm system is used as this bell. * 1. Children line up in classroom.

2. Assistant walks in front of line.

3. Teacher picks up "Emergency Contact Notebook".

4. Teacher walks in back of line and makes sure that all children have left the room.

5. Staff and children line up outside away from and facing school building until the "All Clear" signal is given.

TORNADO SIGNAL

One long bell*

1. Children line up in classroom.

2. Assistant walks in front of line.

3. Teacher picks up "Emergency Contact Notebook" and flashlight.

4. Teacher walks in back of line and makes sure that all children have left the room.

5. Teachers and children walk to designated area (usually the hallway).

6. Teacher and children kneel on floor with heads down.

** These signals may vary by site. If your signals vary, you will need to inform the Education Specialist of what your signals are within the first two weeks of the school year.



Subject: First Two Weeks of School Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board POLICY: The teaching staff will focus on the Head Start/Early Head Start/Pre-K classroom program. Teaching staff will provide an emotional climate that communicates warm acceptance, respect and caring for the individual child and parent -- their needs, feelings, and interests. Teaching staff will communicate at eye level with children and listen attentively to children's questions and responses. PROCEDURE:

1. Teaching staff will introduce the learning environment to the children in an informal, unhurried, patient, and meaningful manner. The learning environment includes classroom learning centers, playground, toileting facilities, lunch room and other areas both indoors and outdoors.

2. Children’s artwork will be posted around the classroom. Each child should have an icon with the first letter of their name with a piece of the child’s artwork hanging below it. There should be a moderate variety of materials available. For example, initially only a few simple puzzles will be available for children's use, along with other table toys. Supplies will be rotated throughout the year. Children's success will be encouraged and facilitated by classroom staff.

3. Teachers will use a tentative schedule which is balanced in regard to themes centered around children’s interests, active/quiet, indoors/outdoors, teacher-child-initiated activities, and large-and small-group.

4. Children should have access to all learning centers throughout the day.

NOTE: Teaching staff should familiarize themselves with plant and insect life before taking children out, and assure that children do not touch poisonous plants or stinging/biting insects. Classroom staff must provide the time and support for children to actively explore their new surroundings, to make choices, to problem-solve, and to exercise their bodies' capacity for large and small muscle activity in a variety of ways. Transitions will be interesting and fun. This schedule, with its predictable order, will contribute much to the child's sense of comfort and security.


5. The classroom staff must introduce daily health routines, including brushing teeth after lunch,

hand washing before eating, after toileting, before and after sand/water play, and after playing outdoors. Adults are required to brush teeth and wash hands.

6. Involve the children in discussing and implementing inside and outside rules. There is no need to greet children with a long list of rules. “Soft Voice, and Kind Words”, “Move Safely”, “Respect Property”, “Listen and Respect Others”, “Share and Take Turns”, and “Soft and Kind Touch”. Teachers will provide reasons, simply and positively state, so that a foundation for learning to live happily and safely begins to be laid (e.g., "We will move quietly down the hall to the cafeteria so the other children can keep doing their work." "We go down the slide one at a time so we can be safe.")

7. The Second STEP: A Violence Prevention Program will be implemented during the 20072008 school year. Second STEP helps children to develop problem solving skills by asking questions such as “How do I feel?”; “What is the problem?”; and “What can I do?”. The program also teaches children about fair ways to play such as sharing, trading, and taking turns. Second STEP encourages children to be involved in rule making. Rules should be phrased in a positive way that clearly defines expected behavior; for example, “Raise your hand and wait until you’re called on” “Listen carefully when others are speaking” and “Keep hands and feet to yourself”.

8. Although paperwork and record-keeping are necessary and require a certain amount of time, our "priority one" is the children in our care. Teaching staff will develop a team approach that enables them to be fully involved with the children and still fulfill the Agency's paperwork requirements.

9. Play is primary in Head Start/Early Head Start. Lesson plans will reflect our commitment to "learning through play". If children and teachers are not having fun, something is wrong. Teachers will contact their Site Supervisor for assistance and Site Supervisor will contact Education Specialist to assist if needed.

10 Site Supervisor, Coaches , and Specialists must observe the classroom staff using the following tools:

a. Early Childhood Monitoring Tool (done quarterly by Coaches b. STEPS Monitoring Tool (done quarterly by Coachesc. Creative Curriculum Monitoring Tool (done quarterly by Coachesd. Coaches Checklists (done daily, monthly, quarterly) e. Coaches Daily Observations f. CLASS (Classroom Assessment Scoring System) g. ITERS and ECERS Rating Scale

The main responsibility of monitoring will fall under the position of the Coaches.


Anita

Typewritten Text


Subject: Informing Parents of Upcoming Events Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

POLICY: Communications-general: Grantee and delegate agencies must establish and implement systems to ensure that timely and accurate information is provided to parents, policy groups, staff, and the general community. PROCEDURES: 1. Center Coordinators/Lead Teachers need to send information to parents informing them of

upcoming events one week prior to the event and the day prior to the event. Information should be sent for, but not limited to, the following occasions.

• Book Distributions • Home Visits • Parent Meetings • Parent-Teacher Conferences • School Closings • Special Events/Holidays

2. Center Coordinators/Lead Teachers will maintain an up-to-date file of all the information

sent to the parents. The date information was sent to the parents should be in the upper left hand corner.

3. Center Coordinators/Lead Teachers will provide Family Advocates with a copy of all the

information sent to parents. 4. Family Advocates will also maintain an up-to-date file of the information sent home by the

Center Coordinator/Lead Teacher to the parents. 5. Center Coordinators/Lead Teachers are responsible for making sure all of the above

procedures are followed.


EXAMPLE OF NOTES SENT HOME TO PARENTS

SCHOOL CLOSING: Dear Parents/Guardians:

School will be closed on the following date(s) due to ________________________________________________________________________________. Please return your child to school on the following date . Should you have any questions or concerns, pleased call the center at _________________________________. Thank you for your usual cooperation.

Sincerely,

Site Supervisor Signature

PARENT MEETINGS: Dear Parents/Guardians:

A parent meeting has been scheduled for the following date and time . The following classrooms will be performing a short program for the parents. Please make every effort to attend this meeting. We will be discussing upcoming events___________________________________________________ ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Your cooperation is greatly appreciated. Sincerely

Site Supervisor Signature The following notices can be found in the Head Start Manual:

Home Visit Confirmation Parent Teacher Conference Confirmation



Subject: Classroom Safety Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

POLICY: Classrooms and other areas which children have access will be maintained in a safe and orderly manner, free of potential hazards. Teachers will use role play, stories, etc. to foster safety practices and discuss safety issues with their children and families to prevent injuries. PROCEDURES: Toxic Materials:

1. Classrooms are to be kept neat and organized. 2. Classrooms should not contain toxic substances. 3. All potentially toxic substances or cleaning supplies must be in a locked cabinet. All

white-out is to be removed. 4. NOTE: All aerosol containers must be in a locked cabinet! 5. For Head Start/Early Head Start centers, the Center Coordinator/Lead Teacher will designate

a specific room or closet for storage of toxic substances. This room/closet must be securely locked.

6. Storage on a high shelf on the teacher's supply cabinet is not sufficient! If the teacher's supply cabinet must be used for storage of toxic substances, the cabinet must be securely locked.

7. No outside cleaning supplies or deodorizers should be brought into the center. 8. All chemicals must have an SDS sheet.

Lighting and Emergency Lighting:

1. All classrooms, hallways, and stairways will be well lit.

2. Each classroom will be supplied with an emergency light.

Outlets and Electrical Cords:

1. All outlets must be securely covered with protective caps when not in use.

2. Electrical cords must be securely plugged into the outlet when in use. Cords must be positioned in such a way to prevent unnecessary access by children. For example, cords should not dangle to allow a child to pull equipment over.


3. Extension cords will be used only when absolutely necessary. If used, teachers must thoroughly inspect the cord for signs of damage or wear before use. Extension cords must not be used to overload outlets.

4. Extension and other electrical cords must not be placed under rugs, pillows, or other

flammable material. 5. Surge Protectors must be mounted and off the floor at all times.

Windows and Glass Doors:

1. Screens are placed on all windows that open (when appropriate).

2. All windows and glass doors are constructed, adapted, or adjusted to prevent injury to children.

3. Drapery or window covering cords are securely tied or fastened out of children's reach to prevent strangulation. In cases where there are long cords, the cord must be cut to a length where children cannot reach them.

4. Decals should be on glass entries to prevent individuals from walking into the glass.

Pathways:

1. All pathways in the classroom and hallway, and all exit routes are kept clear of barriers.

Posted Information: (See "Documents to be Posted in Classrooms,” Education section, for more information)

The following documents must be posted in a conspicuous place.

1. "Classroom Emergency Chart" (which includes classroom identification information and location/telephone number of emergency response system.) See sample, next page.

2. Spiral-bound Childhood Emergencies - What To Do book

3. Emergency evacuation routes and other safety procedures for emergencies (e.g., fire or weather-related), which are practiced monthly.

All items should be checked daily by staff.

Safety Purposes:

1. Each center should have an Emergency Preparedness Kit. Kits should include the children’s and staff’s emergency information, a flashlight, battery powered radio, blanket, garbage bags, ball point pens, pencils, note/legal pads, duct tape, plastic sheeting, cell phone, phone book, markers, index cards, name tags for the children, first aid supplies, and the evacuation plan.


2. Kits should be checked within the first two weeks of school. Center Coordinators/Lead Teachers will use the checklist in the procedures manual to inventory the Emergency Preparedness Kits. The form is to be sent to the Education Specialist within the first two weeks of school.

3. Each center will keep an up-to-date Emergency Preparedness Notebook that has information on various types of emergencies and how to prepare for them.



Subject: Developmentally Appropriate Curriculum Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council

Executive Board

POLICY: The primary goal of the CSI Head Start/Early Head Start Program is: To strengthen the

parent/child relationship in order to develop mutual competence among members of the family. A developmentally appropriate educational program for young children is composed of both concrete and abstract experiences that provide knowledge of themselves and the world around them. The CSI Head Start/Early Head Start Programs use the Creative Curriculum For Preschoolers and the Creative Curriculum for Infants & Toddlers (Diane Trister-Dodge, Laura Cocker and Kathy Heroman) as a framework to help young children develop basic skills, concepts, knowledge, and attitudes in the important areas of social/emotional development, physical, cognitive, and language development. The curriculum is flexible and child-centered and is designed to be a part of the total educational continuum, not a separate program. The CSI Head Start Program uses the Partners for a Healthy Baby: Curriculum for Expectant Families as the curriculum for pregnant women. PROCEDURE: The daily lesson plans for each class will include activities that foster development of the skills listed below. 1. Cognitive development includes intellectual, perceptual, and language skills.

a. Intellectual skills: This includes concept formation, problem solving, classification, communication, observation, and relationships.

b. Perceptual skills: This includes perception through the use of the senses: vision, hearing, taste, smell, and touch.

c. Language skills: This includes use of increased vocabulary to communicate orally, use of appropriate patterns of English, use of age-appropriate language, and verbalization of needs and feelings.

2. Appropriate social behavior is learned as a young child functions in and as part of a group, interacts properly with other children, takes directions from the teacher, respects the rights of others, takes turns, works cooperatively, and accepts responsibility.


3. Emotional development proceeds optimally as the young child gains positive attitudes toward self and others, accepts self as a person of adequacy and worth, acquires self-discipline, develops independence and initiative, grows in self-confidence and self-reliance, accepts and adjusts to success and failure, and expresses feelings in an acceptable manner.

4. Physical and motor skills include both large and small muscle coordination. This contributes

to a child's feeling of security as he begins to control himself and his environment.

a. Large muscle coordination is developed by climbing, pushing, pulling, lifting, skipping, hopping, throwing, running, jumping, dancing, and other creative movement activities.

b. Small muscle coordination is developed through manipulating pegs, toys, and beads,

assembling puzzles, building with blocks, working with tools, and painting, drawing, cutting with scissors and pasting.

5. Self-help skills include developing behavior and skills that foster independence. These

behaviors/skills include all areas of health and hygiene such as dressing and grooming, eating habits, toileting habits.

6. Aesthetics, moral/spiritual values are fostered through participation in art, music, and

pretend activities; enjoying literature, stories, and poems; developing awareness of patriotism and love of country; and becoming aware of religious values.

7. Partners for a Health Baby Curriculum provides information and advice for expectant families for each trimester of the pregnancy. This curriculum helps families learn more about the different stages of pregnancy; what to expect at each stage; to set goals for the family; and the importance of prenatal/postnatal care for the mom and the baby.

The Partners for a Healthy Baby: Curriculum for Expectant Families will include information that fosters the development of the skills listed below. 1. Advice for Expectant Fathers;

2. Goal Setting for Parents;

3. Changes during early pregnancy; Changes during your second trimester of pregnancy;

4. Why is Prenatal Care Important?

5. What to expect during first prenatal visit; what to expect at prenatal visits in the second trimester;

6. How stress affects unborn babies/Coping with stress;

7. Nourishment for mom and baby;

8. How tobacco, alcohol, and drugs can hurt your unborn baby;

9. Healthy things to do for you and your baby

10. Sexually transmitted diseases can hurt your baby;

11. HIV/AIDS;


12. How my baby is developing;

13. Tips for Father’s to be;

14. Prenatal Woman Health Requirements;

15. Prenatal Visit Verification;

16. Prenatal Health History;

17. Right from the Start Referral Form;

18. Prenatal Checklist;

19. Family Contact Form;

20. Prenatal Health Agreement

21. Parent Survey for Information

22. Warning of Prenatal Slot Release

23. Post-natal Transition Plan

24. Permission for Prenatal Consultant Services

Persons responsible for the different areas are: 1. Application Process – Family Services Specialist

2. Health; Dental; and Postnatal Visit Requirements – Health Specialist

3. Nutrition Requirements – Nutrition Specialist

4. Mental Health Requirements – Mental Health Specialist

5. Classroom Education Requirements – Education Specialist The Early Head Start curriculum is a written plan for each child which includes:

1. The goals for the child’s development and learning 2. The experiences toward achieving the goals 3. The strategies staff and parents will use to help children achieve goals 4. The materials needed to support and implement the curriculum plan.

The EHS program recognizes and supports parents as the primary nurturers and educators of their children. Parents are included as full partners in all EHS services and program options. The EHS staff role is to be a resource to guide and respond to parent’s needs, questions and growing awareness of their child, rather than an “expert”. The more parents themselves can directly experience and identify strengths in their relationship with their child, the more they see themselves as capable parents and not in a subordinate relationship to an expert. EHS emphasizes healthy social/emotional development of infants, toddlers and parents. Social/emotional development takes place within the context of relationships. For infants and toddlers, well-being is determined by positive and predictable, responsive care and interactions with parents and staff. EHS recognizes that social/emotional development underlies all other developmental domains. Because care giving is the primary means toward development of social


competency in children, a core component to our EHS curriculum is the development of consistent, nurturing, caregiving routines.

Areas of Curriculum Focus The EHS curriculum integrates the following areas of focus into all service options provided to children and families;

1. A Quality Planned Learning Environment: Nurturing safe environments are designed to promote all areas of early development; large and small motor, cognitive, perceptual, emotional, social, language, creative and expressive.

2. Relationships and Early Social-Emotional Development: Attachment, Development of Self, and Emotional Regulation: Infant and toddler social and emotional development, or mental health, involves their sense of self, how they view and relate to others, and how they regulate their behavior and emotions. It can only be developed in the context of nurturing relationships.

3. Predictable Routines:

EHS provides routines including: • Hellos and Good-byes • Diapering and toileting • Feeding and mealtimes • Naptimes and sleeping • Getting dressed

4. Routines offer opportunities to build relationships with children and support their growth and learning. Because all learning is integrated, as children participate in daily routines they learn to think, collect new information about themselves and the world around them, and develop skills. Parents are invited to give input into the ongoing development of routines and to be partners in making routines a rich experience for their child.

Curriculum Resources: 1. TS Gold Individual Child Profile Assessment Tool, Family Conference Form and

Curriculum Planning Form) Teaching Strategies, Inc. 2011

2. Partners for a Healthy Baby, Florida State University Center for Preventing and Early Intervention, revised April 2007

3. High Five Mathematize, Early Head Start and Head Start Math Resource Guide

4. WINGS (Wonder – Interest – Needs – Goals – Skills) is a resource to use with the weekly themes.



Subject: Lesson Plans Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

________________________________________________________________________

POLICY: Classroom staff will develop weekly plans one week in advance. Parents/Guardians will be included in the development of these plans and have the opportunity to review and make recommendations for the weekly plans. Lesson plans must support each child’s development and learning.

The Individualized Child Planning section will be used to plan experiences for individual children that address their unique strengths, needs, and interests. Intentionally focused plans will align with school readiness goals, Child Development and Early Learning Framework, and integrate all Head Start/Early Head Start Content Areas. Classroom staff will create a learning environment supporting children’s rate of development, interests, content areas, outcome domain areas and educational concepts. Parents/Guardians will also have the opportunity to have an input in the curriculum through the Education Committee meetings and the Parent Child Activities/Parent Input into the Curriculum form.

PROCEDURE:

1. Each teaching team will develop a “Weekly Lesson Plan” online with Teaching Strategies Gold. The lesson plans must be completed one weeks in advance. Lesson plans for the first week of school must be submitted by Wednesday (end of day) of the week before the first week of school. A lesson plan must completed and implemented for each week the children are in attendance.

2. Classroom staff will develop weekly lesson plans using TS GOLD online using the following steps:

a. Classroom staff will log into TS Gold, go to planning section

i. Under Planning Tools click on: Weekly Planning ii. Click on – add Weekly Planning Form.

iii. Add the “Week of” date and the Study/Project iv. Click on Submit v. Click “Yes or No’ on the Upload Weekly Plan Form and the Use content from a

previous Weekly Planning Form vi. Click on Submit


Under Interest Area click on edit and enter information requested b. Click on add and enter large group activities supporting the weekly study/project or

concept. c. Click on add and enter small group activities supporting the weekly study/project or

concept d. Click on add and enter read aloud supporting the weekly study/project or concept to

develop language and literacy skills by offering a variety of literacy based activities in the read aloud section.

e. Promote physical development through daily outdoor experiences. Children must engage in outdoor experiences daily. Click on add and enter Outdoor experiences supporting the weekly study/project or concept.

f. Early Head Start will fill in the areas of Indoor Experiences; Outdoor Experiences; Group Planning, and Changes to the Environment.

g. Provide individual learning support in the Individual Child Planning section for each child. Click on add and enter Individual Child Planning activities supporting the child’s developmental needs or interests. IEP/IFSP activities will also go under this area and should be labeled as IEP/IFSP.

h. Add any Special Activities that may be going on at the center. i. Document parent/guardian input, ideas, seasonal activities, events and activities into

the family partnership section. j. Use the to-do-list section as reminders about special materials, preparation or duties. k. Each Friday briefly summarize or identify a few learning concepts using strategies

in the reflecting on the week section. l. Print out a copy of the Weekly Planning Form to be used when implementing

activities and submit to the Center Coordinator/Lead Teacher. m. Post the printed Weekly Planning Form in the classroom.

3. The online lesson plan must be printed and submitted to the Center Coordinator/Lead Teacher by Wednesday (end of day) one weeks prior to the lesson plan week for approval.

4. The Individual Child Planning section should be completed and printed out to be posted in a manila folder on the bulletin board labeled “Individual Child Planning”. The Individual Child Planning section should be checked by the Center Coordinator/Lead Teacher or assigned individual.

5. Staff must work to achieve the expected outcomes in the IFSP and IEP. The IFSP/IEP goals must be listed on the lesson plan.

6. The lesson plan should include activities that contribute to the nutrition development and socialization skills of the children.

7. The lesson plan must be reviewed and initialed by a parent/guardian and signed the Center Coordinator/Lead Teacher.

8. The Parent Child Activity/Parent Input into the Curriculum form will be sent the first week of each month

9. The Center Coordinator/Lead Teacher must review the weekly lesson plan and suggest revisions if necessary. These revisions should be made on “Post-it” notes so the teacher can


make clean clear revisions. The Center Coordinator/Lead Teacher will sign and date lesson plan on date of review.

10. The Center Coordinator/Lead Teacher will return the weekly lesson plan to the teacher on Thursday (before planning time) prior to the week it is to be used.

11. The classroom staff will write revisions in the lesson plan. The classroom staff must post the current lesson plan where it can be readily and easily viewed. Classroom staff must maintain previous lesson plans in a classroom file.

The book “Creative Curriculum for Preschoolers” and the “Creative Curriculum for Infants and Toddlers” encourages adults to plan around the children’s interests. Change materials and activities to correlate to the child’s interest and to the theme.



DEFINITIONS OF LESSON PLAN COMPONENTS CHIOCE TIME: The enrollees will select a center to play and explore in.

The Teaching Staff will: • Allow children to choose interest areas, activities, materials, and playmates during choice

time. • Allow children to move to different interest areas independently during choice time. • Circulate throughout the room and interact with children, observe, join in play when

appropriate, ask open ended questions, provide scaffolding as needed, intervene when necessary, make suggestions and offer props/ materials.

• Use choice time as a means to address the needs and interests of individual children. Use a substantial portion of the day for choice activities.

• Add new materials/experiences for free play in response to children’s interests. • Provide supervision to facilitate children’s play. • Ensure there are ample and varied toys, games and equipment provided for free play.

CHANGES TO THE ENVIRONMENT: Teaching teams will add items that go along with the

theme to each of the learning centers. The items will change as the theme changes. TRANSITION:

This is when children move from one location to another. This is a good time for finger plays, songs, color, letter, number, and clothing identification (everyone with red shoes......, the line to the lunchroom can be a train, a snake, etc.)

SMALL GROUP:

Children work in group of 8-10 children in one location with similar sets of materials chosen by the adult. Children are free to make choices among the materials provided, to add materials, and to use the materials in individual ways.

The Teaching Staff will: • Include small group activities in the lesson plan. • Conduct planned small group activities each day that focus on building a sound foundation in

literacy, math, and school readiness skills. • Use small group times to address the needs and interests of children (introduce new materials

or concepts, teach specific skills, observe how a child uses materials and offer suggestions for the next step).

• Encourage children to use the materials. • Observe children and document their development based on pre-determined goals from the

Head Start Child Outcomes Framework and Teaching Strategies Gold assessment.


Utilize teaching strategies that support scaffolding, language development and cognitive thinking skills.

• Ask children open ended questions and discuss with them what they are doing, and have them communicate with one another.

• Plan and select materials according to the children's interests and developmental levels as indicated on their Teaching Strategies Gold assessment and classroom child outcomes reports.

• Interact with the children at their physical level. • Have different groupings provide a change of pace throughout the day. Use a

substantial portion of the day for choice activities.

LARGE GROUP: This is when the whole group comes together for song, movement activities, stories, and other group experiences. The Teaching Staff will: • Conduct large group meetings that are not more than 7 minutes, so that a substantial

portion of the day is used for choice activities. These activities must meet the age, interests, and abilities of the group.

• Make accommodations for children who choose not to participate in large group activities.

• Engage children in interactive experiences songs, finger plays, discussions, etc. Include large group activities in the lesson plan.

OUTSIDE TIME: Children play outside with wheel toys, outdoor art materials, stories, singing finger plays, sharing exercise, games, group learning activities, creative movement, and playground equipment, etc. The first ten minutes will consist of organized play. Teaching Staff should

remain in their assigned playground zone at all times. The Teaching Staff is responsible for:

• Implementing playground outdoor supervision plan and prevent dangerous situations before they occur.

• Inspecting of the outdoor play area before the children arrive to make sure safety hazards are removed.

• Scanning the playground and supervising children at all times. • Actively participating with children. • Extending the indoor classroom to the outdoor area. Staff should bring materials for

writing, artwork, dramatic play, manipulatives, etc., to the outdoor area. • Encouraging children to explore natural materials such as leaves, trees, rocks, and colors

and patterns. • Providing tools to investigate outdoors. Use magnifying glass, binoculars, and small jars

to pick samples. • Displaying children’s discoveries in the classroom and remove and replace with new

projects after one week. • Talk with children about ideas related to their play. • Help with resources to set up activities to enhance play.


• Help children develop positive social interactions. • Assist children to develop skills needed to use equipment. Use a substantial portion of

the day for choice activities.

INDIVIDUALIZED EDUCATION PLAN: This is a plan for children with physical problems or other learning deficits. The plan is developed by the specialist who did the testing and evaluation, in collaboration with the parents, teacher and other pertinent staff. Teachers incorporate the goals/objectives into the lesson plan.

The Teaching Staff will: • Include IEP/IFSP activities in the lesson plan. • Conduct planned activities each day that focus on building a sound foundation in

developmentally appropriate skills. • Address the needs and interests of children (introduce new materials or concepts, teach

specific skills, observe how a child uses materials and offer suggestions for the next step). • Encourage children to use the materials. • Observe children and document their development based on pre-determined goals from

the IEP/IFSP. • Utilize teaching strategies that support scaffolding, language development and cognitive

thinking skills. • Ask children open ended questions and discuss with them what they are doing, and have

them communicate with one another. • Plan and select materials according to the children's interests and developmental levels as

indicated on their IEP/IFSP. • Interact with the children at their physical level.

INDIVIDUAL ACTIVITIES:

Activities planned for children who do not have an I. E. P. The Child Observation Record and Developmental Checklist will help tell the teacher which skills the child need to practice, and also where each child is in the developmental sequence of learning those skills.

The Teaching Staff will: • Include individualized activities in the lesson plan. • Conduct planned activities each day that focus on building a sound foundation in literacy,

math, and school readiness skills. • Use individualized times to address the needs and interests of children (introduce new

materials or concepts, teach specific skills, observe how a child uses materials and offer suggestions for the next step).

• Encourage children to use the materials. • Observe children and document their development based on pre-determined goals from

the Head Start Child Outcomes Framework and Teaching Strategies Gold assessment. • Utilize teaching strategies that support scaffolding, language development and cognitive

thinking skills.



• Plan and select materials according to the children's interests and developmental levels as indicated on their Teaching Strategies Gold assessment.

• Interact with the children at their physical level.



Subject: Classroom Daily Schedule Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

POLICY: An appropriate daily schedule for an early childhood classroom should allow a balance of various activities, including large and small group work, indoor and outdoor activities, and staff directed and children initiated activities, etc. Activities and curriculum will be individualized to meet the needs of each child, while providing a developmentally appropriate curriculum and activities for the entire group. Classroom staff will also implement developmentally appropriate transition activities, such as songs and games, to involve children while moving from one activity to another, and outside the classroom. Transitions should occur in a timely, predictable, and unrushed manner according to each child’s needs. Transition time in this context is time between activities, with the goal of moving children in small groups from one area/activity to another rather than moving a large group at one time. For example, the teacher may sing a song such as "Choose your Area" so that each child can easily move from group time to learning centers. Planning and Recall have been omitted.

PROCEDURE: 1. The Center Coordinator/Lead Teacher, classroom staff, Coaches will

have input into the “Classroom Schedule.” Consideration is given to pre-determined events, such as scheduled lunchtime at public schools, and including the following segments of activity and time:

a. Arrival/Health Check 10 minutes

The Teaching Staff will: • Greet children and families by name each day as they arrive. • Have all children wash their hands after the daily health inspection. • Document daily health check. • Handle arrival and greeting transition times sensitively and consistently.

Arrivals in particular are important because they set the mood for the child and parent’s day.

• Utilized arrival and departure times as opportunities to exchange information about the child, the program, and to minimize separation issues.


• Ask parent to share any pertinent information such as how the child slept and ate, her/his mood, or any family events that might influence the child

• Set up an activity each morning that parents and children can share for a gradual transition and prepare to say goodbye.

• Assure the parent that the child will be alright. • Assist the parent to understand the importance of saying goodbye and hold the

child and assist him/her to say goodbye to the parent. • Be able to watch the rest of the children during this process. • Share ideas and resources with parents who need any special information. • Share pertinent information among them to provide accurate information to

parents. • Organize the child’s belongings. • Remind the child about her/his parent’s arrival and their departure. • Remind children about departure to allow time to bring a closure to their play.

Reassure and comfort the child whose parent is late. • Tell the parent about the child’s special experiences during the day. • Encourage parents to read record of observation in each child’s folder. • Say goodbye to the child and parent at the end of the day and say a word to

remind the child about returning the next day

b. Meal Times i. Breakfast 30 minutes

ii. Lunch 40 minutes iii. Snack Time 15 minutes (clean-up time included)

The Teaching Staff and Volunteers will: • Have children wash their hands before meal times. • NEVER use food as a punishment or reward in any way. • Encourage children to taste all menu items on their plates. • Encourage children to serve and feed themselves as a way of fostering

independence. • NEVER force children to eat or drink. • Sit with the children at their physical level during the mealtime. Allow

children to eat only while sitting at the table. • Model good eating habits. • Teach children to set their place at the table and clean up when they are

finished eating. • Facilitate language development and cognitive thinking Follow all

CACFP requirements Record meals at point of service. • Minimize waiting times for children to participate in mealtimes

c. Nap/Planning 55 minutes (to include putting away cots)

The Teaching Staff will: • Set up an environment that allows for all children to be given an

opportunity to nap or rest without distraction or disturbance from other activities or children.


• Provide each child with a napping space that meets ECERS and licensing standards.

• Arrange mat/cots throughout the classroom so that in case of an emergency there are clear walkways.

• Arrange equipment so that each child has access to a walkway without having to walk on or over the cots or mats of other children.

• Provide a cot or mat for each child with his/her name on it. This cot or mat must be equipped with a blanket or sheet provided by Head Start to cover the cot and child depending on the weather. It must be covered with vinyl or similar material that can be wiped, marked or colored so that the sleeping side can be distinguished from the floor side and maintained in safe condition with no exposed foam.

• Help children to prepare for the nap time routine (giving them the responsibility to place their sheets and blankets on their own mats).

• Provide soft music • Not force a child to sleep, children who do not nap should be given quiet

activities so they may rest and not disturb others during naptime. • Have children keep their shoes on during nap time in case of an emergency

evacuation. • Ensure that all beddings are labeled with children’s names, not be shared

by different children without first laundering the bedding. Bedding are individually stored so that each child’s bedding is identifiable and no child’s used bedding comes into contact with other bedding, and cleaned or changed when soiled. Each mat needs to be separated by the clear divider so bedding does not touch one another.

• Ensure that all cots/mats are wiped with bleach and water/disinfectant weekly or when soiled or wet

• Inform the parents to bring a suitable sized blanket for their child’s rest/nap time. Remind parents to take home the Head Start sheet and their child’s blanket every Friday, launder them, and bring back on Monday. If the center has a washer/dryer, wash the sheets once a week.

EARLY HEAD START NAP TIME / REST TIME Naptime is a period to ensure that children have rest during the day. Toddlers will be given the opportunity to nap for up to 2 hours. The teaching staff supervises all children during nap time according to licensing regulations.

The Teaching Staff will: • Find out from parent the child’s sleeping pattern at home and naptime

rituals that help relax the child. • Play soft soothing music and help them to relax and rest. • Utilize naptime to give children opportunities to experience trust, safety,

and predictability in their daily life. • Place children in the same location to help them feel secure and safe. • Provide a transition activity such as reading a book before nap to help relax

and prepare children for nap


Know which children have difficulty sleeping and find out from the parent what soothes them and help them to nap.

• Provide quiet activities for children who wake up early. It is alright if they choose to remain quiet on their cots.

• Keep a record of the child’s sleeping pattern and discuss with the parent.

d. Free Play-SPOD Substantial Portion of the Day (3 hours)-All centers are open

The Teaching Staff will: • Allow children to choose interest areas, activities, materials, and playmates

during choice time. • Allow children to move to different interest areas independently during choice

time. • Circulate throughout the room and interact with children, observe, join in play

when appropriate, ask open ended questions, provide scaffolding as needed, intervene when necessary, make suggestions and offer props/ materials.

• Use choice time as a means to address the needs and interests of individual children.

• Include choice time activities in the lesson plan. • Use a substantial portion of the day for choice activities. • Add new materials/experiences for free play in response to children’s interests. • Provide supervision to facilitate children’s play. • Ensure there are ample and varied toys, games and equipment provided for

free play. • Incorporate small group learning activities during choice time according to the

Creative Curriculum guidelines.

e. Outdoor Play Time 1 ½ hours During outside time, the Teaching Staff is responsible for: • Implementing play yard outdoor supervision plan and prevent dangerous

situations before they occur by remaining in playground supervison zones. • Inspecting of the outdoor play area before the children arrive to make sure

safety hazards are removed. • Scanning the play yard and supervising children at all times. • Actively participating with children. • Extending the indoor classroom to the outdoor area. Staff should bring

materials for writing, artwork, dramatic play, manipulatives, etc., to the outdoor area

• Encouraging children to explore natural materials such as leaves, trees, rocks, and colors and patterns.

• Providing tools to investigate outdoors. Use magnifying glass, binoculars, and small jars to pick samples


• Displaying children’s discoveries in the classroom and remove and replace with new projects after one week

• Talk with children about ideas related to their play • Help with resources to set up activities to enhance play Help children

develop positive social interactions. • Assist children to develop skills needed to use equipment • Use a substantial portion of the day for choice activities • Using the Creative Curriculum ECERS/ITERS guidelines when developing

outdoor environments and lesson plans.

f. Individualized Time-Done throughout the day

The Teaching Staff will: • Include Individualized activities in the lesson plan. • Conduct planned individualized activities each day that focus on building a

sound foundation in literacy and math/school readiness skills. • Use individualization times to address the needs and interests of children

(introduce new materials or concepts, teach specific skills, observe how a child uses materials and offer suggestions for the next step).

• Encourage children to use the materials. • Observe children and document their development based on pre determined

goals from the Head Start Child Outcomes Framework and Teaching Strategies Gold assessment.

• Utilize teaching strategies that support scaffolding, language development and cognitive thinking skills.


• Plan and select materials according to the children's interests and developmental levels as indicated on their Individual Child Planning forms, Teaching Strategies Gold Assessment, and classroom child outcomes reports.

• Interact with the children at their physical level.

g. Large Group 7 minutes

The Teaching Staff will: • Conduct large group meetings that are not more than 15 minutes, so that a

substantial portion of the day is used for choice activities. These activities must meet the age, interests, and abilities of the group.


• Engage children in interactive experiences songs, finger plays, discussions, etc.

• Include large group activities in the lesson plan.

h. Small Group 15 minutes


The Teaching Staff will: • Include small group activities in the lesson plan. • Conduct planned small group activities each day that focus on building a

sound foundation in literacy and math/school readiness skills. • Use small group times to address the needs and interests of children (introduce

new materials or concepts, teach specific skills, observe how a child uses materials and offer suggestions for the next step).

• Encourage children to use the materials. • Observe children and document their development based on pre determined

goals from the Head Start Child Outcomes Framework and Teaching Strategies Gold assessment.

• Utilize teaching strategies that support scaffolding, language development and cognitive thinking skills.


• Plan and select materials according to the children's interests and developmental levels as indicated on their Individual Child Planning forms, Teaching Strategies Gold Assessment, and classroom child outcomes reports.

• Interact with the children at their physical level. • Have different groupings provide a change of pace throughout the day. Use

a substantial portion of the day for choice activities.

i. Story Time 10 minutes (1 per day)

j. Prepare for Departure 10 minutes (read stories, sing songs/finger plays)

k. Quiet Time 10 minutes

2. The Center Coordinator/Lead Teacher will review the written daily schedule to assure that each of the above components is included and that a balance and flow of various activities are scheduled.

3. The times on the daily schedule for meal times must comply with the CACFP requirements.

4. When approved, the Center Coordinator/Lead Teacher will make a copy of the daily schedule for his/her use and return the original to the teacher and send a copy to the Education Specialist immediately after approval on schedule.

5. The teacher will post the daily schedule where it can be readily seen both in written and pictorial form (daily routine with pictures depicting the time). See following pages. Children must be given the opportunity to move segments of the pictorial format.

6. Variations in the daily schedule cannot be made without prior approval. Any deviations from the daily schedule must be approved by the Center Coordinator/Lead Teacher.

7. Teaching staff will use the following times of the day for planning and preparation.

a. Nap Time b. After enrollees depart for the day


c. Scheduled teacher work days

8. Anecdotal notes will be taken daily and reviewed by the classroom staff in order to prepare for individualized and small group time.

9. Activities should be set so that the child will experience success.

10. Examples are given on the following pages. Please note that times will vary by site.


CLASSROOM DAILY SCHEDULE (Example #1) 7:45-8:20 Arrival, Free Play*

8:20-8:30 Bathroom Break, Prepare for Breakfast

8:30-9:00 Breakfast

9:00-10:00 Free Play */Small Groups, Individualized Learning Meetings

10:00-11:00 Outdoor Play*

11:00-11:15 Bathroom Break/Storytime

11:15-11:45 Lunch

11:45-12:00 Bathroom Break/Storytime

12:00-1:00 Rest time (fine motor, art, books accessible as alternate activities)

1:00-1:15 Bathroom Break/Snack

1:15-1:45 Free Play*

1:45-2:00 Clean up and Prepare for Dismissal

*Children will have access to Dramatic Play, Art, Blocks, Fine Motor Activities, Science/Nature,

Math/Number, Space for Privacy, Cozy Area, Music and Music Accessories.

**Schedule is subject to change based upon the interests and needs of the children.

*All schedules should be typed and submitted to the Center Coordinator/Lead Teacher for approval.

CS I HEAD START



Subject: Pictorial Schedule Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________________________________________

POLICY:

An appropriate pictorial schedule for classrooms should allow children to understand their daily activities through pictures/photographs. PROCEDURE:

1. Teachers will use their completed “Classroom Schedule”, to develop a pictorial schedule for their classrooms.

2. Areas to be depicted are: a. Arrival b. Breakfast c. Large Group Time d. Choice Time e. Lunch f. Outdoor activities g. Small Group h. Individualized Time i. Nap-time j. Snack k. Departure l. Story Time (1 time per day)

3. Design a schedule:

a. Teacher use any durable paper of his/her choice. b. List time of activity under picture/illustration; depicting daily activities. c. Pictures/Illustrations could be laminated or covered with clear contact adhesive.


4. Place pictorial schedule in the classroom at children’s eye level. 5. Allow children to turn over, move, or remove pictures/illustrations as activities occur; or

teacher and children can establish method/technique for identifying completed activities. This must be done daily so that enrollees can learn the daily routine.

6. The teacher will refer children to the chart and assist them in understanding what activity is to

come next.

7. After the children are gone, classroom staff will arrange pictures/illustrations in the order of the written daily schedule.



Subject: Classroom Materials and Equipment Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: The materials provided for children's use in the preschool classroom, and their organization, are an extremely important part of a good program for young children. Children learn through active involvement with the world, supported by caring, knowledgeable adults. Their world, during the time that they are in the classroom, consists of the materials teachers choose and make available and the activities teachers provide. When choosing materials for the classroom teachers must consider the needs of children based on their developmental levels, and the number of children in the group. All materials routinely available to children should be organized into learning centers. A toy that has been placed in a child’s mouth or that is otherwise contaminated by body secretion or excretion is either to be (a) washed by hand using water and detergent, then rinsed, sanitized, and air dried or (b) washed and dried in a mechanical dishwasher before it can be used by another child. PROCEDURE:

NOTE: Classroom materials will not be highly flammable or of material that emits toxic fumes when burned.

1. Each classroom will be supplied with the basic classroom materials.

2. Several times during the year, check the materials in your room against the list of basic classroom materials. Note those that you do not have. It may be that you have materials in storage that should be on the shelves and available to children. Or it may be that you have an overabundance of certain kinds of materials, in which case some should be stored or shared with other teachers.

3. When you have the opportunity to order additional materials choose items that you have identified you need or items needed from the Performance Standards; Creative Curriculum; Pre-K Standards (if applicable); and the Classroom Inventory checklists. Submit needs on the company’s order form to Center Coordinator/Lead Teacher who will check for needs and accuracy. The Center Coordinator/Lead Teacher will submit the requests to the Assistant Head Start Director.


4. The use of materials will be reviewed monthly.

5. The teachers need to make sure that all materials are in good repair in order to expand the time it can be used.

7. Clean all materials, as well as the shelves and furnishings they are stored on regularly. Staff will follow the sanitizing chart provided by the Facilities Specialist.

8. The Center Coordinators/Lead Teachers will maintain an inventory of and a distribution sheet for materials and supplies.

9. All materials must be rotated regularly to stimulate interest among the children.

10. Immediately remove any toy from learning centers that needs repairing or pieces replaced.

11. Items needing repairs that cannot be completed at the center, needs to be identified by filling out a work order.

12. Should the center need additional furniture or outdoor toys, the Center Coordinator/Lead Teacher will need to email the Assistant Head Start Director with a list of supplies needed.

13. Staff should avoid bringing personal items for use in the center. Unless they have completed the “Employees Shared Supplies” form and checked in all materials with the Center Coordinator/Lead Teacher prior to them bringing the supplies to the center. All supplies/personal items that are brought to the classroom without being checked in become the property of Concerted Services, Inc. If supplies/personal items are brought into the building without being checked in and are removed from the building the person could be immediately terminated for theft.

14. The supplies must not be removed from the classroom unless they are checked out with the Center

Coordinator/Lead Teacher before exiting the building with the supplies and the “Employees Shared

Supplies” form is initialed and dated.

15. Any toys contaminated by body secretion will be removed by staff immediately.

16. The toys will be placed in a cleaning solution to be sanitized. This will take place where it will not be accessible to the enrollees.

17. Each child will have a cot or crib designated for their use only. Mats will not be used during nap time.


Employees Shared Supplies

Supplies brought to the center

Date Employee Initials

Center Coordinator

Initials

Date Checked out of the

center

Employee Initials

Center Coordinator

Initials

*All supplies that have been brought to the center and not checked in become the property of Concerted Services, Inc.


Classroom Inventory Checklist (Early 0-36 months) Center: Classroom Number:

Date: ____/____/____ Classroom staff completing form:

Active Play

Condition Scale 1 to 5: 1= poor 2= worn 3= fair 4= good 5= new

Number presently in the

classroom Condition Amount Needed

Replacement on order Y/N?

Non-wooden Building Blocks - 20+

Building Blocks-50

Large Cars, Trucks, Boats, etc... 5

Push and pull toys- 3

Sit-on riding toy- 2

Interlocking Manipulative Play Sets- 6

Activity boxes/ busy boxes- 3

Large soft ball (8"+)- 3

Home Living/Dramatic Play





Child Size Stove/Sink OR Combo


Unbreakable Cooking Utensils/Dishes (some of each)

Doll Bed OR Cradle (12”X15’X25’)

Washable Baby Dolls- (4) Complete with all Parts.

Washable Doll Clothes 2 sets

Baby Blankets 2

Dress Up Clothing For Boys and Girls (variety 4)

Storage For Dress Up Clothing

Toy Telephones 4

Classroom Inventory Checklist (Early 0-36 months)

Outdoor Play/ Playground Equipment





Balls 3 (Inflated)

Wheel Vehicles To Pull or Push 2

Wheel Vehicles To Sit on and maneuver 2

Toys For Digging 1-set

Climbing Apparatus 1

Walking Board 1


Crawl Through 1

Sand/Digging Area W/Cover 1

Adequate Material Fall Zone 9”

Playground Fence/Gate

Shade

Additional Furnishings and Equipment





Enough containers to maintain toys in an organized manner

Locking file cabinet 1

Covered trash cans, plastic lined

Enough shelving for material/ equipment

Table and chairs 1 for each child

Indoor thermometer

Storage and classroom items labeled with words (bilingual) and pictures


Classroom Inventory Checklist (Early 0-36 months)






Cribs/Cots – individual 1 for each child(1-evacuation crib)

Cubbies 1 hook and container for each child


Classroom Inventory Checklist (Head Start) Center: Classroom Number:

Date: ____/____/____ Classroom staff completing form:

Art





Easel 1

Playdough or clay 2-3 tubs, or 4 sets of 10 (variety of colors)

Large Crayons/Water Markers - 1 box of each (last 2-3 years)

Large Sheets Of Paper Variety (Manila 2, white drawing 1, finger paint 2) construction paper assorted colors at least 1 package of each color

Finger Paints At least 1 each of RED, YELLOW, BLUE 16 oz.

Cold Water Paints (Tempera) At least 2 each of RED, YELLOW, BLUE 16oz.

Scissors (BLUNT TIP) 1per child

Glue 1 gal./glue sticks 1 set 30

Paint Brushes (4) - Large or Long Handles (Variety)

Record Player, Tape Player, OR Disc Player 1

Records/Tapes/Discs (12)

Rhythm Instruments Variety - 1 per child


Classroom Inventory Checklist (Head Start)

Nature Study and Science





Magnifying Glass 4

Magnets 4

Nature Collections 2 (variety shells, rocks, insects, etc.)

Measuring & Pouring Equipment 1 set measuring and pouring set

Literature/Literacy





Children’s Books 2 per child

Soft furnishings – pillows, etc.

Child size seating

Blocks/Manipulative Toys





Large/Medium Building Blocks 15

Small Building Blocks-100


Small Cars, Trucks, Boats, etc. 6 (variety and varying sizes)

Puzzles, 8 Complete (variety of developmental stages 5-30 pieces)

Interlocking Manipulative Sets- 6


Blocks/Manipulative Toys





Picture and Number Matching Games

Puppets – 2

Home Living/Dramatic Play





Child Size Stove/Sink or Combo

1 Small Table and 2 Chairs For Kitchen

Unbreakable Cooking Utensils/Dishes (some of each)

Doll Bed OR Cradle (12”X15’X25’)

Dolls 2 – Complete with all Parts.

Doll Clothes 2 sets

Baby Blankets 2

Dress Up Clothing For Boys and Girls (variety 4)


Storage For Dress Up Clothing

Play Telephones 2

Full Length Mirror (UNBREAKABLE)


Outdoor Play





Balls 3 (Inflated)

Wheel Vehicles To Pull or Push 2

Wheel Vehicles To Sit on and maneuver 2

Toys For Digging 6 (variety)

Playground Equipment





Climbing Apparatus 1

Walking Board 1

Crawl Through 1


Sand/Digging Area W/Cover 1

Adequate Material Fall Zone 9”

Playground Fence/Gate

Shade






Enough containers to maintain toys in an organized manner








Locking file cabinet 1

Covered trash cans, plastic lined

Enough shelving for material/equipment

Child size furniture

Table and chairs 1 for each child

Indoor thermometer

Storage and classroom items labeled with words (bilingual) and pictures

Cots – individual 1 for each child

Cubbies 1 hook and container for each child



Subject: Learning Centers Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: Classrooms will be organized to include the following learning centers: library, blocks, dramatic play (house area), discovery, music and movement, toys, games, outdoor play, and computer. Learning center areas will be clearly defined through placement of furniture and dividers. Areas will be labeled with appropriate words, pictures, and/or symbols (black letters with white backgrounds).

The Creative Curriculum for Preschool and The Creative Curriculum for Infants & Toddlers

will be a framework and guide to setting up learning centers.

PROCEDURE:

Establishing Learning Center Areas: 1. The arrangement of work and play areas should make maximum use of the space available

and should creatively take into account any fixed features or special limitations of the room. Teachers will be aware of potential hazards, such as heating units or electrical outlets, when arranging furniture or displaying paper materials.

2. Noisy centers must be located away from quiet centers whenever possible.

3. Materials must be stored in an orderly fashion and accessible in order to promote independence.

4. Materials not intended for free access will be stored out of children's reach or in cabinets, rather than on open shelves.

5. Materials must be rotated regularly to stimulate interest.

6. Materials will be checked regularly to be sure they are in good repair. Simple repairs will be made by teaching staff; more complicated ones will be reported to Center Coordinators/Lead Teachers. (See "Repair of Furniture and Materials” Facilities section.)


7. The teaching staff will make sure toys/materials are sanitized to prevent the spread of germs.

8. The arrangement of learning centers will not leave long, open spaces that invite running in the classroom.

9. Flow of traffic in the classroom will be observed carefully and adaptations in room arrangement made as needed.

10. Give children many opportunities to use various strategies to learn, freely handle, explore, and work with the materials in many ways during the daily routine.

11. Give children opportunities to independently select materials and activities.

12. Encourage children to utilize language and talk about their interests.

13. Provide challenging activities that allow children to experiment and explore as they solve problems and extend children’s learning.

14. Develop learning environments that are intentionally planned to encourage children's selfinitiated learning where children investigate, invent and experiment.

15. Create interest areas with a distinct focus to extend children's active search for knowledge and apply emerging skills and develop concepts while they play.

16. Support and extend children’s learning by listening, asking questions, engaging in conversations, and challenging children to explain their thinking.

17. Observe and listen to children throughout the day.

18. Ask children questions sparingly; questions are open ended (i.e., to discover child’s ideas and thought processes); questions relate directly to what the child is doing.

19. Share control of conversations with children (i.e., let children initiate conversations, take turns, wait patiently for children to form thoughts without interrupting).

20. Make comments, observations, acknowledgments, and seek children’s ideas.

21. Develop classroom interest areas that are full of items that spark curiosity and wonder and prompt children to explore and experiment.

22. Follow the child’s lead in communication by listening and responding to children’s conversational topics. In conversation or play, allow time for a child to initiate actions and communications or to respond to actions and communications initiated by the adult.

23. Participate as partners in children’s play at their physical level.

24. Provide opportunities for children to explore and use materials at their own developmental level and pace.

25. Provide children with opportunities to solve problems with materials and do things for themselves.

26. Implement challenging activities from the lesson plans that give children opportunities to experiment, explore with all their senses, discover relations through direct experience, acquire skills with tools and equipment and use both large and small muscles as they solve problems.


27. Provide a variety of interesting materials and opportunities for children to independently select materials, learn how to use them and take care of their own needs.

28. Extend activities that include experimentation, inquiry, observation, play, exploration, and active learning outside

29. Provide active learning activities available for a substantial portion of the day 30. Boys and girls will receive equal encouragement to use all learning centers.

31. Labels for learning centers will not be over-sized and will not dominate the classroom environment. The use of commercially made cartoon characters, etc., for this, as well as for any other purpose, should be avoided.

32. Pages B-39 through B-39h give the purpose of each learning center along with connecting learning center areas along with the Continuum and the Outcome Indicators.

33. Classroom furniture must be kept in good repair. Any requests for furniture or outdoor toys (form EHS B-32a) should be addressed to the Education Specialist.

34. Pictures should be posted includes:

a. Fatherhood b. Races depicted in the classroom c. Family Board of photos of enrollee’s families d. Handicapped individuals e. Individuals of various ages Using Learning Centers:

1. The daily schedule will provide as much time as possible for children to use the learning centers. Learning centers are most effective when children are given generous blocks of time during which to use these work/play areas. The daily schedule will allow 60 minutes for choice time. Allow children the time and support to finish the activities they begin, and when they are ready, assist them in moving into another learning center and selecting another activity.

2. The teacher will circulate during learning choice time as needed to provide guidance, interaction, and enrichment. This is a time to ensure meeting individual child needs and to observe and document the progress of the children.

3. During choice time, there may be planned activities which the teacher wants everyone to do. For example, the teacher may have in the art area a "thank you" card which all children will sign. It is acceptable for the teacher to call children individually when it is their turn to do this.

CONSIDERATIONS FOR SPECIFIC LEARNING CENTERS: Creative Curriculum will be used as a guide to setting up learning centers.

Book Center:


1. When selecting books, always include books that contain characters from and information on the cultures of the children included in the group, as well as children's books written by authors who are of the same culture as children in the group.

2. Books will be neatly displayed, with covers visible to facilitate easy identification and selection. Books displayed will be rotated periodically to encourage interest.

3. Books should be displayed in all centers. 4. Provide children with access to many different, culturally and linguistically responsive,

high quality developmentally appropriate books, and other reading and writing materials. Provide children opportunities to playfully explore and engage in literacy activities involving reading, writing, and learning letters and sounds.

Large and small, permanent book collections are provided for each classroom, and additional books are available from the local public libraries.

The books on display will be read and used with both small groups and the full group of children to stimulate interest and independent book handling.

The book and music center may share resources as children select books with stories on records or tapes that the children can listen to as they look at the books. Puppets and a puppet theater may also be available as children choose to act out stories.

Listening/Music Center: 1. Each classroom will have a record player or CD player, tape recorder, headsets, and a

selection of tapes, CD’s, and records, which will include both stories and musical experiences.

2. A small, sturdy table and/or audio cabinet is provided in each classroom for the record player or CD player/tape recorder and headsets. Be sure that cords are out of the way, and not dangling or where children can pull or trip on them. All outlets should be covered when not in use and, if possible, outlet covers should be used which prevent access to the plug/outlet when being used. Teachers should check with their Site Supervisor for appropriate plug/outlet covers.

3. Rhythm band instruments may be part of the listening/music center, however, these should be saved for use with the entire group so they do not need to be stored where children can reach them. Choose instruments that do not require children to put them in their mouths. The Teaching Staff will:

• Observe children and plan activities based on individual learning styles, developmental strengths, and individual development plans.

• Provide music/movement activities daily. • Provide activities that allow children to stretch their imaginations, exercise muscles,

contribute to formation of spatial and temporal concepts, and build respect for the uniqueness and ideas of others.

• Provide movement activities that allow children to the mood of the music.


• Provide music/movement activities that will build children’s capacity and awareness of the body’s potential to move and create sound.

• Work with children to act on movement directions, describe motions, move in non-

locomotive ways, feel, express steady beat, and express creativity in movement.

• Provide music activities that focus on moving to music, exploring and identifying sounds, exploring the singing voice, developing melody, singing songs, and playing simple instruments.

• Use all opportunities to integrate movement and music with literacy, math and other Head Start Child Outcome Domains throughout the daily routine.

• Extend music/movement activities outside. • Provide music/movement materials that are accessible for a substantial portion of the day.

Block Center: 1. In the block center children explore and learn spatial and mathematical concepts and build

their own settings in which to pretend. Teachers should not suggest activities for the block center in any way other than through the props made available to the children.

2. Adequate space must be provided for construction on the floor with blocks. Also, a flat surface is best for building; any carpet in the block area should be smooth and of low pile.

3. The block center will include wooden unit blocks, block accessories (people, animals, transportation toys, traffic signs) and sturdy castoff materials such as packing material, rug samples, spools, and other unusual finds with construction potential.

4. The provision of orderly storage space for blocks and block accessories will support independent access and will enhance the learning potential at cleanup time as children classify and make relationships regarding size and shapes.

5. All block areas should have a variety of unit blocks.

Discovery/Science Center: 1. The discovery center should always contain a large variety of items, which invite investigation

and experimentation. These items must be rotated regularly to stimulate children's interest and exploration, and may include items related to themes or seasons, in addition to basic items.

2. Among the materials that might be used in this center are various types of measuring devices, clocks, timers, thermometers (non-breakable), magnets, magnifying glasses, and scales. Other items may include stethoscope, and binoculars.

3. There should be ongoing collections of nature finds, such as rocks, feathers, shells, leaves, etc.

Pretend/Dramatic Play/House Center:


1. The goal for the pretend/dramatic play/house center is that children will learn about the world by acting out their understanding of the roles of people in their world. Adults provide the props, but allow children to pretend on their own.

2 The pretend play center will be a flexibly-used area which can be transformed by adding,

removing, or changing equipment as children's interests suggest 3. The pretend play center will include items, such as:

a. Furnishings that simulate a home: a stove, refrigerator, sink, table, chairs, dresser, doll bed, mirror, ironing board, etc. Separate the kitchen area from the bedroom area, if possible.

b. Kitchen accessories: unbreakable dishes, pots and pans, eating and cooking utensils,

mops, brooms, and dustpans, and empty food containers. Allow the children to imagine the foods that they cook, serve, and eat. Making clay and modeling compounds available will encourage their making "pretend" food.

NOTE: When selecting empty food containers, you may want to open the bottom of the box or can so that it appears to be a full container for the children's play. Also, avoid sharp edges on cans (you may file edges and then cover them with strong tape), or breakable jars or bottles.

c. Dolls: Dolls will represent the races and genders of the children in the group and various cultures. Include clothing and blankets for the dolls. Keep the dolls and doll clothes clean! Allow and help the children to bathe the dolls and wash the doll clothes when they are dirty. Dolls can also be made from socks, fabric, and standard art materials.

d. Dress up clothes, shoes, hats, men’s shirts, dresses, and jewelry. A variety of items that depict various cultures and genders should be available. A variety of items can be rotated for use so children's interest is maintained. Avoid wigs or items such as hats that cannot be machine washed (for hygienic reasons). Avoid jewelry with small pieces; this can be a choking hazard. Be sure to provide items used by both women and men. Keep clothes clean and mended. Give special attention to the length of clothing children will be trying on, to minimize stumbling. Maternity tops will sometimes be just right without hemming. Minor alterations will support safety in many instances. Do not provide more items than orderly storage permits.

e. Other areas for pretending, such as stores, medical or dental offices, post offices, etc., can be set up in this center or in another space in the room as children's interest suggest, for the week. Dress up clothes or costumes, associated with a variety of occupations and circumstances, and may be included in this center. The Teaching Staff will:


• Provide opportunities for children to participate in dramatic play activities daily. Capitalize on the learning opportunities inherent in children’s role playing and representational activities particularly in the areas of language, literacy and interpersonal skills.


• Encourage children to act out stories based on books they have read or ideas they invent themselves.

Provide opportunities for children to actively engage in creating dialogue with props, using a wide range of linguistic and artistic skills.

• Help children reflect on their dramatic experiences to enhance a variety of linguistic, spatial and temporal concepts.

• Create a Dramatic Play area that encourages children to create their own play scenarios. • Extend and support children's varied interests in dramatic play. • Extend dramatic play activities outside. • Provide dramatic play props and materials that are accessible for a substantial portion of

the day.

Art Center: 1. The art center should contain a variety of materials that children can use for creative

expression. The five basic activities that should be supported by materials are painting, drawing, collage, clay, and construction.

2. Materials should be stored so that children can use them as independently as possible. Supplies such as large containers of tempera paint powder or glue should not be stored in the art center where children have access to them.

3. The art center should be near a water source. Buckets or pans of water can be used if no water source is available in the classroom

4. The art center will include a variety of surfaces on which to paint, draw, or glue such as various types and colors of paper, "paper" bark from trees, smooth stones, etc.

5. Include a variety of items with which to paint, draw, or glue such as paints and brushes, finger paints, pencils, crayons, washable markers, colored pencils, and chalk.

6. Include scissors, glue, and collage materials - anything that can be glued down can be saved to use for collages. Collect things from nature during field trips or walks. Sort materials and store them separately. Allow children to choose the materials they wish to use in their collage work.

7. Construction materials include small pieces of wood, styrofoam pieces and "peanuts," pipe cleaners, small boxes, fabric, and anything else that can be nailed, glued, or otherwise stuck together for three dimensional creations.

8. Clay is an important part of the art center. Children should have opportunities to experience working with different types of modeling compounds, including clay, "play dough," and other materials.

The Teaching Staff will: • Utilize Creative Curriculum and California State Department of Education Preschool

Curriculum Framework, California State Department of Education Preschool Learning Foundations, and teaching strategies to support each child’s learning.


• Encourage children to use art to represent their experiences and feelings or to capture something created by their imagination.

• Encourage children to develop skills in use of symbols/pictures that support oral language and composing of messages and stories that can be written down.

• Observe children and plan activities based on learning styles, developmental strengths, and individual development plans.

• Implement creative art activities as part of the curriculum to enhance the development of a wide range of perceptual, physical, language, cognitive and social emotional skills. Art activities are used to promote and enhance children’s learning in literacy (writing and illustrating stories, labeling pictures), mathematics sequences, patterns, and other cognitive and social areas.

• Provide creative art activities daily. • Not require all children to complete an art project as documentation of a successful day at

school. • Never show a model of an art project to the children so they may copy it. • Not utilize dittoes or coloring books. • Focus on creative process not the product. • Not manipulate art materials for the children but work and create side by side with the

children. • Allow children to make more than one art project. • Orient parents to a child centered approach for art education. • Involve parents by inviting them to share something from their own culture in creative

arts. • Not use food products (macaroni, beans, etc.) as art materials. Food d should only be

used in the classroom as a nutrition activity. Many Head Start families consider food to be an important priority for their children and not an art material.

• Extend Creative Art activities outside. • Provide creative art materials that are accessible for a substantial portion of the day.

Writing Center: A "writing" area will be located in or near the art center. This area will include pencils, markers, paper, and examples of manuscript letters. In addition, writing experiences should be encouraged by providing writing supplies in all learning center areas. Children will be encouraged to progress in "writing" according to their interest and developmental level. Manipulative/Table Toy Center: 1. Materials in this center should allow children to develop small muscles and fine motor skills;

eye-hand coordination; number, color, and spatial concepts; and problem solving skills.

2. Include a table large enough for several children to work at the same time.

3. Include a variety of manipulative items, such as puzzles; pegs and pegboards; small blocks; beads for stringing; construction sets; stacking blocks; snap beads; sorting blocks; patterning items; button, snap, zip, and hook boards; and lace and tie shoe or boards.


4. Every effort should be made to plan for frequent opportunities for children to construct with real tools and wood. Woodworking requires individual teacher supervision. One possibility is during outdoor play when adequate volunteer help is available.

5. Provide a variety of games, such as dominoes, bingo, lotto, "Candy Land," memory games, "Old Maid" and other card games, and "Cootie." Games with dice, card games, and games based on the number ten are excellent for helping children to learn number concepts. The Teaching Staff will:


• Implement mathematics that emphasizes manipulations of concrete objects and sets of objects.

• Provide opportunities for children to develop mathematical concepts of number, shapes, patterns, one to one correspondence, quantity and measurement, and spatial and geometric knowledge.

• Implement activities that develop and build on children’s existing informal mathematical knowledge and recognize that children enter school with different experiences in mathematics.

• Incorporate teacher guided and child initiated activities that are integrated in a mathematically rich, learning environment, using multiple instructional approaches.

Computer: 1. Staff will only use computers for business related to CSI Head Start/Early Head Start.

2. Prior approval must be given from the Education Specialist for watching any children’s programs that are not part of the computer menu.

The Teaching Staff will:

• Place computers in the classroom where monitors can be seen by more than one child at a time so they can interact and learn from each other.

• Only use Head Start approved computer software. • Use computer software programs as a supplement and do not replace active learning

activities such as art, blocks, books, exploration with writing materials, and dramatic play.

• Use computers in ways that support existing classroom activities. • Introduce the computer to children as either a small group or individual activity. • Plan classroom activities that support computer experiences. • Individualize computer software choices for children. • Include computer as one of many free choice activities.


Sand and Water: 1. Sand will remain covered at all times and will be replaced as needed.

2. Water will be changed daily.

Other Areas of the Classroom: Large Group Area: An area of the room should be available for children to gather in a group to participate in such activities as story time, music & movement, and group meetings. Move the furniture to provide space for large group if necessary. The Teaching Staff will:

• Conduct large group meetings that are not more than 15 minutes, so that a substantial portion of the day is used for choice activities. These activities must meet the age, interests, and abilities of the group.


• Engage children in interactive experiences songs, finger plays, discussions, etc. • Include large group activities in the lesson plan.

Space for Privacy Children sometimes need space for privacy away from the activity and stimulation of a group of children and may choose to play alone. Many rooms do not have enough space for a specific “space for privacy” however, if a child would like a quiet place to relax, the teacher should direct the child to a part of the room which is not being used, but where the child can still be seen and supervised.

IMPORTANT! The "space for privacy” area is not to be misused as "time out". • Plan and select materials according to the children's interests and developmental levels as

indicated on their Individual Child Plans, Teaching Strategies Gold assessment, and classroom child outcomes reports.

• Interact with the children at their physical level. Outdoor Play: 1. The playground must be checked by the designated person at each site to ensure that it is safe for

the enrollees.

2. The outdoor play area will be used as an extension of the classroom and must be listed on the lesson plan.

3. Materials will be carried out to the playground area for the children to use to extend their learning center time. These materials are to be brought in off of the playground on a daily basis and are to be stored either in the classroom or in the storage shed, if one is available at the site.

4. Teacher and teacher assistants must remain in their playground supervision zones on the playground to provide adequate supervision. Any person leaving their supervion zone

unattended will result in disciplinary action.


The Teaching staff will: • Promote each child's physical development by providing sufficient time, space, equipment,

materials, and adult guidance for active play and movement.

• Implement play yard outdoor supervision plan and prevent dangerous situations before they occur.

• Scan the play yard and supervising children at all times. • Actively participate with children. For example: Running with children and allow children to

feel their heartbeat after a vigorous exercise, dancing to the tune of music in the playground with children.

• Extend the indoor classroom to the outdoor area. Staff should bring materials for writing, artwork, dramatic play, manipulatives, etc., to the outdoor area.

• Encouraging children to explore natural materials such as leaves, trees, rocks, and colors and patterns.

• Provide tools to investigate outdoors. Use magnifying glass, binoculars, and small jars to pick up samples.

• Display children’s discoveries in the classroom and remove and replace with new projects after one week.


Outdoor Play

PURPOSE: To provide children with opportunities to learn about: a) Gross motor skills d) Exercise b) Balance e) Living Things c) Positions f) Earth’s Environment Continuum Objective Number 4: Demonstrates traveling skills. Outcome Indicators: Develops motor control/balance for a range or physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping; develops motor coordination skills in using objects for a range of physical activities, such as pulling, throwing, catching, riding a tricycle, etc.

Continuum Objective Number 5: Demonstrates balancing skills. Outcome Indicators: Develops motor coordination skills in using objects for a range of physical activities, such as pulling, throwing, catching, riding a tricycle, etc.

Continuum Objective Number 6: Demonstrates gross-motor manipulative skills Outcome Indicators: Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space/directionality), and that the body can move independently or in coordination with other objects.

Curriculum Objectives Number 25: Demonstrates knowledge of the characteristics of living things. Outcomes Objectives: Child observes, describes, and discusses living things and natural processes.

Curriculum Objectives Number 27: Child demonstrates knowledge of Earth’s environment. Outcomes Objectives: Child observes, describes, and discusses living things and natural processes; describes and discusses predictions, explanations, and generalizations based on past experience.


Toys and Games Center

PURPOSE: To provide children with opportunities to learn about: a) Coordination e) One-to-one correspondence b) Seriating objects f) Numbers and counting c) Patterns d) Positions Continuum Objective Number 13: Uses classification skills. Outcome Indicators: Classified, compares, and contrasts objects, events, and experiences.

Continuum Objective Number 20: Uses number concepts and operations; counts; quantifies; connects numerals with their quantities. Outcome Indicators: Recites numbers in the correct order and understands that numbers come before or after one another; associates quantities and the names with written numerals; uses one-to-one counting and subitizing to determine quantity; recognizes numbers and quantities in everyday environment; uses the number name of the last object counted to represent the number of objects in the set.

Continuum Objective Number 21: Explores and describes spatial relationships and shapes. Outcome Indicators: Understands directionality, order, and position of objects, such as up, down, in front, and behind; compares objects in size and shape; Recognizes and names common shapes, their parts, and attributes; combines and separates shapes to make other shapes.

Continuum Objective Number 22: Compares and measures Outcome Indicators: Compares objects using attributes of length weight and size (bigger, longer, taller, heavier); Orders objects by size or length; Uses nonstandard and standard techniques and tools to measure and compare.

Continuum Objective Number 23: Demonstrates knowledge of patterns. Outcome Indicators: Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size; recognizes, duplicates, and extends simple patterns; creates patterns through the repetition of a unit.


Writing Center

PURPOSE: To provide children with opportunities to learn about: a) Copying and drawing b) Fine motor skills c) Alphabet knowledge d) Writing purposes Continuum Objective Number 7: Demonstrates fine motor strength and coordination; uses fingers and hands; uses writing and drawing tools. Outcome Indicators: Develops hand strength and dexterity; develops eye-hand coordination to use everyday tools such as pitchers for pouting or utensils for eating; manipulates a range of objects, such as blocks or books; manipulates writing, drawing, and art tools.

Continuum Objective Number 16: Demonstrates knowledge of the alphabet. Outcome Indicators: Attends to the beginning letters and sounds in familiar words; Identifies letters and associates correct sounds with letters.

Continuum Objective Number 17: Demonstrates knowledge of print and its uses. Outcome Indicators: Shows interest in shared reading experiences and looking at books independently; recognizes how books are read, such as front to back and one page at a time; recognizes basic characteristics, such as title, author, and illustrator; demonstrates interest in different kinds of literature, such as fiction, nonfiction, and poetry; recognizes print in everyday life, such as numbers, letters, name, words, and familiar logos and signs; understands print conveys meaning; understands conventions, such as print moves from left to right and top to bottom of a page; recognizes words as a unit of print; understands that letters are grouped to form words.

Continuum Objective Number 19: Demonstrates emergent writing skills; writes name; writes to convey meaning. Outcome Indicators: Experiments with writing tools and materials; Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion; Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas; Copies, traces, or independently writes letters or words.


Music and Movement Center

PURPOSE: To provide children with opportunities to learn about: a) Expressing feelings b) Patterns of beat and rhythm c) Control and balance d) Exercise e) Gross motor skills Continuum Objective Number 4: Demonstrates traveling skills. Outcome Indicators: Develops motor control/balance for a range or physical activities, such as walking, propelling a wheelchair or mobility device, skipping, running, climbing, and hopping; develops motor coordination skills in using objects for a range of physical activities, such as pulling, throwing, catching, riding a tricycle, etc.

Continuum Objective Number 5: Demonstrates balancing skills. Outcome Indicators: Develops motor coordination skills in using objects for a range of physical activities, such as pulling, throwing, catching, riding a tricycle, etc.

Continuum Objective Number 6: Demonstrates gross-motor manipulative skills Outcome Indicators: Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space/directionality), and that the body can move independently or in coordination with other objects.

Continuum Objective Number 34: Explores musical concepts and expression. Outcome Indicators: Participates in music activities, such as listening, singing, or performing; experiments with musical instruments.

Continuum Objective Number 35: Explores dance and movement concepts. Outcome Indicators: Expresses what is felt and heard in various musical tempos and styles; moves to different patterns of beat and rhythm in music; uses creative movement to express concepts, ideas, or feelings.


Science Center

PURPOSE: To provide children with opportunities to learn about:

a) Taking responsibility for the environment b) Cause and effect c) Exploration d) Time-related concepts e) Sequence Continuum Objective Number 11: Demonstrates positive approaches to learning; attends and engages; persists; solves problems; shows curiosity and motivation; shows flexibility and inventiveness in thinking. Outcome Indicators: Maintains interest in a project or activity until completed; sets goals and develops and follows through on plans; resists distractions, maintains attention, and continues the task at hand through frustration or challenges; resolves conflict with peers alone and/or with adult intervention as appropriate; helps, shares, and cooperates in a group; demonstrates eagerness to learn about and discuss a range of topics, ideas, and tasks; plans, initiates, and completes learning with peers; demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities.

Continuum Objective Number 13: Uses classification skills. Outcome Indicators: Classifies, compares, and contrasts objects, events, and experiences.

Continuum Objective Number 22: Compares and measures. Outcome Indicators: Compares objects using attributes of length weight and size (bigger, longer, taller, heavier); Orders objects by size or length; Uses nonstandard and standard techniques and tools to measure and compare.

Continuum Objective Number 24: Uses scientific inquiry skills. Outcome Indicators: Observes and discusses common properties, differences, and comparisons among objects; participates in simple investigations to form hypotheses, gather observations, draw conclusions, and form generalizations; collects, describes, and records information through discussions, drawings, maps, and charts.

Continuum Objective Number 25: Demonstrates knowledge of the characteristics of living things. Outcome Indicators: Observes, describes, and discusses living things and natural processes.

Continuum Objective Number 26: Demonstrates knowledge of the physical properties of objects and materials. Outcome Indicators: Observes and discusses common properties of materials and transformation of substances.

Continuum Objective Number 28: Uses tools and other technology to perform tasks. Outcome Indicators: Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships; collects, describes, and records information through discussions, drawings, maps, and charts.


Library Center PURPOSE: To provide children with opportunities to learn about: a) Listening to and discussing books b) Retell and dictate stories c) How to handle and care for books d) To act out stories Continuum Objective Number 15: Demonstrates phonological awareness; notices and discriminates rhyme; notices and discriminates alliterations; notices and discriminates smaller and smaller units of sound. Outcome Indicators: Identifies and discriminates between words in language; identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound; identifies and discriminates between separate syllables in words.

Continuum Objective Number 17: Demonstrates knowledge of print and its uses; uses and appreciates books; uses print concepts. Outcome Indicators: Shows interest in shared reading experiences and looking at books independently; recognizes how books are read, such as front to back and one page at a time; recognizes basic characteristics, such as title, author, and illustrator; demonstrates interest in different kinds of literature, such as fiction, nonfiction, and poetry; recognizes print in everyday life, such as numbers, letters, name, words, and familiar logos and signs; understands print conveys meaning; understands conventions, such as print moves from left to right and top to bottom of a page; recognizes words as a unit of print; understands that letters are grouped to form words.

Continuum Objective Number 18: comprehends and responds to books and other texts; interacts during read-alouds and book conversations; uses emergent reading skills; retells stories.

Outcome Indicators: Shows interest in shared reading experiences and looking at books independently; recognizes how books are read, such as front to back and one page at a time; recognizes basic characteristics, such as title, author, illustrator; asks and answers questions and makes comments about print materials; demonstrates interest in different kinds of literature, such as fiction, nonfiction, and poetry on a range of topics; retells stories or information from books through conversations, artistic works, creative movement, or drama.


Dramatic Play

PURPOSE: To provide children with opportunities to learn about: a) Acting out stories b) Past Experiences c) Creativity and Imagination d) Engaging in Conversations Continuum Objective Number 10: Uses appropriate conversational and other communication skills. Outcome Indicators: Engages in conversations with peers and adults; engages in communication and conversations with others; uses language to express ideas and needs; uses increasingly complex and varied vocabulary; engages in communication and conversation with others; uses language to express ideas and needs; uses different forms of language; uses different grammatical structures for a variety of purposes. Continuum Objective Number 14: Uses symbols and images to represent something not present; thinks symbolically; engages in sociodramatic play. Outcome Indicators: Represents people, places, or things through drawings, movement, and three-dimensional objects; engages in pretend play and acts out roles; recognizes the difference between pretend or fantasy situations and reality. Continuum Objective Number 36: Explores drama through actions and language. Outcome Indicators: Uses dialogue, actions, and objects to tell a story or express thoughts and feelings about one’s self or a character; uses creativity and imagination to manipulate materials and assume roles in dramatic play situations.


Art Center

PURPOSE: To provide children with opportunities to learn about: a) Drawing pictures from stories b) Dictation c) Cause and effect d) Using materials in a variety of ways e) Care and persistence f) Sharing opinions g) Fine motor skills Continuum Objective Number 7: Demonstrates fine-motor strength and coordination; uses fingers and hands; uses writing and drawing tools. Outcome Indicators: Develops hand strength and dexterity; develops eye-hand coordination to use everyday tools such as pitchers for pouting or utensils for eating; manipulates a range of objects, such as blocks or books; manipulates writing, drawing, and art tools. Continuum Objective Number 19: Demonstrates emergent writing skills; writes name; writes to convey meaning. Outcome Indicators: Experiments with writing tools and materials; Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion; Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas; Copies, traces, or independently writes letters or words. Continuum Objective Number 33: Explores the visual arts. Outcome Indicators: Uses different materials and techniques to make art creations; creates artistic works that reflect thoughts, feelings, experiences, or knowledge; discusses one’s own artistic creations and those of others.


Block Center

PURPOSE: To provide children with opportunities to learn about:

a) Cause and effect b) Arranging objects in a series c) Patterns d) Positions and space e) Numbers and counting f) Classification Curriculum Objectives Physical 6: Demonstrate gross-motor manipulative skills. Outcomes Objectives: Understands movement concepts, such as control of the body, how the body moves (such as an awareness of space/directionality), and that the body can move independently or in coordination with other objects.

Continuum Objective Number 13: Uses classification skills. Outcome Indicators: Classifies, compares, and contrasts objects, events, and experiences.

Continuum Objective Number 20: Uses number concepts and operations; counts; quantifies; connects numerals with their quantities. Outcome Indicators: Recites numbers in the correct order and understands that numbers come before or after one another; associates quantities and the names with written numerals; uses one-to-one counting and subtilizing to determine quantity; recognizes numbers and quantities in everyday environment; uses the number name of the last object counted to represent the number of objects in the set.

Continuum Objective Number 21: Explores and describes spatial relationships and shapes; understands spatial relationships; understands shapes. Outcome Indicators: Understands directionality, order, and position of objects, such as up, down, in front, and behind; compares objects in size and shape; Recognizes and names common shapes, their parts, and attributes; combines and separates shapes to make other shapes.

Continuum Objective Number 22: Compares and measures. Outcome Indicators: Compares objects using attributes of length weight and size (bigger, longer, taller, heavier); Orders objects by size or length; Uses nonstandard and standard techniques and tools to measure and compare.

Continuum Objective Number 23: Demonstrates knowledge of patterns. Outcome Indicators: Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size; recognizes, duplicates, and extends simple patterns; creates patterns through the repetition of a unit.



SUBJECT: Labeling

PROGRAM: CSI Head Start SECTION: Education APPROVED: Executive Director, Policy Council, Executive Board

___________________________________________________________________ _____

POLICY: Labeling in classrooms helps children move toward reading and assists in maintaining order. Creative labeling that is appropriate will support children’s intellectual development. In labeling for young children, teachers should form all letters with upper and lower case used properly. All words must be spelled correctly. Use only black letters and white background. Use 3 inch letters. PROCEDURE: 1. In order to provide a print-rich environment, teachers will:

a. Place each child’s name and/or symbol on a cubby where the child can store personal items. Do not put children’s names/pictures on any cubby that is located in the hallways. Use symbols only.

b. Write children’s names and dates on all of their work. The child’s name should be placed in the upper left-hand corner of the page and the date should be placed in the upper right-hand corner of the page. Make sure names are spelled correctly and are not written in all upper case or all lower case letters.

c. Label a designated place for children’s work to be displayed with the child’s name and symbol.

d. Label each learning center with pictures representative of some materials in the centers.

e. Make labels as needed in children’s pretend play.

2. Name/Symbol tags help both teachers and children.

3. If computerized labeling is used, make sure upper and lower case letters appear in proper form and symbol is added.



Subject: Displaying Children’s Work Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

_________________________________________________________________ _______

POLICY: At the beginning of the year, the walls of young children’s classrooms should be virtually empty. They will gradually be filled with child-made items that reflect the experiences, activities, and interests of the children. Only twenty percent of wall space can contain flammable materials. PROCEDURE: 1. The children’s work displayed should demonstrate the teacher’s commitment to nurturing

each child’s unique creative expressions (no ditto sheets or look-alike pictures).

2. To display children’s work, teachers will:

a. Designate a special place with child’s name and symbol for each child’s work to be placed at his/her eye level and all around in the classroom at low levels. Each child should have some work on display.

b. Some form of art work should be done on a daily basis.

c. Work is to be updated as the theme changes.

d. Treat children’s work with care and respect.

e. Plan a variety of ways to showcase children’s creations. 3. Let children participate in planning and providing work for bulletin boards and portfolios.

4. The children should help choose the work that is to be placed into their individual portfolios. The Teachers will place samples of children’s work in their portfolios.

5. Ditto sheets will be limited and will have to have prior approval from the Education Specialist before the ditto sheets can be used in the classroom.



Subject: Use of Children's Videos in Classrooms Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: Videos for children are not encouraged in the classroom. In special situations when videos are appropriate, teachers must have prior approval from the Center Coordinator/Lead Teacher. Commercial videos (i.e., Lion King, Snow White, etc.) must not be shown for children to view. PROCEDURE: 1. Educational videos provided by CSI Head Start/Early Head Start are deemed appropriate for

children to view. 2. Videos with a running time longer than fifteen (15) minutes must be shown in equal segments.

Depends upon children’s attention span.

3. Online videos are not to be downloaded or shown without prior approval from the Education Specialist.

4. Children who do not want to view the video must be given a choice of a quiet activity. 5. Never force child/children to view a video. 6. Children should not view more than one video within the month.


NATIONAL CHILD CARE

SUMMER 1995 B U L L E T I N

VOLUME 2 ISSUE 3

VIDEO LICENSING, COPYRIGHT You, your staff, and even some parents, have spent time, money, and energy building a library of entertainment videos for the children. You haven’t come to depend upon them, but the children like them, ask for them regularly, and, they are a help when it has rained for the third day in a row. Nearly every agency has wrestled with the notion of using videos and how often their use would be considered appropriate. Most early childhood educators are resolved to use videos in certain circumstances. Few early childhood educators realize that they are committing an illegal act when an entertainment video is used in the center. I would estimate that nearly 85% of all early childhood educators are unaware of their criminal activity, says June Goss, chair of the copyright committee of the Association for Informational Media and Equipment (AIME). Entertainment videos are protected by copyright laws of the United States. The owners of copyrights are guaranteed protection against the unauthorized reproduction and use of their materials. Entertainment videos are clearly intended for a home use only. To confirm this fact, do not fast forward during the FBI Warning which appears at the beginning of each video. If you take the time to read the warning, you will note that it clearly states that the video is distributed for the exclusive a home use of the owner or renter. Showing a video outside of one’s home is considered a public exhibition according to Copyright law. To publicly exhibit a video you must possess a public exhibition license. Public exhibition licenses, of course, have a fee. You might think that the law does not apply to you since your day care center is within your home, or you might not consider the children at your center the “public@. In addition, who you really hurting when you play the video for the kids while they are waiting for their parents to come and pick them up at the end of the day? Videos distributed for Ahome use only@ are intended to be shown to family and friends in a private, non-commercial setting. Clearly a day care center within your home is a commercial ... (Continued on page 5)

DEALING WITH YOUR LANDLORD - THE CHURCH Over twenty thousand early childhood programs are located in

churches, synagogues and mosques around the nation. This fact presents a unique and sometimes difficult situation for many administrators when dealing with this facet of their administrative responsibilities. We have noticed over the years of involvement in this industry that many providers do not take the time to educate their landlords as to their goals and philosophies. Because of the mutual concern for children=s welfare shared by early childhood educators and the religious community at large, the relationship should be strong and mutually beneficial. If the pastor or rabbi or members of the organization do not recognize the agency values, their lack of understanding can adversely affect how they relate to your staff, parents, and most importantly, the children, who use their building.

If the church sexton doesn’t know anything about the children who are playing in the school yard, the children may not feel welcomed. If congregation members do not like the idea of kids whose...(continued on page 4)

NATIONAL HEAD START BOARD OF DIRECTORS SETS 1995 POLICY AGENDA The National Head Start Association (NHSA) Board of Directors recently adopted their 1995 Legislative Agenda. The policy agenda identifies their legislative goals and other pertinent Head Start issues and the strategies that will be utilized to accomplish them. NHSA will focus their attention on four priority issues: a) Eliminate any measure that will change the status of the federal-to-local funding of Head Start. b) Request reasonable increases in funding for comprehensive Head Start services. c) Support repealing the Davis-Bacon provision on construction and renovation of Head Start projects. d) Become a key player in redefining the role of the federal government in providing services to Head Start families. In addition the Board of Directors will oppose a balanced budget amendment to the constitution and the idea of Block granting the food and nutrition programs. NHSA strategies for achieving their goals will include increasing public awareness,


targeting newly elected members of Congress regarding Head Start issues, lobbying key committee members with direct jurisdiction over Head Start, combining local, state and regional efforts to influence the decisions of elected officials, and joining forces with other child advocates when it is appropriate. Numerous efforts are being made to increase awareness of the program through the media, organizing a national rally and inviting local newspapers to feature certain programs in honor of Head Start=s 30th anniversary.

NATIONAL CHILD CARE BULLETIN Page two VIDEO LICENSING, COPYRIGHT (Continued from previous page) venture, regardless of its profitability, and is outside of the intended use of the video. According to the law, such a use is considered stealing even though you do not charge an extra fee to view the film. As a matter of fact, it does not matter whether you charge tuition to attend your program.

Copyright laws apply to all early childhood settings whether they are privately owned or not-for-profit corporations. Certain exceptions do apply for fair uses of copyright material. Fair uses include educational and critical purposes. For a use to qualify as a fair use the video must be the subject of direct teaching. Generally, only film classes that review, criticize and analysis a particular film are excluded from licensing requirements under this limited exception.

To comply with the law you must possess a public exhibition license. These licenses are available directly from the owner of the copyright or from The Motion Picture Licensing Corporation (MAPLE). MAPLE grants umbrella licenses and represents a variety of major studios including Disney, Warner Brothers and Hanna-Barbera. By purchasing your license from MAPLE you can avoid the hassle of contacting each of the studios directly. An umbrella license from MAPLE will cost your agency between $75 and $175 per site, depending upon the number of children served. Some organizations, like the National Child Care Association, Inc. (for more information see, Around the Nation) have negotiated discounts for their members. These discounts often include multi-site reductions for larger agencies. The umbrella license will give you programming flexibility and unlimited exhibition rights. The license period is one year and will automatically be renewed.

The use of protected music will also result in a similar violation. The music industry copyright market is controlled by two major companies: Broadcast Music Inc. (BMI) and the American Society of Composers, Authors and Performers (ASCAP). If you play any considerable amount of music at your center, you can be fairly assured that you will be using material controlled by both of these companies since they each control the rights of about half of the music copyrighted in the country. BMI=s fee is based on the physical size of your indoor facility. They range from $60 per year to about $480 per year for larger centers.

If your agency ignores copyright laws and get caught, the fines will be anywhere from $250 to $10,000 per violation. Most copyright owners and associations will first warn violators of the consequences of their actions and will supply information to help them come into compliance with the law. Warning violators, however, is an option.

You may ask: How will copyright owners know? The most common way that violations are exposed in child care settings is the parent who does not agree with the use of entertainment videos in the educational setting. This issue is far from settled in the minds of parents. Many feel that they are paying for quality, personalized education and that videos are an easy way for teachers to occupy the children=s time. One disgruntled parent may lead your agency to some very serious consequences.

In addition, may companies that own copyright protected material spend considerable resources protecting their interests. These companies, especially Disney and Warner Brothers, are very protective of their artistic assets. One video may represent millions or even billions of dollars in potential revenue for a studio. Without copyright protection, these assets would be worthless. Therefore, many companies in the entertainment business have a policy that requires the company to prosecute all violators.

Most agencies will find it difficult to afford this license, but fewer will be able to afford the steep fines involved. For more information regarding public exhibition licenses, contact MAPLE directly at 1-800-462-8855.

CURRENT ISSUES IN CHILD CARE RONALD V. MCGUCKIN, J.D. and PATRICIA A.MCCLELLAN have authored Current Issues iu Child Care for day care professionals focusing on the legal aspects of operating a child care agency. It will assist you with organizing and running a more effective program. You can order the entire book or one of the extended chapters. The Chapter Booklets include: Which includes these chapter plans: Or you can order the book, Current Issues in Child Care which includes these chapter plans: # of copies Topic: FAMILY MEDICAL LEAVE ACT ________ ________ CHOOSING AN ORGANIZATIONAL STRUCTURE @ $10.00 each PERSONNEL ISSUES ________ THE ROLE OF THE BOARD OF DIRECTORS @ $10.00 each EDUCATORS AS ADMINISTRATORS


________ ESTABLISHING WRITTEN PERSONNEL POLICIES @ 10.00 each INFECTIOUS DISEASE POLICIES ________ CONFIDENTIALITY @ $10.00 each LICENSING ________ AMERICANS WITH DISABILITIES ACT @ 10.00 each THE JOB OF MANAGEMENT ________ Total Number of Copies @ $10.00 each $ __________ Total Number of Books @ $65.00 each $ ________ ________ Plus $1.25 for shipping and handling $ 1.25 Shipping and Handling $ 4.95 ________ Total Booklet Order $ __________ Total Book Order $ ________ NAME: ____________________________________________ AGENCY NAME: ___________________________________________________ ADDRESS: _________________________________________ CITY/STATE/ZIP: ___________________________________________________ TELEPHONE: _______________________________________ FAX: _____________________________________________________________ MAIL OR FAX YOUR ORDER TO: SUPPORT SERVICES FOR CHILD CARE PROFESSIONALS - PO BOX 57 - LUMBERVILLE, PA 12933



Subject: Use of Computers in Classrooms Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

Policy: Staff will only use computers for business related to CSI Head Start/Early Head Start. Prior approval must be given from the Center Coordinator/Lead Teacher for watching any children’s programs that are not part of the computer menu. Computer programs are to be used with individual children and not in a group setting on a routine basis.

The Teaching Staff will:

• Place computers in the classroom where monitors can be seen by more than one child at a time so they can interact and learn from each other.

• Only use Head Start approved computer software. • Use computer software programs as a supplement and do not replace active learning

activities such as art, blocks, books, exploration with writing materials, and dramatic play.

• Use computers in ways that support existing classroom activities. • Introduce the computer to children as either a small group or individual activity. • Plan classroom activities that support computer experiences. • Individualize computer software choices for children. • Include computer as one of many free choice activities.



Subject: Outdoor Play and Materials Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

_______________ _________________________________________________________

POLICY: The daily schedule will include a minimum of 90 minutes of outdoor play for optimum development of physical skills. Along with the permanent structures on the playground, there will be an assortment of equipment that children can take to the playground. When inclement weather prohibits outdoor play, teachers will ensure large muscle activities through relocation of room furniture or use of another facility, if available.

Teachers will take a first aid kit, emergency information, Kleenex, a thermos with water, and cups to the playground during outdoor play.

PROCEDURE:

1. Each day, the teaching staff must have a planned activity to be implemented the first 15 minutes of the scheduled outdoor play time before utilizing the playground equipment. 2. Each day, the teaching staff will assist children in taking designated classroom and playground

materials to the playground and in returning the materials to the appropriate storage/classroom area.

3. Teachers will also take the first aid kit, emergency information, Kleenex, thermos with water, and cups to the playground.

4. Teaching staff must adhere to the daily schedule to make sure enrollees have the required amount of outdoor play time.

5. Extended classroom experiences can be provided in outdoor environments with proper preparation and materials. Examples: Easel painting, music experiences with tape recorders, snack time, story time, etc. Materials carried to the playground are to be returned to the appropriate storage/classroom area at the end of each day.

6. Teaching staff must stay in their assigned area of the playground. 7. Teaching staff must focus on the children and the activities taking place on the playground. 8. The following items are recommended for use on the playground:

a. Wheeled toys and helmets: There should be wagons and tricycles of varying sizes to accommodate children of different heights. Approved helmets will be provided in sufficient numbers to accommodate all children using wheeled toys at any given time. This introduces helmets as a safety measure so important in head injury prevention. It is okay for children to share helmets.

Make sure helmet straps are securely drawn when the child wears a helmet.

Helmets should be placed on child’s head so that it covers the forehead (not tilted on the head). Helmets should not be worn except when playing on wheeled toys. Helmets must be worn when playing on wheeled toys.


b. Balls of various sizes.

c. Large bats designed for young children.

d. Jump ropes and hoops of various sizes. Adults must supervise jump rope activities.

e. Nets for basketball goals.

f. Tossing games: Ring toss, horse shoes, and bean bag toss are appropriate. Be sure to use plastic horse shoes rather than heavy metal ones.

g. Boxes and crates made of wood, cardboard, or plastic. These can be used in obstacle courses, painted, stacked, climbed in, and otherwise used by children in many ways.

h. Sand/Water play accessories: Plastic cups, bowls, buckets, shovels, funnels, beakers, spoons, eyedroppers, bubbles, strainers, and other containers are appropriate. Plastic non-movable figures, such as animals, may be taken outside. There must be adult supervision at all times during water play.

i. Large sturdy garden tools and hand tools for digging and gardening.

j. Parachute.

k. Woodworking tools: Large head nails, an assortment of wood scraps, and items to nail onto the wood (such as lids, scraps of various materials).

l. Classroom center materials, such as Dramatic Play, Art, Music/Movement, Writing, Blocks, Books, and Games, need to be taken to the playground to be used as an extension of the classroom.

To protect against cold, heat, sun injury, and insect-borne disease, the program ensures that: 1. In cases of extreme heat (temperatures over 95 degrees) or cold (temperatures below 42 degrees)

centers will take alternative measures that will eliminate enrollees from being outside. 2. Teachers will need to walk the children around your playground a couple of times (try to walk in the

area that is in the shade). You will then return to the classroom and do some type of physical activity in the room. Remember to have water available when you are outside.

3. Teachers can pull from the I Am Moving, I Am Learning activities and do songs with movement. You will do activities inside to complete each session of your 45 minutes of outdoor play.

4. Enrollees that are in danger of being sunburned should be encouraged to play in shaded areas of the playground. Refer to the policy for administering sunscreen in the Health Section of the Policies and Procedures Manual.

5. Children should wear clothing that is dry and layered for warmth in cold weather.



Subject: Nap Time Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: Each child shall have a cot, mat, or a crib and a bottom and top towel labeled with their symbol or number. Parents will wash their child's towels weekly. All cots or mats must be covered with a towel when in use. All cribs must have crib sheets. The mattress must be firm and the sheet will fit the mattress snuggly. PROCEDURE:

1. The teacher will provide one cot or crib for each child. The cot or crib will be labeled with the child's symbol or number. Cots and cribs are not to be shared by children.

2. At nap time, teachers will place the cots or cribs at least 3 feet apart head to toe to avoid spreading contagious illness and to allow for easy access to each child.

3. For children on cots, the child's parents/guardians will provide two towels, labeled with some identification. One towel is used to put on the cot and the second towel is used to cover the child.

4. The classroom staff will send each child’s towels home to be washed EACH FRIDAY. Parents will be encouraged to wash the towels and return them on Monday morning or when the child returns to the center. If towels are not returned, each classroom will have extra towels in the classroom for the children to use. The classroom staff will contact parents on Monday or the day the child returns to the center without the towels, to remind them to send or bring the towels back to the center.

5. The classroom staff will inspect all cots or crib daily, when putting the children down at nap time in order to make repairs if needed or to request repairs or replacement. Classroom staff is responsible for ensuring that each child has a safe and clean cot or crib on which to sleep.

6. When storing cots, towels should be folded onto the cots so that the towels will not touch the towels of the cot stored above or below.

7. All cots will be covered with a cot cover.

8. Extra towels are to be maintained at each site.

9. Crib sheets are washed daily


10. Every cot will have at least two towels or a cot sheet and a towel for every child at the center

11. According to the consumer Product Safety Commission’s new crib safety standards, cribs should have fixed sides that do not move up or down. Cribs may have the locking folding hinged side rail for easier access to the infant. This information should be on file in the Center Coordinator/Lead Teacher’s office.

10. Cribs should have the sleeping poster visible on the end of the cribs.

11. Infants, unless otherwise ordered by a physician, are placed on their backs to sleep.

12. Pillows, quilts, stuffed toys, crib bumpers, and other soft items are not allowed in cribs or rest equipment for infants younger than twelve months.

13. Infants are transitioned to cots at twelve months of age.

14. Fire cribs should remain in the classroom until all children are walking steady.



Subject: Journals Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

Journal writing gives children opportunities to practice writing; develops the concept that they need to think before they write and they can write about what they think; develops the concept that writing has a purpose; provides opportunities for individual self-expression; and provides a variety of writing samples to use for assessment.

PROCEDURE: 1. At the beginning of the year, the teacher provides a journal writing mini-lesson to introduce the

children to what a journal is and how journals work. 2. The teacher will discuss journals and show journal examples.

3. The teacher will model the “thinking process” that occurs before writing. 4. The teacher explains we write on one page at a time, not on all of the pages at once. 5. The teacher models that you date journal entries and also put page numbers on each entry. 6. The teacher allows children to decorate the cover page. 7. The teacher encourages children to write about personal experiences. 8. Give children the opportunities to write down their thoughts and feelings in a journal with their

own methods of writing. In this way children can begin to write their own books. Sometimes these may go home and parents and children could write at their home and bring it back to school to read to the teacher. The teacher should accept whatever the child writes/draws without judging.

9. Encourage children to record their thoughts in pictures or writing in their personal journals. 10. Ask children to sign in each morning. The most meaningful word to any young child is his or

her name. They are naturally motivated to see their name in print and spell their name when they are ready.

11. Daily sign in sheets are not to be used as the only source of entries. These can be used to show writing progress at the beginning, middle, and end of the year.

12. Display the alphabet at eye level and in functional print, such as children’s names, next to the classroom jobs for the week. Children can begin to recognize the letters in their own names and those of their friends, as well as other important words.

13. Ask children to include print in their drawings like the authors in story books. 14. Display their writing attempts as proudly as you do their pictures.


15. The teacher should take dictation one or more times per week.

16. The child’s name should be in the upper left hand corner and the date in the upper right hand corner.

11. There should be at least one (1) journal entry per week for each child.

12. The teacher should allow time for large group, small group, or individual journal writing. 13. The children choose what to write or draw.

14. The children may share their journal entry with a friend. 15. The children may ask the teacher to write their words on the page.

16. At the end of the year, the journal pages of those enrollees not returning to Head Start will be sent home to the parents.

17. If the child will be returning to the Head Start Program the following year, the journal pages will be given to the next year’s teacher.



Subject: Portfolios Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________ __

POLICY:

A portfolio of work will be maintained throughout the year on each child. The portfolio will contain samples of work done by the child including art, writing, photos of activities and major three-dimensional objects created by the child. The portfolio will be used to assess the child’s growth and development when meeting with the parents/guardians during parent conferences. It will also be used to assist in preparing progress reports. (Developmental Checklist and Child Observation Record) PROCEDURE: 1. Teachers will use a small notebook for each child enrolled in the program. This must be done

within the first week of operation of school year. Each child must be given the opportunity to create the cover page on his/her portfolio using a variety of art media, a picture of themselves, their family, a family member or pet.

2. At the end of each week, the child and teachers will determine at least one (1) item to be placed in the portfolio. Examples of items include, but are not limited to the following:

a. Photographs or series of photos that show the child’s developmental progress (if available).

b. Children’s drawings, paintings, and collages.

c. Children’s scribbling and writing attempts.

d. Recordings of children’s stories, questions, and comments.

3. All portfolio items must include the child’s name in the upper left hand corner, the date the work was done in the upper right hand corner, and comments that the child wants placed on the work or description of work by the teacher at the bottom of the page.


4. Each child’s portfolio should reflect their individual choices. Classroom portfolios should not all look the same with the same activity/item for every child.

5. The teacher must use the portfolio as a source of information when doing assessments and meeting with parents. The portfolio contents will illustrate the child’s progress in areas of fine motor, cognitive, speech (expressive & receptive language), social, emotional, and self-help skills.

6. At the end of the year, the portfolio pages of those enrollees who will not be returning to Head Start or Early Head Start will be sent home to the parents.


Subject: Classroom Files Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board _______________________________________________________________________________

POLICY:

The Family Service Worker will maintain an official file for the children enrolled in his/her caseload (see Social Services section). Teachers will also maintain a classroom file, a parent-child home activities file, a portfolio of children’s work, and a child’s journal (for Head Start/ Pre-K) on each child enrolled in their classroom.

PROCEDURE:

Classroom File:

1. A manila folder will be provided for the child's "classroom file" will be with the child's name written on the tab. Files will be kept in alphabetical order by last names. They should be readily accessible and stored in a locked file cabinet. There should be a form stapled to the outside front of the folder for anyone checking the file to sign. The list of items that should be found in the child’s folder and the order in which they should appear should be stapled to the left inside front cover of the folder.

2. The Head Start/Pre-K teacher will assure that each child's classroom file includes originals of the following:

a. Health History b. Medication Instructions (if applicable) c. Notification of DIAL-4 or Ages & Stages Screening form d. DIAL-4 Score Book and Parent Questionnaire e. DIAL-4 or Ages & Stages Results Notification f. Individualized Education Plan (IEP) - if applicable g. In-House Referrals and Follow-up (if applicable) h. Present Level of Functioning (if applicable) i. Home Visit Confirmation (1st and 2nd visit) j. Home Visit Report (1st and 2nd visit report) k. Parent-Child Activity/Parent Input into Curriculum form l. Teaching Strategies Gold Assessment Reports m. I am Special (copy) n. Perfect Attendance (copy)


o. Behavior Report (if applicable) p. Behavior Anecdotal Notes (if applicable) q. Parent/Teacher Conference Confirmation Form (1st, 2nd, 3rd) s. Parent/Teacher Conference Report (1st, 2nd, 3rd) t. Parent Contacts/Notes Sent Home/Received from parent u. Receipt of Activities Booklet/Parent Handbook/Parent Training Manual v. Receipt of Parent Information w. Nature Walk Permission Form x. Accident Reports (if applicable) aa. Child Discipline Form (if applicable) bb. Disruptive

Behavior Forms (if applicable) cc. Tardy/Late Pick-up Forms (if applicable)

3. The Early Head Start teacher will assure that each child's classroom file includes originals of the following:

a. Health History b. Medication Instructions (if applicable) c. Infant Feeding Plan d. Notification of Ages & Stages Screening e. Ages & Stages Screening Questionnaire f. Ages & Stages Results Notification g. Individualized Family Service Plan (IFSP) - if applicable h. In-House Referrals and Follow-up (if applicable) i. Present Level of Functioning (if applicable) j. Home Visit Confirmation (1st and 2nd) k. Home Visit Report (1st and 2nd visit report) l. Parent-Child Activity/Parent Input into Curriculum form m. Teaching Strategies Gold Assessment Reports n. I am Special/Perfect Attendance form (copy) o. Behavior Report (if applicable) p. Behavior anecdotal Notes (if applicable) q. Parent/Teacher Conference Confirmation Form r. Parent/Teacher Conference Reports s. Parent Contacts/Notes Sent Home/Received from parent t. Receipt of Activities Booklet/Parent Handbook/Parent Training Manual u. Receipt of Parent Information v. “My Day’ sheets (copy) w. Bye-Bye Buggy Permission Form

x. Accident Reports (if applicable) y. Child Discipline Forms (if applicable) z. Disruptive Behavior Forms aa. Tardy/Late Pick-up forms

4. File “The Home Visit Follow-Up”(EHS 126) kept in a separate manila file folder.

5. File “Field Trip Notification for Central Office” in a separate manila file folder.


6. Site Supervisor/Lead Teacher, Education Specialist, Coaches will check classroom files for contents.

7. At the end of the school year, Family Advocates, working with teaching staff and Site Supervisors, will add these files to the child’s official file. These will be distributed to local schools as requested and given to Head Start teachers for children returning to the program and marked “Year 1 or Year 2” (see Social Services Section). The Education Staff (Education Specialist; Ast. Education Specialist; Coaches) will transfer files to the local school system.

Parent-Child Home Activity File: 1. Teachers will maintain for each child, a separate classroom file which includes completed "Parent-

Child Home Activities" (see Education section). These files will be kept in alphabetical order by last names. They should be readily accessible and stored in a locked file cabinet.

2. At the end of the school year, Family Advocates, working with teaching staff and Center Coordinators, will add these files to the child's official file. These will be distributed to local schools as requested and given to Head Start teachers for children returning to the program or entering into Head Start from Early Head Start and marked “Year 1 or Year 2” (see Social Services section).

Anecdotal Notes: 1. Anecdotal notes should be taken on each child on a daily basis. A minimum of two anecdotal notes

per objective is required. These notes will help to show the child’s progress throughout the year. Teaching staff will use these observations to plan individualized activities for each child. The anecdotal notes will be kept in a notebook.

2. The teachers will use the anecdotal notes to record the child’s progress in the Teaching Strategies Gold Child Assessment online.

3. The Child Assessment scores are then to be transferred to the Classroom Summary Worksheet. The worksheets are turned in to Central Office, according to the Outcomes Timeline, to be entered into the computer.

4. The Head Start/Early Head Start teaching staff will use online the Family Conference Form which will be shared with the parents at the Parent/Teacher Conferences that will be held at the end of each assessment period.

Individual Child Plans

1. Teachers will maintain a separate classroom file which includes completed Teaching Strategies Gold Individual Child Plans.

2. The plan should be updated weekly or sooner if a child completes a goal on the plan.

3. These plans will be kept in alphabetical order by last names.

4. The plans should be readily accessible to the teaching staff in order to update goals or mark goals achieved.


5. At the end of each week the Individual Child Plans will be added to the child’s file.

6. The plans should be shared with parents during home visits and parent/teacher conferences.

Distribution of Classroom Files: 1. The teaching staff will sort and label the files according to the school that the child will be

attending the next school term.

2. The classroom files should be marked “Year 1 or Year 2” (see Family Services section). 3. The files will be distributed to local schools as requested or given to Head Start teachers for

children returning to the program or entering into Head Start from Early Head Start. “I Am Special’ and “My Day” sheets: 1. CSI teaching staff will send home the “I Am Special/Perfect Attendance” sheet to the parents each

month. This is used to inform the parents of something positive that their child has done during the month and award children with perfect attendance. A copy of this form should be kept in the child’s folder. The original should be given to the parents.

2. Early Head Start teaching staff will send home the “My Day” sheet to all parent of children that are not potty trained every day to inform the parents of what their child has done during the day. A copy of this form should be kept in the child’s folder. The original should be given to the parents.

Returning Students Files: 1. For those students returning to Head Start for a second term, the classroom files will be forwarded

to the teacher for the upcoming school term.

2. The first year teacher and the second year teachers will get together before the school term begins to discuss the child’s progress from the previous year. This could be a phone call or conference.


Head Start/Pre-K Children’s Files List

1. Health History or Addendum 2. Medication Instructions (if applicable) 3. Parent Authorization Form – Copy (Original in Emergency Notebook) 4. Notification of DIAL Screening form 5. DIAL-4 Score Book and Parent Questionnaire 6. DIAL-4 Results Notification 7. Individualized Education Plan (IEP) - if applicable 8. In-House Referrals and Follow-up (if applicable) 9. Present Level of Functioning (if applicable) 10. Center Visit Report Form 11. Home Visit Confirmation (1st and 2nd visit) 12. Home Visit Report (1st and 2nd visit report) 13. Parent-Child Activity/Parent Input into Curriculum Form 14. I am Special/Perfect Attendance 15. Behavior Report (if applicable) 16. Behavior Anecdotal Notes (if applicable) 17. Parent/Teacher Conference Confirmation Form (1st, 2nd, 3rd) 18. Parent/Teacher Conference Report (1st, 2nd, 3rd) – Teaching Strategies Gold

Online 19. Teaching Strategies Gold Online Reports 20. Parent Contacts/Notes Sent Home/Received from parent 21. Receipt of Activities Booklet/Parent Handbook/Parent Training Manual 22. Receipt of Parent Information 23. Field Trip Notification (if returned) 24. Nature Walk Permission Form 25. Accident Reports (if applicable) 26. Child Discipline Form (if applicable) 27. Disruptive Behavior Forms (if applicable) 28. Tardy/Late Pick-up Forms (if applicable) 29. Child Assessment Portfolio – Placed in the file at the close of school 30. Other


Early Head Start Children’s Files List

1. Health History or Addendum 2. Medication Instructions (if applicable) 3. Parent Authorization Form – Copy (Original in Emergency Notebook) 4. Infant Feeding Plan 5. Notification of Ages & Stages Screening 6. Ages & Stages Screening Questionnaire 7. Ages & Stages or DIAL-4 Screening Results Notification 8. DIAL-4 for those enrollees 2 years 6 months and up 9. Individualized Family Service Plan (IFSP) - if applicable 10. In-House Referrals and Follow-up (if applicable) 11. Present Level of Functioning (if applicable) 12. Center Visit Report Form 13. Home Visit Confirmation (1st and 2nd) 14. Home Visit Report (1st and 2nd visit report) 15. Parent-Child Activity/Parent Input into Curriculum form 16. I am Special/Perfect Attendance 17. Behavior Report (if applicable) 18. Behavior anecdotal Notes (if applicable) 19. Parent/Teacher Conference Confirmation Form (1st, 2nd, 3rd) 20. Parent/Teacher Conference Reports (1st, 2nd, 3rd) – Teaching Strategies Gold Online 21. Teaching Strategies Gold Online Reports 22. Parent Contacts/Notes Sent Home/Received from parent 23. Receipt of Activities Booklet, Parent Handbook, Parent Training Manual and Parent

Information 24. “My Day’ sheets (copy) 25. Bye-Bye Buggy Permission Form 26. Accident Reports (if applicable) 27. Child Discipline Forms (if applicable) 28. Disruptive Behavior Forms (if applicable) 29. Tardy/Late Pick-up forms 30. Child Assessment Portfolio – Placed in the file at the close of school 31. Other


CSI Head Start Program VERIFICATION OF INFORMATION REVIEWED 1ST – 2ND YEAR

TEACHERS Center: ______________________________________ Date: _________________________

Items discussed should include but is not limited to: Assessment, Behavior, Anecdotal Notes, etc.

Enrollee’s First Year Second Year Any Concerns shared with Second year

teacher

Name Teacher Signature Teacher Signature


POLICY: A "Daily Sign-in/Sign-out Sheet" for children will be maintained in/by each classroom. The child/children being transported by parent, guardian, or other designated person will be accompanied into and out of the center by a parent, guardian, or designated person. When accompanying a child into the center, the child will be escorted to the teaching staff. The person bringing the child to the center will sign the child in. A child will not be released under any circumstance to anyone who is not listed on the child’s emergency release information or without prior written authorization from the parent. Releasing a child to anyone not authorized by the parent may result in disciplinary action. Volunteers in the classroom will not release children. PROCEDURE: 1. The teacher will place the "Daily Sign-In/Sign-Out" form, near the door where children enter

at the start of each program day.

2. The parent or other responsible person will sign the child in at the beginning of the program day. NOTE: If an older brother or sister signs the child in, he/she must be 12 years old or older.

3. The parent or other responsible person will sign the child out at the end of the program day. NOTE: The person who picks up the child must be listed on the child’s emergency release information or monthly enrollee update. If the staff does not know the person (adult) picking up the child, he/she MUST PRESENT SOME IDENTIFICATION BEFORE THE CHILD CAN BE RELEASED TO THEM AND MUST BE LISTED ON THE EMERGENCY RELEASE INFORMATION. Any of the following documents will serve as sufficient identification when picking up a child if identification is requested.

a) Georgia Driver's License b) U.S. Passport c) Military ID Card with Photo d) Student ID with Photo e) Private Employer ID with Photo f) Government Employer ID with Photo


Subject: Daily Attendance Records for Children (Sign-in/Sign-Out and Roll Books)



CLASSROOM VOLUNTEERS WILL NOT RELEASE CHILDREN.

4. The computer-generated printout entitled "Emergency Contact/Release Listing" (see Family Services section) usually lists all people that the parent has authorized to pick up the child. If the person coming to pick up the child is not listed on the computer report, the staff will check the "Authorization Form" in the child's file before refusing to release the child.

5. Any changes to release information will have to be done in writing by the parent/guardian. Staff will assist the parent/guardian in filling out the Change of Status form for any changes. The form will be submitted to the Family Advocates to be data entered.

6. The teacher will keep completed "Daily Sign-in/Sign-Out" forms in a folder in the file cabinet.

At year-end, these will be stored. Roll Books: 1. In addition to the "Daily Sign-in/Sign-Out" form, all classes are required to maintain a daily

record of attendance through use of a classroom roll book. The roll book should be completed before going to breakfast and updated throughout the day as needed. The roll book should be kept at all time in the emergency bag. At the end of the day, teachers will review the roll book to make sure that it coincides with the meal count form.

2. Any enrollee with a missing 15 days or more will be identified and the situation reviewed with the Site Supervisor and the assigned Family Advocate.



Subject: Late Arrival of Children Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

POLICY: Parents are expected to bring their children to Head Start/Early Head Start/Pre-K on time. The hours of operation for Early Head Start staff will be 7:45 a.m. until 2:45 p.m. The hours of operation for Head Start Staff will be 7:30 a.m. until 3:00 p.m. The hours of operation for Pre-K staff will be 7:30 a.m. until 3:30 p.m. The hours of operation for the Early Head Start enrollees will be 8:00 a.m. until 2:00 p.m. Head Start enrollees hours of operation will be from 8:00 a.m. – 2:15 p.m. The hours of operation for Pre-K enrollees will be 7:45 a.m. until 2:45p.m.

PROCEDURE: 1. Children are encouraged to arrive on time in order to receive a nutritious breakfast

provided by Head Start and to participate in important classroom activities that begin at arrival.

2. Parents who bring their child in after the designated arrival time must bring their child to their child’s teacher and notify the teacher of the child’s presence.

3. The parent will sign the child in on the sign-in/out sheet. 4. The teacher will mare “T” in the roll book next to the child’s name. 5. Teachers should keep track of individuals that have accumulated 5 tardies in a 30

day period or 10 tardies for the entire school year and report this to the Family Advocate.

6. The Family Advocate will meet with the family, CC/LT, and teacher to schedule a date and time to have a conference with the family.

7. A meeting will be scheduled with the parent, Family Advocate, teacher, and CC/LT to discuss possible strategies to support the family in getting their child to school on time. After the meeting, the family will immediately start trying the strategies.

8. After the first meeting if the child is tardy again, the teacher will report it to the Family Advocate to discuss other strategies that may help the family. A second meeting will be scheduled with the parent, Family Advocate teacher, and CC/LT to help determine why the first problem-solving effort did not work and help the parent develop a more viable one.

9. After the family has tried all strategies and the issue is not resolved, the parent must complete a Tardiness Agreement. The Tardiness Agreement will be kept in the child’s file.


10. No child will be terminated or suspended due to being tardy. The program will continue to work with the family to find a solution.


Page Left Blank


CSI HEAD START PROGRAM FIRST TARDINESS CONFERENCE NOTIFICATION

Date: _______________________________ Center: Teacher: __________________________

Dear :

Your child, , has been late 5 times in one month/10 times and we are concerned. We would like to help provide you with some strategies that could possibly help your child arrive to school on time. Your child arriving to school on time is very important to us. We want to make sure your child is receiving all the services the program provides. Your child arriving late could cause them to miss a nutritious breakfast and valuable learning time. We hope you will partner with us to find a solution. Please contact me to schedule a conference at your earliest convenience. My number is ______________________ and I look forward to hearing from you.

Sincerely, Site Supervisor


CSI HEAD START PROGRAM SECOND TARDINESS CONFERENCE NOTIFICATION


Dear :

We want to thank you for meeting with us the first time to develop some strategies to help get your child(ren) to school on time. Unfortunately, your child(ren),_________________ was late again today and we are concerned. We would like to meet with you again to determine why the first problem-solving effort did not work and help you develop a more viable one. Please contact me to schedule a conference at your earliest convenience. My number is ______________________ and I look forward to partnering with you again.



CSI HEAD START PROGRAM TARDINESS AGREEMENT

Date: _________________________________ Center: Teacher: __________________________

I, , have met with the Center

Coordinator/Lead Teacher, Family Advocate and Teacher to discuss several strategies to

help me get my child to school on time. At this time, the issue cannot be resolved due to the

following:

_____________________________________________________________________________

I will continue to strive to find a way to get my child to school on time. I understand the program will continue to search for new solutions and will notify me of any possible strategies. Until a solution is found, I agree to bring my child to school at the following time. Arrival Time:_________________ I understand my child will miss the following activities that the program has to offer; ___ Nutritious Breakfast __Large Group __Small Group __Outdoor Time ___Individualized Learning Time I will work with my child at home to make sure I teach my child the activities they are missing at school.

Parent/Guardian Signature Date

Site Supervisor Signature Date

Family Advocate Signature Date

Teacher Signature Date



Tardiness Parent Meeting

Date: _________________________________ Center: Child’s Name: _________________________ Parent/Guardian’s Name: __________________________

The following people were present in the meeting; Name Title

The following strategies were discussed to help the family in getting their child to school on time;

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

The program will continue to support the family in finding strategies to help get their child to school

on time.



Subject: Late Pick Up of Children Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

________________________________________________________________________

POLICY: Parents/Guardians will make every effort to pick their child up from the Head Start/Early Head Start Center on time. Children should be picked up at the assigned dismissal time to allow teaching staff planning time. Enrollees of the program, as well as staff’s children, will need to leave at dismissal time so that the staff will be able to focus on their planning time. Procedure: 1. The Center Coordinator/Lead Teacher will be notified by the Teacher of

the name of any enrollee not picked up within 15 minutes of dismissal time.

2. The Center Coordinator will contact the Family Advocate and the Family Advocate will make every effort to contact an authorized person to pick up the child. The role of the Family Advocate will be to carry out the following procedures:

a. Telephone calls will be made to every available number for the parent(s)/guardian(s) and then to every person authorized to receive the child.

b. If contact numbers are disconnected or there is no answer, the Family Advocate will begin making home visits, starting at the home address.

c. If no one is at home, a door hanger will be left with a brief message that the child is still at school. Make sure the message also includes the date and time of the visit.

d. The Family Advocate will continue to make home visits until an authorized person is located to pick up the child or all resources and contacts are exhausted.


3. The Center Coordinator/Lead Teacher will be responsible for any enrollees still at the center after the child’s Teacher has left for the day.

4. Enrollees will be treated with kindness and respect. Puzzles, books, games, etc. will be provided to entertain the enrollees while they wait to be picked up.

5. The Center Coordinator/Lead Teacher and a designated staff person will remain with the child at all times. At sites where there is more than one Family Advocate, a Family Advocate would serve as the second individual. At sites where there is one Family Advocate, the Center Coordinator/Lead Teacher would assign a staff person from the teaching staff to stay.

6. After every effort has been made to locate the Parent/Guardian or a designated individual on the release list, the Center Coordinator will contact the Assistant Head Start Director at 5:00 p.m. The Center Coordinator/Lead Teacher will call the local Police Department and notify the police that the child is still at the center and that we cannot get in contact with the child’s family for pick-up. If a police report is filled out, a copy of the police report will be requested to keep on file at the center.

7. If the officer takes the child from the center, the police officer will be required to sign the child out on the Head Start Sign-In/Sign Out form.

8. Within 24 hours of the incident, a written report will be emailed to the Head Start Director and c/c by email to the Assistant Head Start Director.

9. On the day of the first occurrence, the Center Coordinator/Lead Teacher will emphasize to the parent/guardian the importance of picking up the child at dismissal and communicate with the family to figure out the problem. If the child is not picked up before 5:00 p.m., follow steps 6-8 listed above.

10. On the second occurrence- The Center Coordinator/Lead Teacher will schedule a conference with the Parent, Family Advocate, Teacher and Lead Teacher/Center Coordinator to discuss possible strategies to support the family in picking their child up on time. After the meeting, the family will immediately start trying the strategies. The CC/LT will provide a copy of the conference notes to the Assistant Head Start Director and Head Start Director. “If the child is not picked up before 5:00 p.m., follow steps 6-9 listed above.

11. On the third occurrence-After the first meeting, if the child is picked up late again, the Teacher will report it to the Center Coordinator/Lead Teacher and Family Advocate to discuss other strategies that may help the family. A second meeting will be scheduled with the parent to help determine why the first problem-solving effort did not work and help the parent develop a more viable one. The CC/LT will provide a copy of the conference notes to the Assistant Head Start Director and the Head Start Director


12. After the family has tried all strategies and the issue is not resolved, the parent must complete a Late Pick Up Agreement. The Late Pick up Agreement will allow the parent to select a time to pick the child up before dismissal time. The Late Pick Up Agreement will be kept in the child’s file and a copy will be provided to the Assistant Head Start Director and the Head Start Director.

13. No child will be terminated or suspended due to being picked up late. The program will continue to work with the family to find a solution


CSI HEAD START PROGRAM FIRST LATE PICK-UP NOTIFICATION


Dear :

Your child, , was picked up late today and we are concerned. We understand sometimes unexpected events occur that can cause you to be late. After dismissal time, the teachers use their planning time to develop educational activities for your child and other enrollees at the center. We want to encourage you to pick your child up at dismissal time. This will allow our teachers the maximum time to plan curriculum based, age appropriate activities for the children at the center. If your child is picked up late again, we will schedule a meeting with you to offer some strategies that could possibly help you pick your child up on time.



CSI HEAD START PROGRAM FIRST LATE PICK UP CONFERENCE NOTIFICATION

(Second Late Pick up)


Dear :

Your child, , was picked up late again today. We would like to help provide you with some strategies that could possibly help you pick your child up on time. Please contact me to schedule a conference at your earliest convenience. My number is ______________________ and I look forward to hearing from you.




SECOND LATE PICK UP CONFERENCE NOTIFICATION (Third Late Pick up)


Dear :

We want to thank you for meeting with us the first time to develop some strategies to help you pick your child up from school on time. Unfortunately, your child, _________________ was picked up late again today and we are concerned. We would like to meet with you again to determine why the first problem-solving effort did not work and help you develop a more viable one. Please contact me to schedule a conference at your earliest convenience. My number is ______________________ and I look forward to partnering with you again.




LATE PICK UP AGREEMENT

Date: _________________________________ Center: Teacher: __________________________

I, , have met with the Center Coordinator/Lead

Teacher, Family Advocate and Teacher to discuss several strategies to help me pick my child up from

school on time. At this time, the issue cannot be resolved due to the following:

_____________________________________________________________________________

I will continue to strive to find a way to get my child picked up on time. I understand the program will continue to search for new solutions and will notify me of any possible strategies. I understand my child must be picked up at or before dismissal time because Head Start only has the funds to operate a certain number of hours per day and, staff to care for children during normal operating hours. Until a solution is found, I agree to pick my child up from school at the following time: Pick up Time:_________________ (This must be before dismissal time) I understand my child will miss some activities that the program has to offer by leaving early. I will work with my child at home to make sure I teach my child the activities they are missing at school, and will seek assistance from the staff as needed.

Parent/Guardian Signature Date

Site Supervisor Signature Date

Family Advocate Signature Date

Teacher Signature Date


CSI HEAD START PROGRAM Late Pick up Parent Meeting

Date: _________________________________ Center: Child’s Name: _________________________ Parent/Guardian’s Name: __________________________

The following people were present in the meeting; Name Title

The following strategies were discussed to help the family in picking their child up from school on time;

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

The program will continue to support the family in finding strategies that will help them pick their child up on

time.



Subject: Attendance Reward System Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: To maintain the best attendance possible CSI adheres to an absentee follow-up procedure and a reward system for the best attendance each month. The cooperation of all staff should assure minimum 85% program-wide attendance each month. The attendance of the children and staff greatly affect the child’s assessment outcomes and the child’s school readiness goals. It is important for staff to encourage parents to bring their children to school so that the child can succeed in being ready for future learning.

PROCEDURE:

If a child will be absent for more than one week for any medical reason, beginning the first week, the teaching staff will make a home visit to go over activities from the classroom that the parent can be working on with the child.

The teaching staff will make a weekly home visit to provide classroom activities until the child returns to the classroom.

Attendance in each classroom will be determined each week through the Daily Attendance/ Meals Served Worksheet and class roll book.

Teaching teams should recognize enrollees with excellent attendance through praise, attendance boards, rewards, bulletin board recognizing enrollees and staff.

Center Coordinators/Lead Teachers will set up an area each month to have snack with those enrollees who have had perfect attendance for the month. This area should be decorated to look like a party area.

Center Coordinators/Lead Teachers will set up an Attendance Board that will show the pictures of the children and their parents who have had perfect attendance for the month. Staff with perfect attendance will also be recognized.

Parents who have attended the monthly Parent Meeting and whose child has perfect attendance for the month will receive a reward.

Centers should recognize classes meeting at least 85% attendance each month.

o Center Coordinators/Lead Teachers will send to the Assistant Head Start Director the name of each child that had perfect attendance from the beginning to the end of


the school year. Children who have perfect attendance for the school year will receive a special award and reward at the end of the school year.

Staff will send home to the parents each month the I Am Special/Perfect Attendance form which informs the parents of things that their child likes at school and any good news about the child. A copy of this form will be kept in the child’s file.

Center Coordinators/Lead Teachers will also recognize staff that had perfect attendance for the month by displaying their name and picture on the Attendance Board.


I Am Special! Child’s Name:__________________ Month: ______________ _____ I had Perfect Attendance ___ I missed ____ days!

I have met the following goals this month… ______________________________________________________________________ ______________________________________________________________________

Other Special News……. ______________________________________________________________________ ______________________________________________________________________

I Am Special! Child’s Name:__________________ Month: ______________ _____ I had Perfect Attendance ___ I missed ____ days!

I have met the following goals this month… ______________________________________________________________________ ______________________________________________________________________

Other Special News……. ______________________________________________________________________

______________________________________________________________________


Infant My Day

Child’s Name: Date:

Today I Was:

Happy ______ Fussy_____ Sick_____

For breakfast today I ate:

For lunch today I ate:

For snack today I ate:

How many bottles did I drink today?

Time: - oz. Time: - oz. Time: - oz. Time: - oz.

My Diaper was changed at the following times;

_______wet/bowel movement





Today I played in the following ways: Tummy Time _____ Crawled_____ Pulled up_____ Walked____ My nap time was from- __ :___ to ___ : ____ I need these supplies: Change of Clothes______ More Medicine (if applicable) ____


Toddler My Day

Child’s Name: Date: ______________________

Today I Was:

Happy ______ Sad_____ Sick_____

Breakfast:

I ate all_____ some____ none____ of my food.

Lunch:


Snack


My pull up was changed at the following times;




I went to the potty at the following times:




I need these supplies: Change of Clothes______ More Medicine (if applicable) ______

*Completed on all children over the age of 1 in Early Head Start


CSI HEAD START PROGRAMS

Subject: Developmental Screening Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: The Developmental screening will occur after enrollment and continue until all children are screened. Results of the screenings will be filed for future reference. Screening must be completed within 45 days after enrollment.

PROCEDURE: Screening:

Parents/guardians must be notified in advance of their child’s screening. Children enrolled on the 1st day of school must be screened within 45 days after enrollment. Children enrolled later must be screened within 10 days after enrollment.

Early Head Start Programs use the Ages & Stages screening tool as their developmental screening tool. This will be completed by the parents during the first home visits. For those children who are 2 years 6 months of age, the DIAL-4 screening will be administered.

Teachers will discuss the screenings at Parent Orientation. The parents will sign the Notification of Screenings at this time.

The Coaches along with additional CSI staff will administer the Developmental Indicators for the Assessment of Learning (DIAL-4) to the enrollee and score the record booklet.

On the final scheduled day of screenings, the teacher will submit the DIAL-4 record for Head Start/Pre-K or the Ages & Stages Questionnaire to the Center Coordinators/Lead Teachers.

On the final scheduled day of screenings, Center Coordinators/Lead Teachers will review the record booklets and submit to the Coaches to enter data in the computer.

The data will be entered in the computer and the record returned to the Center Coordinators/Lead Teachers to return to the teacher to place in the child's folder.

Center Coordinators/Lead Teachers and Coaches will monitor reports to ensure screening dates and results have been entered into the computer.


The teacher will observe records with low scores. Based on these observations, the classroom staff will plan and implement individualized activities for the child.

Those enrollees failing the initial DIAL-4 screening will be screened again within 30 days of original screening date.

When a child's overall score falls in the "potential delay" area, the Center Coordinators/Lead Teachers will forward a copy of the record to the Education/Disabilities/Mental Health Specialist.

After the screenings are complete, the teachers will discuss the results of the screenings with the parents.

Parents or guardians must sign the "Screening Results Acknowledgment."

Teachers will copy and file the Notification of Screenings and the Screening results acknowledgment in the child’s folder.

If an enrollee fails the second screening, the RTI (Response to Intervention) process adopted by the public school system will go into effect.

If a child does not progress with the RTI process, the child will be referred. Procedures for Referrals to LEA can be found in the Disabilities Section of the Head Start manual on page D39.

At the end of the 45 day timeline, the DIAL-4 Score Report (B-71d) will be sent to the Education/Disabilities Specialist.

Parents will be provided an activities book during Parent Orientation that they can use to work with their child to improve their original score and to advance throughout the year.

Parents will receive the Parent-Child Activities/Goals form which gives the parents notice of which activities to focus on.


CSI HEAD START/PRE-K

SCREENING RESULTS ACKNOWLEDGMENT

In accordance with 1304.2-2(e) and 1308.6(c) H#62, parents are to be notified of the results of their child’s screening. The following is the result and explanation of your child's developmental screening:

I was informed of my child’s developmental screening and have had the purpose and

results explained to me on this day _ by: _____________________________ Name

____________________________________ __________________________________ Signature of Parent/Guardian Child's Name

__________________________________ Center

If you have further questions concerning these results, please call the center and set up a conference with your child’s teacher.


CSI HEAD START/PRE-K SCREENING RESULTS ACKNOWLEDGMENT

PROYECCIÓN DE RECONOCIMIENTO DE RESULTADOS

De acuerdo con 1304.2-2 (e) y 1308.6 (c) H#62, los padres deben ser notificados de los resultados de la proyección de su niño. Lo siguiente es el resultado y la explicación de la proyección del desarrollo de su niño:

Fui informado de la proyección del desarrollo de mi niño y he tenido el objetivo y

resultados explicados a mí durante este día : _______________________ (Date: Fecha)

by _____ Nombre (Personal) Name (Staff)

____________________________________ __________________________________ Signature of Parent/Guardian Child's Name Firma de Padre/Guarda

El Nombre del Niño

__________________________________ Center (Centro)

Si usted tiene preguntas adicionales acerca de estos resultados, por favor llame el centro y establezca una conferencia con el profesor de su niño.


CSI EARLY HEAD START


In accordance with 1304.2-2(e) and 1308.6(c) H#62, parents are to be notified of the results of their child’s screening. The following is the result and explanation of your child's developmental screening:

I was informed of my child’s developmental screening and have had the purpose and

results explained to me on this day _ by: _______________________

Name

____________________________________ __________________________________ Signature of Parent/Guardian Child's Name

__________________________________ Center

If you have further questions concerning these results, please call the center and set up a conference with your child’s teacher.


CSI EARLY HEAD START


PROYECCIÓN DE RECONOCIMIENTO DE RESULTADOS

De acuerdo con 1304.2-2 (e) y 1308.6 (c) H#62, los padres deben ser notificados de los resultados de la proyección de su niño. Lo siguiente es el resultado y la explicación de la proyección del desarrollo de su niño:

Fui informado de la proyección del desarrollo de mi niño y he tenido el objetivo y resultados

explicados a mí durante este día : _______________________ (Date: Fecha)

by _________ Nombre (Personal) Name (Staff)

____________________________________ __________________________________ Signature of Parent/Guardian Child's Name Firma de Padre/Guarda

El Nombre del Niño

__________________________________ Center (Centro)

Si usted tiene preguntas adicionales acerca de estos resultados, por favor llame el centro y establezca una conferencia con el profesor de su niño.



NOTIFICATION OF DIAL SCREENING

Dear Parent/Guardian, ___________________________ will be screened on __________________ between the (Child’s name) (Date) hours of ________ and _________. You are invited to come to the center to observe

your child during the screening and also have the results of the screening explained to

you. Please don’t hesitate to call me at _____________________ (phone number) if

you have questions or concerns.

Sincerely, ________________________, Teacher

CSI HEAD START PROGRAM NOTIFICATION OF DIAL SCREENING

Dear Parent/Guardian, ___________________________ will be screened on __________________ between the (Child’s name) (Date) hours of ________ and _________. You are invited to come to the center to observe

your child during the screening and also have the results of the screening explained to

you. Please don’t hesitate to call me at _____________________ (phone number) if

you have questions or concerns.



CSI HEAD START PROGRAM NOTIFICATION OF DIAL SCREENING NOTIFICACIÓN DE

PROYECCIÓN DE DISCO

Querido Padre/Guarda, ___________________________ será protegido en __________________ entre las (El nombre del niño) (Fecha) horas de ________ Y _________. Usted es invitado a venir a el centro para observar a su

niño durante la proyección y también tener el resultados de la proyección explicada a

usted. Por favor no vacile en llamarme en _____________________ (número de

teléfono) si usted tiene preguntas o preocupaciones.

Sinceramente, ________________________, Profesor

CSI HEAD START PROGRAM NOTIFICATION OF DIAL SCREENING NOTIFICACIÓN DE

PROYECCIÓN DE DISCO Querido Padre/Guarda, ___________________________ será protegido en __________________ entre las (El nombre del niño) (Fecha) horas de ________ Y _________. Usted es invitado a venir a el centro para observar a su

niño durante la proyección y también tener el resultados de la proyección explicada a

usted. Por favor no vacile en llamarme en _____________________ (número de


Sinceramente, ______________________, Profesor


CSI EARLY HEAD START PROGRAM NOTIFICATION OF AGES & STAGES SCREENING

Dear Parent/Guardian, ___________________________ will be screened on __________________ between (Child’s name) (Date) the hours of ________ and _________. You will complete the Ages & Stages screening

during the Center Visit and also have the results of the screening explained to you.

Please don’t hesitate to call me at _____________________ (phone number) if you

have questions or concerns.



Dear Parent/Guardian, ___________________________ will be screened on __________________ between (Child’s name) (Date) the hours of ________ and _________. You will complete the Ages & Stages screening

during the Center Visit and also have the results of the screening explained to you.

Please don’t hesitate to call me at _____________________ (phone number) if you

have questions or concerns.




NOTIFICACIÓN DE AÑOS Y PROYECCIÓN DE ETAPAS Querido Padre/Guarda, ___________________________ será protegido en __________________ entre las (El nombre del niño) (Fecha) horas de ________ y _________. Usted completará los Años y la proyección de Etapas

durante la Visita de Centro y también tendrá los resultados de la proyección explicada a

usted. Por favor no vacile en llamarme en el _____________________ (número de




NOTIFICACIÓN DE AÑOS Y PROYECCIÓN DE ETAPAS Querido Padre/Guarda, ___________________________ será protegido en __________________ entre las (El nombre del niño) (Fecha) horas de ________ y _________. Usted completará los Años y la proyección de Etapas

durante la Visita de Centro y también tendrá los resultados de la proyección explicada a

usted. Por favor no vacile en llamarme en el _____________________ (número de




Concerted Services, Inc. Head Start Program

DIAL-4 Score Report

Center: _________________________ Teaching Team: __________________________________ Room #: ________________

Child’s Name Age Yr/Mn

1st or

2nd year

Score for

Motor

Pass or Fail

Motor

Score for Concepts

Pass or Fail

Concepts

Score for Language

Pass or Fail

Language

Total DIAL-3 Score

Pass or Fail

Total DIAL-3



Subject: Assessments and Ongoing Observations Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

POLICY: Ongoing observations, anecdotal recordings, and evaluations will be maintained on each child’s growth and development for the purpose of planning activities to meet individual needs. These observations will also provide integration of the educational aspects of other Head Start/Early Head Start components into the daily education services program and will be used for parent/teacher conferences and home visits. The Teaching Strategies Gold objectives are linked with the Head Start Child Outcomes Indicators on the lesson plans, anecdotal notes, and Parent Child Activities/Goals report. Observations will be recorded on the Teaching Strategies Gold Online Assessment for three (3) times each year. This period of time is sufficient to allow significant growth and development, and is frequent enough to identify possible problems in a child’s growth and development. PROCEDURE:

1. The teaching teams and Center Coordinator/Lead Teachers are given an updated copy of the outcomes timeline which gives the dates for each assessment period..

2. The teaching staff will conduct and record on-going observations and assessment of each child at least three times per year, fall, winter, and spring.

3. The teaching staff will create a “cycle” of observations so that a full observation of each child in all areas of growth and development will occur three times per year. Dates of observations must be recorded following the Outcomes Timeline.

4. Each day, teachers, assistants, and any other assigned individuals will actively observe and record daily observations on each child enrolled in their class.

5. Parents share observations with staff on activities done at home that the child has made progress on or mastered a particular skill. Teaching staff will use these observations as part of the child’s assessment.

6. Head Start Teachers will use the Teaching Strategies Gold Online Assessment. These records will indicate the child’s progress in each area of social and emotional development; physical development; cognitive development; and language developmental.


7. Documentation will be used to formally record children’s development on the Teaching Strategies Gold Online Assessment.

8. Complete all items on the Teaching Strategies Gold Online Assessment. Make sure that when areas of the assessments are cross-referenced that this information correlates to each other.

9. The teacher will use the observation information: a. To guide planning and/or modifying individual child activities. b. To assess a child’s progress. c. To develop the child’s portfolio. d. During parent/teacher conferences.

10. Center Coordinator/Lead Teachers, Assistant Center Coordinator/Lead Teachers, Coaches, Education Specialist, Head Start Director, Assistant Head Start Director, and Disabilities/Mental Health Specialist will review observations online

ANECDOTAL RECORDINGS: SHARING DEVELOPMENTAL CHECKLIST WITH PARENTS:

1. Parents shall be informed of their child’s progress through the sharing of the Teaching Strategies Gold Online Assessment Forms and Parent-Child Activity.

a. The child’s progress as recorded in the Teaching Strategies Gold Online Assessment must be shared with the parent/guardian at the end of each assessment period at parent/teacher conferences, home visits, at the end of the school year, or anytime upon request of the parent.

b. Parents can comment on their own child’s progress by writing comments on the Parent/Teacher Conference forms, Home Visit Forms, and Parent-Child/Input into Curriculum forms.

c. The teacher will use the observation information to:

aa. Guide planning and/or modifying individual child activities.

bb. Assess a child’s progress. cc. Share during home visits and parent/teacher conferences.

FAMILY CONFERENCE AND PARENT/CHILD ACTIVITIES: 1. Family Conference Forms will be reviewed with the parents at the end of each

Assessment period.

USE OF ASSESSMENT INFORMATION:

1. At the end of each assessment period, the information is analyzed to determine the class’s strengths and weaknesses.


2. This information is used to:

a. Assign Teaching Teams

b. Ordering Materials

c. Planning for Program Training at Pre-Service and In-Service

d. Self-Assessment

3. The teaching teams sign the Analysis Review Form at the end of each assessment period. This form states that the analysis information has been discussed with the teaching teams and that they are able to request additional training or assistance if needed.

4. The analysis is kept at each site and in the Education Specialist office.

INDIVIDUAL CHILD PLAN: 1. Staff will complete the individualized Child Planning Form on TSG weekly.

2. Staff will share the Individual Child Planning Forms with the parents during home visits and parent/teacher conferences.

3. The Individual Child Planning Forms will be kept on the Bulletin Board in a manila folder labeled “Individual Child Planning”. These forms will be kept in the folder to keep children’s development progress confidential


First Assessment Analysis Review Form This is to verify that the First Assessment results were reviewed with me. All

areas were reviewed, including the areas in which I was the strongest and the

weakest in.

I was informed that should I need any additional training that it would be

provided when I completed the Request for Training form. I was informed that

additional materials, if needed to assist me in the identified weak areas, may also be

requested and will be provided if the budget permits.

Room Number 1st Teacher Signature 2nd Teacher/Teacher Assistant

Signature


Second Analysis Review Form This is to verify that the Second Assessment results were reviewed with me. All

areas were reviewed, including the areas in which I was the strongest and the

weakest in.






Signature


Third Analysis Review Form This is to verify that the Third Assessment results were reviewed with me. All areas

were reviewed, including the areas in which I was the strongest and the weakest in.






Signature



Subject: Parent-Child Home Activities/Parent Input into Curriculum


________________________________________________________________________

Parent-child home activities/Parent input into curriculum reinforce the child’s learning and encourage the parent to spend time with the child in constructive activities. These activities are an integral part of the Head Start/Early Head Start curriculum. Safety Awareness and Injury Prevention is fostered among children and families by incorporating it into the child/parent activities. Resources Libraries are available at the centers to assist parents in helping their child achieve academic goals. The Program will receive In-Kind for any completed forms returned.

Procedure:

1. Each month a Parent Child Activity will be sent home with each enrollee.

2. The activity will be sent home during the first week of each month.

3. The parent will check the skills their child used while completing the activity.

4. The parent will complete the Parent Input into Curriculum section if they have any input for the current themes listed.

5. The parent/guardian will indicate the amount of time he/she spent doing each activity with the child, sign the form, and then return the completed form to the teacher. Teachers will encourage the children to have their parents/guardians return the “Parent-Child Home Activity/Parent Input into Curriculum form”.

6. After the form is returned, the teacher will give a copy to the Center Coordinator/Lead Teacher when submitting end of the month reports.

7. The Center Coordinator/Lead Teacher will submit the Parent-Child Activity/ Parent Input into Curriculum form to the Parent, Family and Community Engagement Specialist with End of the Month reports.

8. The teacher must place a copy of each “Parent-Child Activity/ Parent Input into Curriculum” form sent to parents/guardians in each child’s file.

9. If the parent returns the Parent-Child Activity/ Parent Input into Curriculum form, the copy may be taken out of the file and replaced with the signed completed “Parent-Child Activity/ Parent Input into Curriculum” form

10. Parents should be notified of the availability of the Resource Libraries and how to check the items in and out.



Subject: Home Visit/Parent Orientation Appointment Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board _________________________________________________________________________________

POLICY: Parents will be notified in advance of and will be involved in scheduling appointments home visits. PROCEDURE:

1. The Family Advocates will schedule the first Home Visits/Parent Orientation during in-take when possible.

2. This Home Visit will be scheduled prior to the child’s first day of enrollment.

3. The teacher will schedule the second home visit with the parent during daily sign-in/out. The teacher will send the “Home Visit Confirmation” to parents who do not regularly come into the classroom or contact them by phone to schedule.

4. The “Home Visit Confirmation,” (see next page) will be used when scheduling the appointment.

5. Center visits will be done on new enrollees after the 1st day of school on new enrollees for the First Visit.


CSI HEAD START PROGRAM HOME VISIT CONFIRMATION

CENTER: ____________________________________________________________ We would like to visit you and your child at home to share information and bring you up to date about your child's participation in Head Start/Early Head Start. This visit will also provide an opportunity for us to enlist your support for the program. Please complete this form and return by . Child's Name: _____________________________________________________________________ Parent's name: _

Address: _ Please check one: I agree to a home visit on:

Day: _

Date: _

Time: _ I do not agree to a home visit. I would, however, like to meet with the teaching staff at the Head

Start Center.

Day: _

Date: _

Time: _ Comments: ______________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________

Parent/Guardian Signature: Date: _

Teacher/Assistant Signature: _________________________________ Date: ________________


CASA VISITAN CONFIRMACIÓN

CENTER: CENTRO: _______________________________________________ Nos gustaría visitar usted y su niño en casa para compartir la información y ponerle al día sobre la participación de su niño en la Head Start/Early Head Start. Esta visita también proporcionará una oportunidad de nosotros para alistar su apoyo al programa. Please complete this form and return by; Por favor complete esta forma y vuelta por: ________________________________ . Child's Name: El Nombre del Niño _________________________________________________

Parent's name: El nombre del padre: ________________________________________________

Address: Dirección: _____________________________________________________________

Please check one: Por favor compruebe el que: I agree to a home visit on: Estoy de acuerdo con una visita de casa en:

Day: Día: _ Date: Fecha: _ Time: Tiempo: _

I do not agree to a home visit. I would, however, like to meet with the teaching staff at the Head Start Center. No estoy de acuerdo con una visita de casa. Me gustaría, sin embargo, encontrarme con el personal de enseñanza en el Centro de Ventaja.

Day: Día: _

Date: Fecha: _

Time: Tiempo: _

Comments: Comentarios: ________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Parent/guardian signature: firma de padre/guarda: Date: Fecha: ________

Teacher/Assistant signature: ______________________________ Date: __________________



Subject: Home/Center Visits Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: The Home Visit/Center Visit will be completed within 45 days of enrollment. Each teaching team will make two visits to the home or conduct a center visit (if parent refuses a home visit) on each child enrolled in their classroom. The first home visit for all children will be completed before the child’s first day of school and the second home visit will be done in the Spring. PROCEDURE: 1. Teachers and teacher assistants will conduct the Home visits as a team.

2. When scheduling the visit with parents, the teacher will explain that Home visits are for sharing information about the child's participation in the program. This visit may take place at the center if the home visit is unacceptable. Staff should encourage parents to try to set up visits in the home.

3. The teacher will prepare a "Center/Home Visit packet" containing the appropriate "Center/Home Visit Report” and appropriate information and materials that indicate the child's progress in the program. The teacher will also include any forms to be completed by the parent.

4. The following information will be shared with parents during the first contact with the parents: a. Daily schedule b. Arrival/Dismissal Times/Late Arrival/Late Pick-up c. Curriculum d. Disruptive Behavior Plan e. Individual Child Plan f. Teaching Strategies Gold (Head Start/Early Head Start) g. Parental consent for Initial Evaluation for Special Services (if applicable) h. Opportunities for parent involvement, including parent meetings and home activities related

to Early Head Start/Head Start experiences i. DIAL-4 Parent Questionnaire – Head Start/Early HS for enrollees age 2 years 6 months or

older j. Early Head Start Ages & Stages Questionnaire k. Towels for cots or mats, extra clothing. l. Parent-Child Activities/Parent input into Curriculum

m. Verification of Receiving Parent Handbook Information


n. School Calendar o. Information on School Pictures and policy for payment p. Attendance and reporting absenteeism q. Reporting changes of personal information (phone numbers, address, etc.)

r. Parents review and sign off on lesson plans

s. Procedures for Volunteering t. Ages & Stages of Development Information

u. Notification of Mental Health Consultant on staff. v. School Readiness Plan

6. The following information will be shared with parents on home visits: a. Samples of child's work a. Updated Assessments – Teaching Strategies Gold Assessment (Head Start/Early Head Start) b. Information on transition to kindergarten if child is leaving Head Start (see Education section) c. Information on transition to Head Start or other child care program from Early Head Start d. Remind parents about clean towels and extra clothing. e. Information on School Pictures and policy for payment

7. During each visit, parents will be encouraged to ask questions and discuss their child’s progress.

8. While with the parents, the teaching team will complete the appropriate "Center Visit/Home Visit Report" forms (see following pages), including the parents' comments and signature.

9. Parents who request a Center visit during a scheduled Home Visit or refuse a home visit will need to complete the “Refusal of Home Visit” form, along with the Home Visit Report.

10. On the final scheduled day for Center/Home Visits, the teacher will submit the completed forms to the Center Coordinator/Lead Teacher. After reviewing the forms, the Center Coordinator/Lead Teacher will give the forms to the Family Advocates on the final scheduled day of the visit. The Family Advocates will enter data in the computer for the Executive Management Report.

11. The forms, once recorded, will be returned to the Center Coordinator/Lead Teacher. The Center Coordinator/Lead Teacher will return the forms to the teacher. The teacher will place the completed forms in the child's classroom file.

12. If, during the home visit, any needs are identified that should need to be referred, the teacher will complete a Referral Form, (see Family Services section) and submit it to the Center Coordinator/Lead Teacher who will forward it to the Family Advocates, and place a copy in the child’s classroom file.

13. After meeting with parents such as home visits, parent/teacher conferences, etc., the teaching staff will meet with the Family Advocates within three days of the meeting with the parents or immediately if a crisis should occur to inform the Family Advocates of any information received about the family or child.


14. The Home Visit Totals form should be emailed to the Education Specialist and Assistant Head Start Director by the Center Coordinator upon completing all Home Visits.

15. Any changes noted in the family will need to be documented on the Change of Status form (see Family Services Section) and submitted to the Family Advocate.

‘


CSI HEAD START PROGRAM HOME VISIT DESTINATION FORM

Teacher/Teacher Assistant Names: _________________________________

Date

Destination (Name-Address-Phone)

Expected Time of Visit

Teacher/Teacher Assistant Signature: _______________________________ Date:__________________

Site Supervisor Signature: __________________________________________ Date:_______________



HOME VISIT TOTALS REPORT

Center: Date:

Room Number

Classroom Enrollment

Number of Home Visits

Completed

Number of Home

Visits Not Completed

Reason for not talking with Parent or Guardian

Number that were Center

Visits


CSI HEAD START PROGRAM Refusal of Home Visit Form

Center: __________________________________ Date: __________________

Child’s Name: ___________________________________________________________

Parent/Guardian: ________________________________________________________

Address: _______________________________________________________________

Reason for not visiting the home: ___________________________________________

________________________________________________________________________

Location of Visit: ________________________________________________________

Beginning Time: _____________________ Ending Time: _________________

Parent/Guardian Signature: _______________________________________________

Staff Signature: _________________________________________________________

CSI HEAD START PROGRAM Refusal of Home Visit Form

Center: __________________________________ Date: __________________

Child’s Name: ___________________________________________________________

Parent/Guardian: ________________________________________________________

Address: _______________________________________________________________

Reason for not visiting the home: ___________________________________________

________________________________________________________________________

Location of Visit: ________________________________________________________

Beginning Time: _____________________ Ending Time: _________________

Parent/Guardian Signature: _______________________________________________

Staff Signature: _________________________________________________________


CSI HEAD START PROGRAM Refusal of Home Visit Form Respuesta negativa de Forma de Visita de Casa

Centro: _________________________________ Fecha: _________________________

El Nombre del Niño ______________________________________________________

Padre/Guarda: __________________________________________________________

Dirección: ______________________________________________________________

Razón de no visitar la casa: ________________________________________________

________________________________________________________________________

Posición de Visita: _______________________________________________________

Principio de Tiempo: __________________ que Terminándose Tiempo: __________

Firma de Padre/Guarda: __________________________________________________

Firma de Personal: _______________________________________________________

La Forma de Visita de Casa regular debe ser completada también.

CSI HEAD START PROGRAM Respuesta negativa de Forma de Visita de Casa

Centro: _________________________________ Fecha: _________________________

El Nombre del Niño ______________________________________________________

Padre/Guarda: __________________________________________________________

Dirección: ______________________________________________________________

Razón de no visitar la casa: ________________________________________________

________________________________________________________________________

Posición de Visita: _______________________________________________________

Principio de Tiempo: __________________ que Terminándose Tiempo: __________

Firma de Padre/Guarda: _______________________________________________

Firma de Personal: _______________________________________________________

La Forma de Visita de Casa regular debe ser completada también.


CSI Head Start Program

1st Educational Home Visit/Parent Orientation Form

Child’s Name: ______________________________________ Date: ____________________

Parent’s Name: ______________________________________________________________

Address: ___________________________________________________________________

Person Interviewed: _________________________ Relationship to child: ________________

Arrival Time: __________________ Departure Time: __________________________

Information Shared Forms to be completed

_____Parents received a copy of the following forms;

Parent Orientation/Home Visit Information shared, Notification of Screening, Ways to Volunteer, Activities to do

at Home, Never leave your Child alone in a Car, WIC

___Parent, Family and Community Engagement

___Classroom Days/Times

___Classroom Arrival/Departure __Illness Policy

___Assessment Tools/Screening Tools __Head Lice

___Contact Information __Health Screenings

___Parking/Vehicle Safety __Immunizations

___Facility Safety/Security __Medication Administration

___Cell Phones __Behaviors

___Parent Dress __Mental Health Consultant

__Parent Solicitation __Volunteering

__Attendance __Home Visits

___Curriculums __Parent Teacher Conferences

___Assessments __Parent Child Activities

___Screenings __Policy Council

___Meals __Parent Committees

___Valuables __Parent Resource Room

___Towels __Mandated Reporters

___Diapers/Pull ups __Campbell’s Labels/Tyson Project

___Formula __Parent Handbook Information

__Children’s Clothing/Tennis Shoes

Complete on all children

__Parent Authorizations

__Parent Ambassador Application*

__Parent Volunteer Application*

(*only if parent would like to apply)

__Receipt of Materials

__Parental Agreement for School

Readiness

__Guidelines for transporting

Enrollees

__Family Assessment

Complete on Children 2 years 6 months

and older

__DIAL-4 Parent Questionnaire

__DIAL-4 Teacher Questionnaire

Early Head Start only

___Safe Sleep

___Ages and Stages Questionnaire

___Social/Emotional Ages and Stages

Questionnaire

___Infant Nutritional History

___Infant Feeding Plan


School Readiness and Developmental Goals set for my child:

________________________________________________________________________________________

__________________________________________________________________________________

Concerns about my child:

_____________________________________________________________________________________

Parent/Guardian Signature: ______________________________________________________________________

Teacher(s)/Teacher Assistant Signatures: ____________________________________________________________

*Submit this report to the Center Coordinator/Lead Teacher after completing.

*Share this report with the Family Advocate and then return to the Child’s File.



Second Educational Home Visit Form

Child’s Name:______________________________________ Date:____________________

Parent’s Name:______________________________________________________________

Address: ___________________________________________________________________

Person Interviewed:_________________________ Relationship to child:________________

Arrival Time:__________________ Departure Time:__________________________

A. Information Shared

___ Transition Plan ___Parent Engagement

___Student Goals ___School Readiness

___Home Activities ___Parent Surveys

___Upcoming Events ___Re-Enrollment Status

B. Parent’s Input during Home Visit

School Readiness and Developmental Goals achieved during the year:

________________________________________________________________________________________

__________________________________________________________________________________

How can the program improve to prepare your child for school?

How has the program helped your child meet their developmental goals?

________________________________________________________________________________________

__________________________________________________________________________________

Parent/Guardian Signature: ______________________________________________________________________

Teacher(s)/Teacher Assistant Signatures:___________________________________________________________

*Submit this report to the Center Coordinator/Lead Teacher after completing.

*Share this report with the Family Advocate and then return to the Child’s File.


Guidelines for Parents Transporting Enrollees to and From our Head Start/Early Head Start Centers

All enrollees that are transported to and from our sites should follow the guidelines listed below:

1. All children must be secured in the proper car seat/booster seat that is required for their specific age.

2. Seat belts must be used and worn properly.

3. We discourage children being placed in the back of pick-up trucks.

4. All parents will be responsible for securing their child in their vehicle.

5. Head Start/Early Head Start staff will escort your child to the vehicle, but will not assist in any way with placing them in personal vehicles.

I, __________________________ (Parent’s Name), have reviewed the standards expected of individuals transporting their child to and from Head Start and Early Head Start. I will follow these guidelines so that I can provide the safest environment possible for my child. Child’s Name: _______________________________________________________

Parent’s Signature: _________________________________ Date: ____________

Staff Signature: ____________________________________ Date: ___________


Guidelines for Parents Transporting Enrollees to and From our Head Start/Early Head Start Centers Pautas para Transporte de Padres Inscritos a y de nuestra

Todos los inscritos que son transportados a y de nuestros sitios deberían seguir las pautas puestas en una lista abajo:Todos los niños deben ser asegurados en el asiento de asiento/elevador de voltaje de coche apropiado que es requerido para su edad específica.

1. Los cinturones de seguridad deben ser usados y llevados puestos

correctamente.

2. Desalentamos a niños colocados detrás de furgonetas.

3. Todos los padres serán responsables de asegurar a su niño en su vehículo.

4. La ventaja / personal de Ventaja Temprano escoltará a su niño al vehículo, pero no asistirá de ningún modo con la colocación de ellos en vehículos personales.

__________________________ (el Nombre del Padre), he examinado los estándares esperados de individuos que transportan a su niño a y de Ventaja y Ventaja Temprana. Seguiré estas pautas de modo que yo pueda proporcionar el ambiente safest posible para mi niño. Child’s Name: El Nombre del Niño: _____________________________________ La Firma del Padre:_________________________________ Date: ____________

Staff Signature: ____________________________________ Date: ___________


CSI HEAD START PROGRAM S

Subject: Parent - Teacher Classroom Conference Report Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board _______________________________________________ _

POLICY: Each teaching team will arrange at least three parent-teacher classroom conferences with each child's parent. See center calendar. The conferences will be scheduled at the end of each assessment period to discuss the child’s progress with the parent/guardian. Other conferences may be scheduled as needed. PROCEDURE: 1. When scheduling conferences, the teacher will explain to parents that the parent-teacher

conference is for sharing information about the child's participation in the program, to show off the child's work and to review each assessment.

2. The majority of the conferences will be scheduled at the end of each assessment period to discuss the child’s progress and to set goals.

3. The Family Conference Form will be completed on Teaching Strategies Gold online.

4. The teaching team will print two copies of the Conference Report. One for the child’s file and the other for the parent.

5. The parent will sign the printed Family Conference form.

6. For the conferences scheduled at the end of each assessment period, the staff will need to schedule the parent-teacher classroom conference with the parent during daily sign-in/out and send Parent-Teacher Conference Confirmation home to all other children.

7. The teacher will establish a schedule of parent conferences and submit to Site Supervisor.

8. Site Supervisor will send the Education Specialist a copy of the scheduled parent conferences with the monthly report.

9. All meetings should be friendly, positive, and shaped by the stated purpose. Parents will be encouraged to ask questions, express their feelings, and discuss their impressions.

10. Teaching staff must make sure that all parents/guardians sign a volunteer form for attending the conferences.


11. At the conference, the teaching team will complete the appropriate "Parent-Teacher Classroom Conference Report" form, and ask the parent/guardian to write in their comments in the "comment" section. Ask the parent/guardian to sign the form.

12. The teacher will submit the completed forms to the Site Supervisor. 10. The Site Supervisor will review the forms and immediately submit them to the Family Advocate

to enter into the computer.

11. The forms, once recorded, will be returned to the Site Supervisor who will give the forms back to the teacher to place in the child's classroom file.

12. Any needs identified during the conference will be referred.


PARENT/TEACHER CONFERENCE CONFIRMATION Dear Parent/Guardian: We would like to schedule a parent/teacher conference with you to share information about your child’s progress and participation in CSI Head Start/Early Head Start Program. This will give you an opportunity to provide input into your child’s education; express your views of the program; and offer any suggestions that you may have in helping to improve our program. We will review the results of the assessments and we will need to discuss and complete the Family Conference Form. Please make every effort to come and discuss this important information with your child’s teacher. Parent/teacher conferences are scheduled on: _________________________________________. (Date & Time)

Please let us know the time you wish to schedule your conference by writing in the time you will be able to come: _______________________________________________________________. (Date & Time)

If you cannot come, please let us know by checking the statement: ( ) “I will not be able to attend the Parent/Teacher Conference.” ________________________________ ______________________________ (Parent/Guardian Signature) (Child’s Name)

Please return this letter by: _______________________________________________________. (Date)

Sincerely;

______________________________ (Teacher’s Signature)

C SI HEAD START PROGRAM


PARENT/TEACHER CONFERENCE CONFIRMATION CONFIRMACIÓN DE CONFERENCIA DE PADRE/PROFESOR

Querido Padre/Guarda: Nos gustaría programar una conferencia de padre/profesor con usted para compartir la información sobre progreso de su niño y participación en los CSI Head Start/Early Head Start Program. Este le dará una oportunidad de proporcionar la entrada en la educación de su niño; exprese sus vistas del programa; y ofrecen cualquier sugerencia que usted pueda tener en la ayuda a mejorar nuestro programa. Examinaremos los resultados de las evaluaciones y tendremos que hablar y completar el Family Conference Form. Por favor haga todo lo posible para venir y hablar de esta información importante con el profesor de su niño. Parent/teacher conferences are scheduled on; Las conferencias de padre/profesor son programadas

en ________________________________________________________________. (Date & Time) (Fecha y Tiempo)

Por favor déjenos saber el tiempo usted desea programar su conferencia escribiendo en el tiempo

usted será capaz de venir ______________________________________________________. (Date & Time)

Si usted no puede venir, por favor avísenos comprobando la declaración: ( ) “no seré capaz de asistir a la Conferencia de Padre/Profesor.” ________________________________ ______________________________ (Parent/Guardian Signature) (Firma de Padre/Guarda) (Child’s Name) (el Nombre del Niño)

Por favor devuelva esta carta por ____________________________. (Date) Sinceramente, ______________________________ (Teacher’s Signature) (La Firma del Profesor)

CS I HEAD START PROGRAM


Parent/Teacher Conference Totals

Center: Date:

Room Number

Classroom Enrollment

Number of P/T Conferences Completed

Number Not Completed

Reason for not talking with Parent or Guardian



Subject: Themes Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________________________________________

POLICY: Creative Curriculum encourages the use of themes. Themes are changed bi-weekly for Head Start/Pre-K and for Early Head Start. PROCEDURE: 1. Each CSI Head Start/Early Head Start/Pre-K center will receive a list of the themes at the

beginning of each school year. 2. Teaching staff will write lesson plans around the themes for the weekly period that it covers. 3. Teaching staff will change the environment and add books to incorporate the themes into

each center in the classroom. 4. Teaching staff will plan activities that incorporate the theme.



Subject: Playground Safety and Environment

Program: CSI Head Start Approved: Executive Director, Policy Council, Section: Education Executive Board

POLICY: CSI will provide outdoor play environments with age-appropriate equipment that meet national safety guidelines. As renovations are made on existing playgrounds, CSI will meet the Consumer Product Safety Commission guidelines for public playground safety and will make playgrounds accessible to children with disabilities. PROCEDURE: 1. Upon identification of new classroom sites, and with available funding, Education

Specialist will coordinate with the Facilities Specialist to arrange for renovations to create safe outdoor play environments which include: a. Selection of site, including adequate space and fencing. b. Installation of age-appropriate equipment that meets CPSC guidelines. c. Modification of existing equipment to meet CPSC guidelines, if appropriate and

cost-effective. d. Installation of resilient surfacing in fall zones. e. Provision for accessibility for children with disabilities. f. Provision for shade. g. Provision of fencing around play area.

2. For general outdoor play, children will only use those areas and equipment identified as

safe and appropriate.

3. Supervised activities such as nature walks must take place on CSI property only within an enclosed area.


4. Site Supervisors will be informed of the nature walk a week in advance. The Site Supervisor will be required to approve the nature walk.

5. Children will wear approved helmets when using wheeled toys. It is okay for children to share helmets as long as they are sanitized in between sharing. Helmets must be sanitized using the approved solution provided by the Facilities Specialist.

6. Make sure helmet straps are securely drawn when the child wears a helmet. Helmet should be placed on child's head so that it covers the forehead (not tilted back on the head). Helmets should not be worn except when playing on wheel toys.

7. Teachers will assist children in taking out portable equipment daily.

8. Teachers will supervise children at all times, participate in children's activities, and encourage safety and observation of playground rules. Both the teacher and teacher assistant should be with the children when on the playground or on nature walks.

9. Children will be encouraged to drink fluids before and after play periods and during play periods if the weather is very hot. This will mean carrying water and cups to the playground.

10. Teachers will communicate with parents regarding clothing and footwear most appropriate for the safe use of outdoor areas and equipment. Parents also need to know that outside play is a daily activity throughout the year so they can dress their children appropriately.

Maintaining Resilient Surfacing in the Fall Zone: 1. In order to provide an effective resilient surface, we must maintain at least 6" of wood

chips, etc. in the fall zone. As children play in the fall zone area, the sand or pea gravel will shift, causing some areas to have less than 6" of wood chips, etc. Encourage children to "move chips" and replace the chips in the areas where it is needed. Explain to the children why it is important to maintain the 6" of wood chips. Show them how the wood chips "gives" when you jump or fall on it. This "softer landing" helps prevent injuries if they fall or jump from the equipment.

2. Let children assist you in measuring the depth of the wood chips. Using a shovel or digging tool, carefully move the wood chips away until you can see the dirt or Geotex below. Then, stand a ruler upright, and smooth the chips back to its original level. This will allow accurate measurement of the wood chips.

3. Important: When allowing children to dig and move sand/gravel, it is essential that they only be allowed to dig and have shovels in the area when there are no other children playing on the equipment. Otherwise, a child might fall from the equipment onto a child digging, or onto the digging equipment. Therefore, this should be a designated learning activity, rather than a free play activity.



Subject: Information Shared with Parents During Orientation Program: CSI Head Start Approved: Executive Director, Policy Council, Section: Education Executive Board

POLICY: Information should be shared with parents informing them of the day to day operations of the center during Parent Orientation. PROCEDURE: 1. Information that is shared includes, but is not limited to, information on the following:

The Learning Environment Curriculum Pedestrian Safety/Car Safety Calendar School Days Classroom Arrival/Dismissal Times Attendance Behavior Policy Child Abuse/Neglect Food/Meals Valuables Towels/Clothing Parent Volunteers Home Visits Parent/Teacher Conferences Progress Reports Parent/Child Home Activities Sign-in/Sign-out Procedures In-Kind Assessment Tools: Teaching Strategies Gold Screening Tools: DIAL-4 for Head Start/Pre-K and Ages & Stages for Early Head Start Parking Parent Meetings/Committees Policy Council Parent Child Activities


School Readiness Federal Review Keeping Personal Information Updated

Policy on Absenteeism

Late Arrival/Late Pick-up Volunteering Diapers/Formula . Complaint Forms . Parent Resource Library

Discipline Policy Contact Information – Keeping Updated . Release of Enrollees


Parent Orientation Parent, Family, and Community Engagement & School Readiness

Our partnerships begin when you start the enrollment process. From our first contact, we invite ongoing, two-way conversations that acknowledges parents’ knowledge about their children and

engages you as experts, collaborators, and educators. You are equal partners with staff in supporting children’s learning and development.

When we develop school readiness goals, we must talk with you concerning your expectations and your hopes for your child. Your input of what you want your child to learn in Head Start and

what skills and knowledge they need to be successful in school, will be discussed with you. We also want your input in how we are doing preparing your child for school and how we can improve. This is program-parent partnership at its best. Engaging parents and families also

means that programs provide opportunities for you to emerge as advocates and leaders. You are encouraged to sit on policy boards and actively participate in the decision-making process

regarding the overall direction and services of the program.

Classroom Days/Times

CSI’s Head Start/Early Head Start school days for children are Monday through Friday. The opening and closing dates are announced for each site. Traditionally, the centers are closed for

Labor Day, Thanksgiving holidays, Christmas holidays, Martin Luther King, Jr. holiday, Spring holidays, and Memorial Day. Days that centers are closed may vary from county to county. A

calendar will be posted at the center and one will be provided for your convenience. Please keep it so that you will know when to send your child to school.

Class Arrival Times Head Start/Early Head Start classes will begin at 8:00 a.m. Pre-K classes will begin at 7:45 am.

Enrollees must be signed in by the parent or other responsible person when they arrive at the center. Be sure that your child is on time. It is important that children arrive in time to eat a

nutritious breakfast and participate in important classroom activities. If children arrive after the scheduled arrival time, for whatever reason, they must go to the Site Supervisor or designee to be

admitted to class.

Class Dismissal/ Early Release of students Early Head Start classes will dismiss at 2:00 p.m. Head Start classes will dismiss at 2:15 and

Pre-K classes will dismiss at 2:45p.m. The parent/guardian or other responsible person must sign the child out at the end of the program day. Children cannot be picked up prior to the designated dismissal times unless they have an appointment or emergency situation. Parents are asked to

pick up children on time. Your child should know with whom to go home. The person picking up your child must be at the school or center by dismissal time. The person who picks up your child must be listed on our Emergency Release list. He/she must have identification to show our staff.

If an older brother or sister is picking up your child, he/she must be at least 12 years old and must be listed. Routine late pickups will result in a meeting with the Center Coordinator.


Contact Information Policy It is imperative that parents or their designee are accessible at all times. Immediate contact is necessary for cases of illness, accidents, natural disasters, and other unforeseen emergencies.

Information on file for home, cell, work, and emergency contact telephone numbers and addresses must be kept current and updated with the Family Advocate and Teacher.

Parking/Vehicle Safety If you bring your child to school it is important that you only park in designated areas.

Please remember that all children up to age 8 must be in an appropriate child passenger safety seat for their age and weight. Do not put rear facing infant seats in the front seat, or facing

forward. Fines may be issued by local law officers if they observe car seat violations. The rear seat is the safest place in the car for your child. Never put a child under age 12 in the front seat

with an airbag. Adult passengers and older children should always buckle up. NEVER LEAVE A CHILD UNATTENDED IN A VEHICLE

Facility Safety/Security All doors to the buildings and classrooms shall be locked, at all times for the security of our

children and staff.

Cell Phones When at your child’s center, please refrain from talking on your cell phone. Your child’s teacher

may have important information to give you about your child or upcoming events. Also, your child needs your attention as you are leaving them for the day or picking them up in the

afternoon. Dress

Please wear appropriate apparel for being around small children while at your child’s center. No revealing garments or pajamas should be worn.

Parent Solicitation Parents are asked not to solicit funds, supplies, or anything of value from local businesses and/or

the community for use by participants of the program.

Attendance Daily attendance is very important! Your child cannot receive the benefits of the Program if

he/she is not present. However, if your child is ill, you must keep him/her at home. Parents are to phone the center to inform the staff that their child will be absent and give the reason.

Children unable to attend the Program due to medical problems or medical problems with immediate family members can have activities brought to the home weekly by the Teacher and

Teacher Assistant.

Curriculum Early Head Start, Head Start, and Pre-K uses Creative Curriculum. The Creative Curriculum balances both teacher-directed and child-initiated learning, with an emphasis on responding to

children's learning styles and building on their strengths and interests. This curricula applies the latest theory and research on best practices in teaching and learning and the content standards

developed by states and professional organizations. While keeping the original environmentally-based approach it clearly defines the teacher's vital role in connecting content, teaching, and


learning for preschool children. It features goals and objectives linked directly to our valid and reliable assessment instrument. In addition to Creative Curriculum we use I’m Moving, I’m

Learning to get our children active, Safety Sam to help our children learn basic safety rules, Zoo-phonics to help our children learn the alphabet and Second Step to promote a healthy social-

emotional development.

Assessment Early Head Start, Head Start and Pre-K uses Teaching Strategies Gold assessment. Teaching

Strategies Gold is an authentic, ongoing assessment of our children. It is used to help plan appropriate early childhood learning experiences and help all children succeed.

Screening

Early Head Start uses the Ages and Stages Screening. It is completed by the parent at the First Home Visit/Parent Orientation. Children ages 2 years 6 months and older will be screened using the DIAL-4 screening tool. Concerted Services trained staff will complete the screening during the first week of school. The screenings are used to give the teaching staff a “snapshot” of the

child’s developmental level.

Meals CSI provides a nutritious breakfast, lunch and a snack for your child. Please do not send other

food with your child to the center. Please do not allow your child to bring outside food and drinks to the center. Parents are encouraged to bring a medical excuse for food or drink allergies. Foods

not to be served due to religious reasons should be placed in writing.

Valuables Money, jewelry, purses and outside toys are not allowed in the center. Please do not send these or

other items to school with your child.

Towels Parents are asked to send two towels, labeled with your child’s name, for your child to use at nap time. The towels will be sent home each Friday for washing. The clean towels should be returned

on Monday with your child.

Diapers/Pull ups Disposable diapers and pull-ups are provided by the Program for infants, toddlers, special needs

children, and any other children in the program who may require them. The brand will vary dependent on inventory. If the parent wishes to bring diapers or pull-ups from home, this will be

considered as an in-kind donation to the program.

Formula A ready-to-use milk-based iron-fortified formula and bottles are provided by the program for all

infants. If your infant does not use this formula, additional formula shall be purchased with physician documentation. If a parent wishes to bring ready-to-use formula from home, this will be considered as an in-kind donation to the program and must be provided in an unopened can

with the expiration date.


Clothing Your child will participate in many fun indoor and outdoor activities. Please dress your child in comfortable play clothes and shoes in which he or she can paint, play in sand, run, jump, and

climb. We recommend shoes that are sturdy and with non-slip soles, such as tennis shoes/sneakers. A change of clothing in a bag, with each item and the bag labeled with your

child’s name should be kept at school for your child in case of accidents. If clothing is soiled, it will be sent home in this bag. You will need to send another set of clean clothes the next day.

Clothing at the center should reflect the need for the season.

Illness Policy A child shall not be accepted nor allowed to remain at the center if the child has the equivalent of 101 degrees or higher oral temperature and another contagious symptom, such as but not limited

to: Rash; Diarrhea; Vomiting; or Sore throat A child can return to the center when the fever has been absent for 24 hours; the stage of

contagion for the specific communicable disease has passed; if the child is under a doctor’s care, the doctor has given written permission for the child to return; or the child feels well enough to

participate in activities at the center.

Head Lice Concerted Services, Inc. observes the “No Live Lice “policy. A clear “No Live Lice” policy

allows children to return to school only after all live lice have been removed from the hair. If a child is found to have live lice, the parents are contacted to pick the child up from the center

(children who have been found to have live lice are not allowed to stay in school). The child may return to school after treatment is complete. The parent must sign a “Parental Acknowledgment

of Lice Treatment” before the child can return to school

Heath Screening and Exams To promote healthy development, every child needs a source of continuous health care. Part of a

family’s participation in the Head Start/Early Head Start program is to work with staff and health professionals to ensure your child receives a well-child health exam and regular

dental exams plus follow-up treatment. Individual screenings, such as growth assessments and developmental assessments will be conducted at each center. Additional screenings,

such as hearing, vision, or blood pressure, may be conducted at each center as needed.

Immunizations Parents are responsible to ensure their child’s immunizations are always up-to-date. Each child

must have on file a current immunization certificate (form 3231) documenting all immunizations before the first day of school. Children will not be allowed to enter school if a current immunization certificate or valid waiver is not on file. After the child’s first day of school, as immunizations expire, the parent must have a new certificate within 30 days

after the expiration date, or be excluded from attendance until an updated certificate is submitted.


Medication Administration Medicines should only be given in a childcare setting when it is truly necessary. It is safest for

children to receive their medicines at home. Parents are encouraged to give the first dose of medication at home so that they can observe whether the child has any type of reaction. To

administer any medication or medical procedure, CSI Head Start must have written and signed documentation from the physician prescribing the medication and signed permission from the

parent/guardian. Parents can pick up an Authorization for Medication Administration from their Head Start/Early Head Start center. Parents must check in all medication that is to be

administered with the Center Coordinator/Lead Teacher. All medicines must be in their original container. If medication is to be given during school hours, explain to the pharmacist that the medication will need to be divided into 2 labeled prescription bottles. CSI requires a copy of

original labels and information sheets on all medications.

Behaviors Children are expected to behave in a manner appropriate for their age. The program has a Child

Discipline Policy for children who do not obey or conduct themselves in an age appropriate manner or disrupts the learning of other students in the classroom. The policy also

addresses children who demonstrate uncontrollable behavior that has the risk of causing harm to themselves or others. The first time inappropriate behavior occurs the child will be redirected to another activity. As a last resort, the “Cool Down “policy will be put in place. A note will be sent home to the parents/guardians. If it happens a second time the child will be removed from the activity and the center manager will contact the parent/guardian. If it occurs a third time a meeting will be scheduled to discuss the situation. At that meeting a

plan of action will be put into place. If the parent/guardian does not attend the meeting, the child will be suspended from the program until the conference occurs.

Corporal punishment will not be administered to Head Start Children.

Mental Health Consultant Betty Bennett, CSI’s Head Start Mental Health Consultant, visits all of our sites. Ms. Bennett’s

services are available to our children and parents. Volunteering

We encourage all parents to volunteer at the center as your time permits. There are lots of ways that you can volunteer, and CSI loves volunteers! Parents can read to the children, help out in the classroom, assist with art projects, serve as a Parent Ambassador, and much, much, more. Siblings or other children are not allowed on site when you are volunteering. Those

that plan to volunteer need to see the Center Coordinator/Lead Teacher to view a Volunteer Handbook and to complete a volunteer packet. Head Start wants to ensure the safety of all

of our children. Before entering a classroom, volunteers must complete a volunteer application packet and any required screenings. This process takes some time to complete, so please get your volunteer packet started as soon as possible. Also, Head Start volunteers

have been declared by State law mandated reporters of suspected child abuse or neglect. You will be asked to view a short video on signs of abuse or neglect as well as the

program’s procedures for reporting.

Home Visits Teaching staff is required to make two educational home visits per program year. The school

calendar will identify the dates for the visits. Each visit will take approximately 30-45 minutes to complete. Other visits may be scheduled based on identified needs.


Parent Teacher Conferences

Each teaching team will have at least three parent-teacher conferences with each child’s parent to share information about the child’s participation, child’s progress and to share your child’s work. The conferences will be scheduled at the end of each assessment period. Other conferences may

be scheduled as needed. During this time, parents are encouraged to share any questions or concerns that they have.

Parent Meetings There will be parent meetings held at the centers on a regular basis. Parents will receive valuable

information at each meeting and are encouraged to attend. You will receive a notice with the date, time, and topic for each meeting. Meetings will be held at a time that is most

convenient for the majority of the parents. Parent Officers will be elected at the first parent meeting.

Parent Child Activities/In-Kind

Parent-child home activities reinforce the child’s learning and encourage the parents to spend time with their children in constructive activities. These activities are an integral part of the

curriculum. Parent-Child activities will be sent home monthly. Parent are encouraged to complete the activity and return the signed paper to the child’s teacher.

Policy Council

Head Start is governed by our “Policy Council” which is made up of parent and community representatives. The Policy Council is responsible for reviewing the Head Start budget,

approving personnel hiring/terminations, grant applications, procedure changes, and other important items. Parents wishing to serve on the Policy Council will be voted on at the first

parent meeting. Transportation can be arranged for you to travel to the meetings, or your mileage will be reimbursed. Policy Council is a great way for members to earn leadership experience, have input into the program, and connect with other parents and community

members!

Parent Committees

You are a member of your local parent committee for your location. Regular meetings will be held that you are invited to attend. There are also other parent committees that you may want to

become a member of, such as our Health Services Advisory Committee, School Readiness Committee, or Parent, Family and Community Engagement Committee that meet during the year. Your Family Advocate or Center Coordinator/Lead Teacher will have more information on these

committees.

Lending Library/Parent Resource Room Parent resource materials and lending libraries are available for your use. Please check with your

Center Coordinator/Lead Teacher for details.


Mandated Reporters Georgia law mandates that all our staff and volunteers report any case of suspected abuse or

neglect. If you would like more information about the child abuse reporting requirements or our program’s policy, you can contact your Family Advocate staff. The program’s procedure for reporting suspected child abuse/neglect is also posted at every center

Campbell’s Label for Education

One of the literacy programs we participate in at Head Start is the Campbell’s Labels for Education Program. This program is a great way to earn FREE merchandise for our centers, and Campbell’s makes it so easy to redeem labels. With your help, your child’s Head Start center can

make this year the best ever. Participating in the program is easy—simply clip the UPC Codes from Campbell’s products and send them to your child’s center. There is a drop off box at each

center.

Tyson Project A+ We are also participating in the Tyson Project A+. Through this program year, we can raise as

much as $12,000 for our program! The money we raise can go towards buying books, supplies, computers or other necessary projects. Just clip and save the entire Project A+ label from

participating Tyson products. Each label we collect is worth 24¢ for our program. Just drop off your labels with your child’s teacher. A list of eligible products is available. Let’s support our

Head Start Program! Clip and save Tyson Project A+ labels

Parent Handbook/Training Manual You may access the handbook, Parent Training Manual, and activity calendar from our website at

www.concertedservices.org. Click on the “Our Services” tab, then click on “Head Start”. Scroll down to “Parent Resources” and then click on the resource you are looking for. You

may also see your Center Coordinator/Lead Teacher to review a printed version or to request a disc version of the handbook and manual. Remember that a parent is their child’s first teacher. We encourage you to become engaged in your child’s learning experience,

and to help reinforce at home what they are learning at school.


http://www.concertedservices.org/





Subject: Daily Walks/Community Helper Visits

Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board

POLICY: Daily walks may be planned to expand the curricular centered around themes and social experiences of the children. Community Helpers are invited to visit the centers monthly. PROCEDURE:

1. Teachers will give close attention to planning daily walks and will participate in walks only on CSI Property. These walks will consist of rides in the Bye-bye buggy (infants & toddlers); inside of fenced areas only on CSI property.2. These walks should never be outside of CSI property or outside of fenced area approved for play.

3. Teachers will provide the required supervision for our enrollees at all times have. Community Helper Visits Activities: 1. Allow the time and opportunity for children to explore and seek their own information. 2. Provide guided opportunities through a series of open-ended questions on what children see

and do. 3. Provide specific tasks for children to accomplish or pieces of information to gain during the

Community Helper Visit. 4. Provide opportunities for sharing experiences while still at the site. Encourage exchanges of

information and observations with other children and with adult leaders.

Follow-up Activities in the Classroom:

1. Provide a variety of opportunities for children to describe their experiences. 2. Adapt activities to help children build upon what they have learned. 3. Use activities such as experience chart stories, graphs, etc., to emphasize what children

learned and to record their observations. 4. Complete KWL Charts.

Lesson Plans: 1. Pre-departure activities, Community Helper activities, and follow-up activities will appear as

part of the "Weekly Lesson Plan."


Concerted Services, Inc. Early Head Start

Teachers will initial each day when you check children on the bye-bye buggy and again when you take the children off of the bye-bye buggy. Center: ___________________________________________ Teachers: _________________________________________________ *Bye-Bye Buggies should only be used on CSI property inside fenced areas. Child’s Name

Date:

Date: Date: Date: Date:

Monday Tuesday Wednesday Thursday Friday

On Off On Off On Off On Off On Off


Subject: Certificate of Participation


Executive Board ______________________________________________________________________________

POLICY: Classroom teaching staff will prepare certificates of participation for all Head Start/Pre-K/Early Head Start enrollees. PROCEDURES:

1. When requested, the classroom teacher will submit to the Site Supervisor the number of certificates needed for children who have participated in the program for the year. They will specify the number of English and the number of Spanish Certificates needed.

2. When requested, the Site Supervisor will submit to the Education Specialist the number of certificates needed.

3. The Education Specialist will return requested number of certificates to the Site Supervisor.

4. The Site Supervisor or designee will be responsible for completing the certificates along with required signatures.

5. Children’s names must be spelled correctly, properly and legibly written or typed. 6. Certificates will be distributed the last day of school by the Site Supervisor. 7. End of the year events will be held on the last day of school. Instructions for the

schedule for the day will be adhered to.

8. This is not a graduation exercise. It will be addressed as an end of the year event. Graduation caps will not be worn and the event will in no way resemble a Graduation.

9. CSI Head Start/Early Head Start has elected not to hold graduation exercises for enrollees transitioning into public school. This decision was based on the statement that child graduations are not developmentally appropriate for preschool children.


CSI HEAD START PROGRAM Subject: Center Coordinators/Lead Teachers & Coaches Job Duties Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________ ________________________________

POLICY: Center Coordinators/Lead Teachers and Coaches are expected to perform any and all assigned tasks. Center Coordinators/Lead Teachers will report directly to the Assistant Head Start Director and Coaches will report directly to the Education Specialist.

PROCEDURE: 1. Center Coordinators/Lead Teachers will report absences directly to the Assistant Head Start

Director and Coaches will report absences directly to the Education Specialist. Should you not be able to reach the Education Specialist and Assistant Head Start Director, leave a message on her answering machine and cell phone and then contact the Head Start Director.

2. You should notify the Education Specialist or Assistant Head Start Director three (3) days in advance of any scheduled appointments and by 6:30a.m. on the morning of any unscheduled absences. The staff person needs to make the call to report the absenteeism. Another staff person or family member cannot call unless the situation is such a nature that prohibits the staff person from calling. Staff attendance will be monitored closely. Supervisors have the right to deny leave if it is in the best interest of the center.

3. If the Center needs to be closed for reasons other than previously scheduled closings, the Center Coordinators/Lead Teachers will need to notify the Assistant Head Start Director immediately and get approval.

4. Anytime Center Coordinators/Lead Teachers and Coaches need to leave the center or their assigned site, they will need to contact their immediate supervisor. Should you not be able to reach your immediate supervisor you should follow the chair of command until you speak to someone.

5. Center Coordinators/Lead Teachers will work from 7:30 a.m. until 3:30 p.m. Anyone working over these designated hours must fill out the Request for Working Over Designated Hours and have prior approval from the Assistant Head Start Director.

6. Staff is not allowed to take any work home from the center unless they have prior approval from the Assistant Head Start Director. The Request to Take Work Home form will need to be filled out and approved prior to taking any unscheduled time off.


7. Center Coordinators/Lead Teachers will assign the Floaters to a different classroom each day. The only exception would be if the Floater is serving in a position as a long term sub. The Center Coordinator/Lead Teacher will email a floater schedule to the Assistant Center Coordinator for approval. Once approved the floater schedule should be followed daily.

8. Coaches will be responsible for monitoring in the classroom and being an extension of the Education Specialist. Coaches will work in the classroom as a third person, substitute, or in the office area as needed and will notify the Education Specialist when they are in a classroom.

9. Coaches will observe and recommend classrooms that need coaching. 10. Center Coordinators/Lead Teachers must notify the Assistant Head Start Director

immediately of any school closings and must provide written documentation of the dates closed and the reason for the center being closed.

11. All monthly reports are to be turned in to the correct specialist by the 5th of each month. No extensions for deadlines will be given without the approval of the Head Start/Early Head Start Director.

12. Coaches , along with Center Coordinators/Lead Teachers will need to keep a close watch on the following:

a. Teaching Staff’s Attendance b. Schedules posted and being followed c. Lesson plans posted, complete, and followed d. Keeping the required number of anecdotal notes e. Teachers interacting and supervising the enrollees at all times f. Daily activities are planned in advance g. Control of the classroom h. Positive interaction among staff, enrollees, and parents i. Staff being attentive to enrollees and their needs j. Following Corporal Punishment guidelines k. Individualization (completed and implemented on a daily basis) l. Screenings completed within 45 days


Home visits set up, appropriate information shared, forms filled out completely and accurately, and the length of time for each visit

m. Parent/Teacher conferences set up, appropriate information shared, forms filled out completely and accurately, and the length of time for each conference.

n. Field trips set up and approved o. Progress Reports completed and sent on time p. Monthly newsletters sent to the parents with a copy sent to Education Specialist q. Using the following Programs:

1. Safety Sam 2. Second STEP 3. I Am Moving, I Am Learning 4. Zoo-phonics 5. Let’s Move

r. School Readiness Plan s. Online Assessment t. Screening date for each enrollee or explanation for it not being recorded u. CLASS completed twice a year v. Monitor CLASS guidelines in routine monitoring w. Maintains confidentiality Maintains guidelines of Performance Standards, Licensing,

SOC, etc. No pocketbooks or cell phones, 10. Center Coordinators/Lead Teachers and Coaches need to check that

the STEPS program is being used. This includes but is not limited to the following:

a. Home/School Charts b. ABC Wall c. Morning News d. One Read Aloud with required information e. KWL charts that go along with every theme and every field trip f. Journals and Portfolios g. A language rich classroom

11. Center Coordinators/Lead Teachers as well as Coaches will monitor the staff’s daily planning time and their planning time during teacher work days.

12. Center Coordinators/Lead Teachers and Coaches should let the Education Specialist, Head Start Director and Assistant Head Start Director know immediately of any concerns at the center.

13. Any individual or center needing additional training should fill out the “Request for Training” form (B-263) and forward it to the Training Coordinator within two (2) working days of the need being identified or the need for training being requested.

14. Centers, that have cameras in the classrooms, should make sure that these cameras are recording daily. Center Coordinators/Lead Teachers will monitor the classrooms with the use of the camera systems as well as physically being in the classroom. Cameras can also be accessed at the Central Office to monitor the classrooms.

15. Center Coordinators/Lead Teachers are to maintain an organized and neat office area.


16. Any individual needing a “Mentor” will fill out the “Request for Mentoring” form (EHS 162, page 259). The Center Coordinators/Lead Teachers will forward the completed Request for Mentoring form to the Education Specialist. The Education Specialist will assign a mentor to that individual.

17. The Mentor assigned to the individual will fill out the “Mentor Report” The Center Coordinators/Lead Teachers will forward the completed Request for Mentoring Form to the Education Specialist. The Education Specialist will assign a mentor to that individual.

18. Coaches will turn in laptop computers and video cameras to the Education Specialist at the end of the school year. Laptops and video cameras are not to be taken away from the center during vacation breaks.

19. The Education Specialist will put the cameras in a safe locked location and inform the Head Start Director of the location and the key to access this location.

20. The laptop computers will be picked up at the end of the school year by the Education Specialist and kept at Central Office until the beginning of the next school year.


CSI HEAD START PROGRAM REQUEST FOR WORKING OVER DESIGNATED

HOURS Name: ___________________ Date: _________ Center: _______________ Date/Time (ex. 05/01/09: 7:30-4:00): _______________________________ Amount of Time Requested (ex. 30 minutes):_________________________ Reason: ______________________________________________________

_____________________________________________________________ Staff Person Signature: __________________________________________ ************************************************************* For Head Start Director:

Approved: __________ Denied: _________ Head Start Director Signature: ______________________ Date: ________


CSI HEAD START PROGRAM REQUEST FOR TAKING WORK HOME

Name: ___________________ Date: _________ Center: _______________ Date to take work Home: _______________________________________ Amount of Time it will take to complete (ex. 30 minutes):_______________ Reason: ______________________________________________________

_____________________________________________________________ Staff Person Signature: __________________________________________ ************************************************************* For Head Start Director Only:

Approved: __________ Denied: _________ Head Start Director Signature: ______________________ Date: ________


CSI HEAD START PROGRAM Subject: Monthly Reports for Center Coordinators/Lead Teachers Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

POLICY: Monthly reports are a critical part of the internal communication process. These reports serve as a means of internal monitoring, facilitate communication among and between management staff and the Director, and form the basis for the end-of-year accomplishments report and refunding application. All teaching staff will submit monthly reports to the Center Coordinator/Lead Teacher who will forward to the Education Specialist.

PROCEDURE: 1. Teaching staff will complete the following reports:

a. Classroom Monthly Status Check

b. “I Am Special/Perfect Attendance” form goes to parents on a monthly basis. c. Newsletters go home to parents monthly. d. The Parent-Child Activity/ Parent Input into the Curriculum form go home

monthly. . e. “My Day” sheets completed daily for all enrollees in Early Head Start f. Any additional reports upon request.

2. The Center Coordinator/Lead Teacher will submit their monthly reports by email to the correct specialist for review and comment. These reports are to be submitted to the specialist on the 5th of each month. Staff will be notified of any changes to the date. The end of the month reports include but are not limited to the following:

a. Detailed Staff Meeting Minutes b. Staff Meeting Sign-In Sheet c. Monthly Status Checks

d. Fire/Tornado/Lock Down Reports e. Home Visit or Parent/Teacher Conference Information upon request f. Enrollees brought to the office for behavior form g. Monthly Newsletters (copy) h. Monitoring Reports i. Monthly Evaluations on New Employees until probation ends


Center: __________________________ Employee Name: __________________________ Position: ______________________________

Center Coordinator/Lead Teacher: ________________________________________________ Date: _________________________________ Item Yes No Supporting Examples & Suggestions Corrective Plan of Action 1. Does the teacher communicate well with: a. Center Coordinator/Lead Teacher/Co-teacher b. Specialists & other Central Office Staff c. Director d. Parents e. Volunteers/Visitors f. Has positive attitude/refrains from gossip. 2. Performs assigned Classroom Responsibilities. 3.

Positive interaction and communication with children during:

a. Breakfast/Lunch/Snacks b. Outside/Field Trips c. Early Morning & Late Afternoon d. Learning Centers e. Shows affection (hugs, pats, etc.) f. Positive Guidance techniques used 4. Knowledge of supplies in classroom 5. Planning and Implementation: a. On-going assessment is current for group of

children. (Checks within past two weeks.)

b. Plans according to each child’s individual needs.

c. Keeps accurate anecdotal records of each child in group.

d. Shares in planning


Item Yes No Supporting Examples & Suggestions Corrective Plan of Action f. Materials are ready prior to use g. Implements activities showing a clear

understanding of the theme and objectives

6. Follows Health & Safety rules with regard to: a. Sanitary Hand Washing b. Diapering/Toileting c. Tooth Brushing d. Sanitizing/Disinfecting e. Morning Health Checks f. Documents Accidents 7. Arrives in classroom on time and ready to work

a. Adjusts schedule to meet needs of center b. Has acceptable attendance pattern 8. Confidentiality: a. Does not discuss children or families

outside of the Program.

b. Ensures confidentiality between staff. c. Avoids gossip – does not discuss children

or families idly to other staff members.

9. Follows Outlined Daily Schedule 10. Reliable attendance; gives ample notice for

absences.

11. Comes to work with a positive attitude. 12. Flexible with assignments and schedule. 13. Completes required written communication on

time.


14. Takes job seriously and seeks to improve skills.

Item Yes No Supporting Examples & Suggestions Corrective Plan of Action 15. Approaches criticism with learning attitude. 16. Attends required trainings.

Is continuously reviewing the Performance 17. Standards; Agency & Program Policies and

Procedures

Areas Needing Improvement:

Areas Employee Excels In:

Comments:

Employee’s Signature:________________________________________________________ Date: ____________________________________ Center Coordinator/Lead Teacher Signature: _____________________________________ Date: ___________________________________


Concerted Services, Inc. Head Start/Early Head Start New Staff Other than Education Monthly Evaluation (For: Lunchroom, Custodial, Bus Drivers, Bus Monitors, Food

Transporters) (Completed by Center Coordinator/Lead Teacher)

Center: __________________________ Employee Name: __________________________ Position: ______________________________

Site Supervisor: ___________________________________________________________ Date: _________________________________ Item Yes No Supporting Examples & Suggestions Corrective Plan of Action

1. Does the staff person communicate well with:

a. Site Supervisor

b. Co-workers

2. Performs assigned duties

3. Follows outlined daily schedule

4. Follows Health and Safety rules

5. Arrives on time and ready to work

6. Confidentiality:

a. Does not discuss families or enrollees

b. Ensures confidentiality between staff

c. Avoids gossip

7. Reliable attendance; gives ample notice for absences

8. Comes to work with a positive attitude

9. Flexible with assignments and schedule

10. Completes required written communications on time

11. Takes job seriously and seeks to improve skills


12. Approaches criticism with learning attitude

Item Yes No Supporting Examples & Suggestions Corrective Plan of Action

13. Attends required trainings

Areas Needing Improvement:

Areas Employee Excels In:

Comments:

Employee’s Signature: _____________________________________________________ Date: ______________________________________

Site Supervisor Signature: __________________________________________________ Date: ______________________________________



Subject: Monitoring Tools Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Director ______________________________________________________________________________

POLICY: Coaches will assure that the CSI Head Start/Early Head Start centers are in compliance with criteria stated in the Performance Standards, Standards of Care, and Licensing.

PROCEDURE: 1. Coaches will use the various checklists and CLASS scores to determine the coaching and mentoring needs in each room. 2. Coaches will go over the checklists with the teaching staff after each observation and make

suggestions of ways to improve. All forms are to be reviewed with and signed by the classroom staff and by the Center Coordinator/Lead Teacher.

3. Coaches will fill out the Plan of Action Form for any areas of concern observed while monitoring the classrooms or centers.

4. The Daily Report and the checklist for daily and weekly are to be turned in to the Education Specialist with end of the month reports unless there is a safety critical concern and then the report should be faxed to the Education Specialist immediately.

5. The CLASS Coordinator will complete the CLASS scoring system on each classroom at their assigned sites. The CLASS will be completed twice each year in the Fall and the Spring.

6. The CLASS Coordintaor using the CLASS instrument will maintain reliability .

7. Teachers will complete the Creative Curriculum Implementation checklist quarterly on their classroom and submit it to the LT/CC before school starts in August.

8. The monthly checklist will come in with the end of the month reports.

9. The quarterly checklist will be done in November, February, and May and will be turned in with the end of the month reports for that month.

10. Coaches will observe in assigned classrooms on a daily basis in order to continously find ways to improve classroom performance and interactions.All guidance given to classrooms will be shared with the Education Specialist.


11. LT/CC's will complete the Facilities Inspection form weekly on their site.

12. Coacheswill also do the Early Child Development Monitoring Tool on a quarterly basis. This should be done on every classroom to which you are assigned in November, February, and May.

13. CLASS observations will be done twice per year or more often if deemed necessary.

14. Coaches will use the Creative Curriculum Implementation Checklist; the ITERS checklist for Early Head Start; and the ECERS checklist for Head Start/Pre-K as needed as a program improvement tool.

15. Coaches and anyone else monitoring in the classrooms will need to sign in and out on the Monitoring Sign In/Out Form This form will be kept in each classroom and will be turned in to Central Office with the end of the month reports.

16. Coaches will turn in laptop computers and video cameras to the Center Coordinator/Lead Teachers at the end of the school year. Laptops and video cameras are not to be taken away from the center during vacation breaks.

17. The Center Coordinator/Lead Teacher will put the cameras in a safe locked location and inform the Education Specialist of the location and the key to access this location.

18. The laptop computers will be picked up at the end of the school year by the Education Specialist and kept at Central Office until the beginning of the next school year.

Coaching/Mentoring Responsibilities:

1. Coaches will use the coaching/mentoring strategies learned through experience and Mentor training to assist any staff person who might request additional assistance and all new staff.

2. Staff requesting a Mentor can obtain the “Request for Mentoring” form from the Center Coordinator/Lead Teacher. Staff should fill out this request and turn in back in to the Center Coordinator/Lead Teacher.

3. Center Coordinator/Lead Teachers will turn the forms in to the Education Specialist who will assign a Mentor to the staff person who requested a Mentor.

4. The Mentor will complete the “Mentor Report” and discuss this report with the staff person.

5. After reviewing the report, the staff person will sign the report. The report will be shared with other staff or specialists.


Center: Date:

Classroom Number: _____________ Teaching Team: ___________________________

Time Arrived in classroom: _______________ Departure Time: _____________________

Activities Observed: ____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe the physical setting:

What materials had been previously planned for activities: ___________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe the staff’s role/performance:


Describe Individualized Activities (activities prepared/staff interaction): ________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Describe Outdoor Activities: _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Identify Centers Open and Materials Available: ____________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe Staff’s Interactions with Enrollees during Work Time: _______________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe Activities used for the STEPS Literacy Program: ___________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe the atmosphere and interaction at meal time and identify the meal observed:


Review the Individual Child Profiles and Anecdotal Records. Give me an update of the

classrooms status: ______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Were lesson plans posted and activities being followed? Yes No If not, please explain: ___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

List activities/materials shared with parents (shared every two weeks):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Were the staff and enrollees following the daily schedule? Explain:

Identify any safety issues:

Identify CLASS guidelines being followed:


Positive Remarks: _____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Concerns: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Concerns Needing Immediate Attention: __________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________ Comments (overall view of the day):_______________________________________________

______________________________________________________________________________

______________________________________________________________________________ Identify any areas where training is needed: _______________________________________

______________________________________________________________________________

______________________________________________________________________________ Reviewed with Teaching Staff on Date

Staff Signature:

Reviewed with Center Coordinator/Lead Teacher on


CC/LT Signature: Date ____________________________________ __________________ Coach’s Signature Date cc: Center Coordinator/Lead Teacher; Education Specialist



Daily Checklist

Center: _____________________________________ Date: ____________________________

Classroom Checked: Room #: _________ Teaching Team: ___________________________

Item Monitored

Yes

No

N/A

Comments

Parents/Guardians sign enrollees in and out each day.

Enrollees sign in upon their entrance into the classroom daily.

Is there evidence of the children participating in clean up?

Is the pictorial schedule posted and is each activity turned over as it is completed?

Is there evidence of the children making choices at work time?

Is there evidence of the children being happy and content?

Are the children’s creations at the child’s eye level?

Is there evidence of the Home/ School Chart being done daily?

Are Health Checks completed upon children’s arrival into the classroom and are any concerns addressed immediately with the Site Supervisor?

Are anecdotal notes taken daily by the teaching staff?

Do anecdotal notes support the scoring in the Child Assessment Portfolio?

Are materials/supplies for activities prepared in advance?


Item Monitored

Yes

No

N/A

Comments

Is there evidence of outdoor activities planned and implemented?

Is planning time used for preparing for the following day; for individualized activities; and for organizing anecdotal notes?

Is there evidence of individualized activities being implemented?

Do teachers express spontaneous positive affection through physical gestures (such as smiles, hugs, pats, etc.)?

Are teachers verbally spontaneous and positive with children?

Do teachers engage children in conversations and talk with children at the child’s eye level?

Is there evidence of the teachers asking open-ended questions?

Are there smooth transitions from one activity or location to another?

Do teachers use “NO” infrequently (primarily in dangerous situations)?

Do teachers treat children with respect and refrain from making negative verbal comments at all times?

Are Teaching Strategy Gold color bands displayed in the classroom?

Is there an anecdotal displayed in the classroom showing the child’s name or initial, date, and type of observation?


Item Monitored

Yes

No

N/A

Comments

Does the TSG on-the-spot indicate location and date?

What tone of voice is used in the classroom and when addressing children? List each staff person’s name and what their tone of voice was.

Are three (3) read alouds done daily with three open-ended questions, vocabulary words, title, author, and illustrator?

Is there evidence of the daily news being done?

Do journals/portfolios have one entry per week with the name in the top left corner; date in the top right corner; and dictation at the bottom and on the back if needed?

Does staff promote and model effective dental hygiene with children by brushing after lunch (staff and children brush)?

Is toothpaste given in a pea sized amount for the children during brushing?

Are bathrooms observed by staff at all times?

Are file/storage cabinets kept locked at all times?

Is the Attendance Tracking form completed and turned in to the Family Advocates daily according to procedures (See Family Services Section)?

Do lesson plans reflect the themes and include objectives?


Item Monitored

Yes

NO

N/A

Comments

Are lesson plans complete with all areas filled in and with appropriate signatures?

Are Nutrition, Health, Mental Health, Dental, and IEP activities written on lesson plan?

Are Second STEP, Safety Sam, Zoophonics, and IMIL activities done daily?

Do activities and materials in centers reflect themes?

Are literacy and numeric materials available?

Is there evidence of creative expression displayed in the classroom?

Are there limited commercial displays in the classroom?

Are there culturally diverse materials in the classroom?

Are Nursery Rhymes posted and used?

Is there evidence that the alphabet wall is being used and updated?

Are books that depict the themes available in each learning center?

Is there evidence of the children’s writings?

Do children have access to drinking water (cold) at all times inside and outside?

Are eating surfaces cleaned before and after use with disinfectant?

Are floors clean; in sound condition; and not slippery?


Item Monitored

Yes

No

N/A

Comments

Are rooms well-lit throughout the facility (identify rooms with lights that are out)?

Are electrical plugs that are not in use covered with the appropriate covers?

Are cots placed out of walk ways?

Are cots covered?

Are children laying head-to-toe at rest time?

Are classrooms and hallways free of clutter?

Are flammable and other dangerous materials/poisons stored in locked cabinets and accessible only to authorized persons?

Are indoor surfaces such as tables, chairs, or doorknobs, etc. cleaned with a solution approved by the Facilities Specialist?

Are indoor/outdoor premises cleaned daily and kept free of undesirable/ hazardous materials and conditions?

Is there general maintenance of the building done daily?

Do staff, volunteers, and children wash their hands with soap and running water after diapering or toilet use; before food related activities; whenever hands are contaminated with bodily fluids; after handling pets or other animals; before/after treating a wound; after assisting a child with toilet use; and before/after administering medications?


Item Monitored

Yes

No

N/A

Comments

Are toothbrushes/holders clean and covered?

Do children have a change of clothing in the cubbies?

Are indoor areas free of toxic plants?

Is the epi-pen with the child at all times?

Are hanging cords secured or inaccessible to children?

Are employee purses, bags, cell phones, etc. kept locked in their personal vehicle?

Are fatherhood books used?

Are classroom rules posted at children’s eye level?

Are fatherhood pictures posted?

Are toys and materials sanitized according to the chart found in the Facilities Sections with approved sanitizing solution?

Are children, staff, and volunteers eating the same food?

Do teachers engage children in conversations and language experiences during meals?

Are children encouraged (but never forced) to try new foods?

Is food used as a punishment or reward?

Are all adults participating in meal services?


Item Monitored

Yes

No

N/A

Comments

Is the meal count completed after each meal?

Are children utilizing eating utensils?

Are children participating in meal services (setting table; clean up; and serving snacks)?

Are proper hand washing techniques posted in the hand washing area and are the procedures followed?

Are first aid kits on the playground during outdoor activities?

Is the bike track monitored?

Is the bike track overcrowded?

Are children wearing helmets when riding tricycles or wheeled toys?

Are there well stocked supplies of soap, paper towels; and toilet tissue?

Are paper towels, soap, and toilet tissue within reach of the children?

Are daily playground checks completed before children are scheduled to be on the playground?

Are bathroom facilities clean, in good repair, and easily reached by the children?

Are gates and doors locked?


Item Monitored

Yes

No

N/A

Comments

Are outdoor areas free of ants, wasp, and bees?

Are diapers and pull-ups available for enrollees that use them?

Additional Comments:


Item Monitored

1. Describe the staff’s tone of voice. (Include the activity observed.)

Comments


Item Monitored 2. Describe the staff’s interactions with the enrollees. (Include all areas – meals; outdoor play; etc.)

Comments


Item Monitored 3. Was the class following their Daily Schedule? List the times and activities taking place.

Comments


Item Monitored 4. Note examples of extending conversation and any examples of advanced language.

Comments


Item Monitored 5.

Describe any disruptive behavior observed in the classroom. Note any strategies used to correct the behavior.

Comments

Classroom Staff Signature: ___________________________________ Date: _____________

Center Coordinator/Lead Teacher Signature: ____________________ Date: ____________ CoachSignature: _____________________________________________ Date: ____________


CONCERTED SERVICES, INC FACILITIES INSPECTION Site: Site Coordinator:

Program: Program Director:

Date of Visit: Inspector: Exterior Appearance Item Yes No N/A Comments/Corrective Action

1. Is grass mowed and edges trimmed?

2. Are exterior walls clean and paint acceptable?

3. Is parking lot clean and lines clearly marked?

4. Any potholes or unusually rough surfaces in parking lot?

5. Are all entrances, exits, and parking lots well lit?

6. Is CSI signage visible from the main access road? Is new logo used

on all signage?

Interior

Appearance

Item Yes No N/A

Comments/Corrective

Action

1. Are floors clean? Are there any holes in the laminate or broken

tiles?

2. Are there any missing or broken ceiling tiles?

3. Are there any visible leaks in the ceiling?

4. Are interior walls in need of repainting?

5. Are common rooms free of clutter?

6. Is there adequate seating for clients and visitors?

7. Are restrooms clean and adequately stocked?

8. Are office areas clean and organized?

9. Are there any unapproved postings on bulletin board?


CONCERTED SERVICES, INC FACILITIES INSPECTION

Safety/ Security

Item Yes No N/A Comments/Corrective Action

1. Are emergency exits free from obstruction?

2. Are all emergency exits clearly identified and lit?

3. Are all fire extinguishers hanging and clearly identified?

4. Are secured locations kept locked at all times?

5. Are visitors identified before allowing access to facility?

6. Are all visitors required to sign in and sign out?

7. Is evacuation plan clearly posted near doors and in halls?

8. Are there any trip/fall hazards in hallways or common areas?

Were deficiencies, if any discussed with Site Coordinator? Yes No

Additional items noted by inspector:

Inspector Signature: Date:

Director Signature: Date:


CSI HEAD START PROGRAM MONTHLY CHECKLIST

Center: _____________________________________ Date: ____________________________


Item Monitored Yes No N/A Comments

Individualized Planning Form is everychild on the lessson plan.

Parent-Child Activities are done monthly

Classroom materials are arranged orderly and labeled with pictures and words.

Are classroom materials in good condition and arranged to attract and stimulate an interest for use by children?

Evidence of a clean computer.

Are toothbrushes labeled with child’s name and clean?

Is menu posted on DECAL board at Licensed sites?

Are menus posted and are substitutions noted?

Is information in emergency notebook up to date?

Are first aid kits inventoried on the first Monday of each month?

Are nonporous gloves available for use when dealing with any body fluids?

Is Monthly Confirmation of Treatment signed by all persons providing services?


Item Monitored Yes No N/A Comments

Is there evidence of monthly fire, lock down, and tornado? drills?

Is there evidence of bi-monthly Lock Down drills?

Are the fire extinguishers in working order and currently dated?

Does the Center have the appropriate number of smoke detectors and is there documentation of fire safety inspections?

Is there evidence of monthly staff meetings?

Are all medications properly labeled?

Are there a signed copy of the permission to administer medication (filled out by the physician) and a copy of the side effects kept in the Site Supervisor’s notebook?

Is all medication kept under lock and key and out of the reach of children and non-authorized staff?

Are medical allergies kept confidential in the classroom?

Is there a thermometer in each freezer and is it registering zero degrees or less?

Is there a thermometer in each refrigerator and is it registering 40 degrees or less?

Classroom Staff Signature: _____________________________________________ Date: ___________________

Center Coordinator/Lead Teacher Signature: _____________________________ Date: ___________________

CoachSignature: _____________________________________________________ Date: ____________________


CSI HEAD START PROGRAM STEP MONTHLY CHECKLIST

Teaching Team: ________________________________________ Date: ________________________

Center: ______________________________________ Observer: ______________________________ Print Rich Environment Read Alouds

_______ Environmental Print Displayed _______ Small Groups _______ Classroom Labels Visible _______ 3 per Day _______ Children’s Names Visible _______ Open-ended Questions _______ Children’s Work Displayed _______ Theme is Evident

_______ Student Involvement Letter Knowledge

_______ Poems & Rhymes Posted _______ Name Activities Evident _______ Management Charts with Icons _______ Alphabet Activities Evident _______ Library (fiction, non-fiction, theme and

multicultural books) _______ Letter wall sequenced & continuous from A-Z _______ Word then Icon on vocabulary cards

Classroom Climate _______ Teachers are friendly and sensitive to children’s

needs _______ Children’s Names and Pictures on letter wall

_______ Smooth Transitions Evident _______Clearly Defined Routines

_______ Letter wall reflects theme & read alouds

Emergent Writing _______ Evidence of shared writing (daily

news, response to literature, etc.) Language Development

_______ Teacher & Assistant involved with students _______ Daily Opportunities for Individual Writing

_______ Children encouraged to speak in complete sentences

_______ Student talk outweighs teacher talk

_______ Children made class book

Journals _______ Accessible to Children

Centers _______ Used Daily (1 hour) _______ Occurs 1 or more times weekly _______ Clear Boundaries _______ Management System in Place

_______ Entries Dated Portfolios

_______ Literary Connection (book) in each center

_______ Variety of fun and purposeful activities in each center

_______ One for Every Child _______ Children’s Work Included

Lesson Plans

_______Writing materials in each center _______ Theme Related Activities _______ Language with adults and peers _______ Daily Phonological Awareness Activities

Circle Time Math _______ Observed Daily

_______ Hands-on activities that support one or more of the five math strands

_______ Child Interaction Evident _______ Center Activities Explained _______ New Materials Introduced _______ Variety of Activities

_______ Math incorporated into daily routines Comments


CSI HEAD START PROGRAM MONTHLY REPORT FOR COACHES

Report for the month of: __________________ Date submitted: ____________________ Program/Area/Center: _____________________________________________________

Prepared by: _____________________________________________________________

1. Highlights since last summary: 2. Projected activities for next month: 3. Additional support needed, concerns to be addressed, etc., and proposed

strategy/solution: 4. Of which accomplishments/activities for the last month are you most proud? Attach additional information if necessary.


CSI HEAD START PROGRAM COACHES QUARTERLY CHECKLIST

Center: _____________________________________ Date: ____________________________


Item Monitored

Yes

No

N/A

Comments

Evidence of 9 visible interest areas (Toys/Games; Blocks; Dramatic Play; Computer; Library; Science; Art; Sand/Water; Music/Movement)

Evidence of a Print Rich Environment

Are Emergency telephone numbers clearly posted?

Is the Child Abuse Protocol posted?

Are emergency exit maps clearly marked with all areas of the center?

Is the location of the first aid kit identified and posted?

Are first aid/CPR cards up to date and posted?

Is the location of the Emergency Notebook posted?

Is the Choking/CPR chart posted?

Are windows and glass doors constructed, adapted, or adjusted to prevent injury to children?

Do facilities enable the safe and effective participation of children with disabilities?


Item Monitored

Yes

No

N/A

Comments

Is there evidence of cracked floor tiles or ragged carpet edges?

Are stable step stools or platforms available for children’s access to sinks and water fountains?

Are trash cans available for disposal of materials?


Classroom Staff Signature: _____________________________________________ Date: ___________________ Center Coordinator/Lead Teacher Signature: _____________________________ Date: ___________________ CoachSignature: _________________________________________ Date: ________________________________ Revised July 7, 2015


CSI HEAD START PROGRAM AREAS OF CONCERN/PLAN OF ACTION FOR CORRECTION

Employee: ______________________________________________________________

Center: ___________________________________ Date: ________________________

Area of Concern Addressed: _______________________________________________

________________________________________________________________________

________________________________________________________________________

Date Concern was noted: __________________________________________________

Plan of Action to Correct Concern: _________________________________________

________________________________________________________________________

________________________________________________________________________

Plans for Follow-up: _____________________________________________________

________________________________________________________________________

________________________________________________________________________

Additional Comments: ___________________________________________________

________________________________________________________________________

________________________________________________________________________

Signature and title of those individuals present: Name Title Date

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

Attach a copy of all documentation. Follow-up Results/Recommendations: _______________________________________ ________________________________________________________________________

________________________________________________________________________

This form will be used by the Coaches, Site Supervisors, Education Specialist, and Assistant Education Specialist. This form is to be completed and attached to all monitoring tools and site visit reports. Revised July 7, 2015



Subject: Early Childhood Development Monitoring Tool Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council,

Executive Board ______________________________________________________________________________

POLICY: Center staff will assure that the Head Start/Early Head Start center is in compliance with criteria stated in the Performance Standards, Department of Human Resource Licensing, and Child & Adult Care Food Program (CACFP), STEPS, Standards of Care, and CLASS. PROCEDURES: 1. CSI Head Start Specialists, Center Coordinators/Lead Teachers, and Coaches

will use the Creative Curriculum Implementation Checklist to observe classrooms. Center Coordinators/Lead Teachers and Coaches will keep their monitoring tools at the center.

2. Classrooms are to be observed three (3) times during the year. Coaches

will complete the monitoring in October, January, and April. 3. The reviewer will write date and initials in the “yes/no” column for each standard and criteria

observed. 4. Comments will be recorded in “Reviewer’s Comments.” The Reviewer will give the Center

Coordinator/Lead Teacher a copy of the “Reviewer’s Comments.” 5. The Center Coordinator/Lead Teacher will give the appropriate center staff a copy of the

“Comments” for reviewing together and determine action(s) for recommendations/followup. 6. After the recommendations/follow-up expiration date, Center Coordinator/Lead Teacher will

send the “Reviewer’s Comments” to the Reviewer that initiated the “Comments.” 7. The Reviewer will forward a copy of “Comments” to the Head Start/Early Head Start Director

and other appropriate staff. 8. Center Coordinator/Lead Teacher will give a copy of their “Comments” with completed

recommendations/follow-up to the appropriate center staff and send a copy to the appropriate.

Revised July 7, 2015


Specialist or designee. The Specialist/designee will forward a copy to the Head Start/Early Head Start Director.

9. Information is obtained by: Observation (O), Documentation (D) and Report (R). Revised July 7, 2015


Center: ____________________________ Rm. #: _____ Date: ________________ Teacher: _________________________ Teacher Assistant: ___________________

Person Monitoring: _________________________________________ Physical Environment A. Overall Physical Environment

YES

NO

N/A

Comment

1. Divide the classroom space into well-defined interest areas (e.g., use furniture to enclose space for different kinds of activities)?

2. Position furniture to eliminate long and wide-open spaces that encourage running and roughhousing?

3. Arrange classroom furnishings so that all children can be observed/supervised from any vantage point in all areas of the classroom

4. Locate interest areas near needed resources (e.g., art, water play, and cooking activities near a water source, computers, CD player, and cooking area near electrical outlets) or make provisions for needed resources (e.g., use extension cords, transport water in buckets)?

5. Arrange interest areas so that activities in one area do not interfere with activities in another (e.g., Block Area located away from Library)?

6. Locate activities that share common materials (e.g., blocks and dramatic play) adjacent to one another?

7. Use non-stereotypical materials and displays (e.g., books, dolls, block props, puzzles, music, photos, and posters) that reflect a range of roles (e.g., gender, occupations), special needs, and the social/cultural contexts of the families in the classroom and beyond?

8. Store most materials on low shelves where children can take them out independently for play and return them when finished?


Physical Environment A. Overall Physical Environment

YES NO N/A Comment

9. Provide materials that are well-maintained and in good condition (e.g., puzzles have all pieces, books are not torn or written in, dolls are clothed with no broken parts, outdoor equipment is safe with no sharp edges, and all toy/equipment are in working condition)?

10. Label and identify where most materials belong using pictures/photos and written words?

11. Create displays that consist primarily of children’s original artwork and writing samples, at the children’s eye level, on the walls and/or room dividers?

12. Display in the classroom photographs of the children with their families, at the children’s eye level?

13. Limit commercial display materials to those relevant to a topic of study or an activity area (e.g., photos of bridges and buildings in the block area; alphabet in the library area)?

14. Provide every child a cubby and or a safe place to store work, and label the cubby with the child’s name and photograph?

15. Incorporate at least 4 features to make the classroom comfortable and attractive: good lighting (e.g., natural light from windows, table lamps, mirrors reflecting natural light); softness (e.g., stuffed chairs, mattress, pillows, rugs, stuffed animals); a variety of textures (e.g., fabrics, baskets, wood); quiet, cozy spaces (e.g., lofts, tents, box filled with pillows, comfortable chair), homelike touches (e.g., flowers, curtains, welcome mat, tablecloths, photo albums); and living things (e.g., plants, pets)?


Physical Environment A. Overall Physical Environment

YES

NO

N/A

Comment

16. Adapt space and modify materials to accommodate specific needs of children with disabilities (if enrolled) and make it possible for these children to be included in most activities (e.g., visual or tactile clues for routines or stories; wide entranceways to allow a child using a wheelchair or a walker to access interest areas)? Note: Check “Y” (yes) if there are no special needs children in the class.

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays -- BLOCKS

YES

NO

N/A

Comment

1. Make the Block Area available as a choice activity on a daily basis? Note: If you mark this item “N” (No), also mark all other items in this section as “N.”

2. Enclose the area on three sides to protect children’s constructions and have a low pile carpet on the floor to reduce noise?

3. Allow enough space for at least 3-4 children to build comfortably?

4. Have a full set of unit blocks (approximately 390, or enough blocks for each child in the area to build elaborate constructions)?

(I) 5. Set out 3-4 different shapes of unit blocks in the beginning of the year and more shapes (4-8 or more different shapes) later in the year?

6. Provide at least one other type of blocks (e.g., hollow, cardboard, foam, large Lego)?

7. Display at least 4-6 props from a variety of categories (e.g., animals, people, road signs, and small vehicles) in labeled containers or on labeled shelves?

8. Organize blocks by size and shape on shelves with outlines to show where each shape goes?


Center: ____________________________ Rm. #___

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – DRAMATIC PLAY

YES

NO

N/A

Comment

1. Make the Dramatic Play Area available as a chose activity on a daily basis? Note: If you mark this item “N” (No), also mark all other items in this section as “N.”

2. Provide child-size home furnishings (e.g., stove, refrigerator, unbreakable dishes, cooking utensils) and dolls, dress-up clothes, and accessories that represent a variety of occupation and cultures, especially those of the children’s families?

(I) 3. Create new settings for dramatic play (e.g., grocery store, clinic, or fire station at various times throughout the year)?

4. Organize the Dramatic Play Area (e.g., label shelves, draw silhouettes of utensils on pegboards, put dress-up clothes on hangers or pegs) to promote independent use of materials?

5. Arrange the Area so that it is attractive and inviting (e.g., homelike touches such as curtains, tablecloths, pictures; dolls with clothes)?

6. Allow enough space for at least 4-6 children to play at one time?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – TOYS & GAMES

YES

NO

N/A

Comment

1. Make the Toys and Games Area available as a choice activity on a daily basis? Note: If you mark this item “N” (No), also mark all other items in this section as “N.”

2. Allow enough space for 4-6 children to play at one time, either sitting at a table or on the floor?

3. Provide a variety of self-correcting toys (e.g., puzzles, stacking rings, nesting boxes)?


Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – TOYS & GAMES

YES

NO

N/A

Comment

4. Provide a variety of open-ended toys (e.g., Lego, colored cubes, interlocking links, pegboards, and pegs, parquetry blocks, Cuisenaire rods)?

5. Provide a variety of collectibles (e.g., keys, bottle caps, buttons)?

6. Provide a variety of cooperative games (e.g., lotto, alphabet bingo, card games, and board games)?

7. Organize toys and games (e.g., picture/word label, short stacks of games boxes) so children can find what they need and return it to the shelf when finished?

8. Include a variety of materials ranging from simple to complex to meet varying ability levels (e.g., 4-piece, 7-piece, 11- piece puzzles; small-, medium-, and large-size pegs; beads; and Lego)?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – ART

YES

NO

N/A

Comment

1. Make the Art Area available as a choice activity on a daily bases? Note: If you mark this item “N” (No), also mark all other items in this section as “N.”

2. Set up the easel and painting material (4 or more colors of paint, plus brushes and paper) so that children can use them independently on a daily bases?

3. Locate the Area so it is protected from traffic?

4. Provide a table with 4-6 chairs so children can work on a horizontal surface?


Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – ART

YES NO N/A Comment

5. Make a variety of each of the following materials accessible to children for independent work: materials to paint on (e.g., manila paper, foil, cardboard, newspaper, butcher paper, wallpaper); materials to paint with (e.g., tempera paint, finger paint, watercolors, brushes of all kinds, sponges, scrub brush); materials to draw on (e.g., different kinds of paper, cardstock, chalkboards, whiteboards); materials to draw with (e.g., crayons, markers, colored pencils, chalk, gel pens, pastels); and materials to cut and paste (e.g., collage materials, glue, paste, paper, scissors)?

6. Make molding materials (e.g., clay, play dough, modeling dough) and tools (e.g., rolling pins, craft sticks, scrapers) available to children?

7. Include materials for three- dimensional construction (e.g. woodworking materials, pipe cleaners, wire, brads, dowels)?

8. Organize the Art Area so that children can use the materials and manage their work independently (e.g., label containers and/or shelves, position similar materials together, make smocks and child-size cleaning materials accessible)?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – LIBRARY

YES NO N/A Comment

1. Make the Library Area available as a choice activity on a daily basis? Note: If you marl this item “N” (N0), also mark all other items in this section as “N.”

2. Provide a variety of materials and furnishings to make the space comfortable and attractive (e.g., carpeted floor, good lighting, beanbag chairs, child-size rocker) where children can look at books?

3. Provide a space and materials for listening (e.g., books stored together with tapes or CD’s, cassette recorder or CD players, two headphones)?


Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – LIBRARY

YES

NO

N/A

Comment

4. Include a bookshelf to display books facing out, a table and chairs for writing and a shelf for writing materials?

5. Provide a variety of materials to write on (e.g., assorted lined and unlined paper, chalkboards, envelopes, stationery), a variety of materials to write with (e.g., pencils, pens, markers, chalk), and a variety of letter or word manipulative (e.g., letter stamps, name cards, alphabet cards for children to handle and use as models)?

6. Display (with covers facing out) at least 25 children’s books (e.g. storybooks; nursery rhymes; and informational, predictable, alphabet, and number/counting books)?

7. Provide books and related props for retelling stories (e.g., hand puppets, flannel board, magnetic board, or story apron related to a particular story)?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – DISCOVERY

YES

NO

N/A

Comment

1. Make the Discovery Area available as a choice activity on a daily basis? Note: If you mark this item “N” (N0), also mark all items in this section as “N.”

2. Include a table where children can work and a shelf to hold displays, collections, and discovery materials?

3. Provide a variety of types of basic tools (e.g., magnifying glasses, balance scales, sieves, funnels, magnets, thermometers, containers, tweezers, and tongs)?

4. Provide a variety of materials for exploring (e.g., plants, seeds and bulbs, pets, rocks, soil)?

5. Provide a variety of materials for investigating the physical properties of objects (e.g., sensory tubs, take-a parts, pulleys, gears, wheels, mirror, and flashlights)?


Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – DISCOVERY

YES NO N/A Comment

6. Organize and display materials so that children can use them independently (e.g., label containers and/or shelves, trays)?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – SAND & WATER

YES

NO

N/A

Comment

1. Make the Sand and Water Area available as a choice activity on a daily basis, either indoors or outdoors? Note: If you mark this item “N” (No), also mark other items in this section as “N.”

2. Make sand and water play available daily, either indoors or outdoors?

3. Provide a sufficient amount of sand (34 inches) and materials for digging, molding, pouring and sifting (e.g., scoops, measuring cups and spoons, sieves, buckets, shovels, sand molds)?

4. Provide clean, fresh water and a variety of props for water play (e.g., buckets, cups, funnels, squirt bottles, water wheel, bulb baskets, and whisks, floating toys)?

5. Have smocks and cleaning supplies (e.g., child-size broom, mop, and dustpan) stored in the area and easily accessible to children?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – MUSIC & MOVEMENT

YES

NO

N/A

Comment

1. Provide a place for children to play with musical instruments and enjoy music?

2. Provide an easy-to-operate (e.g., colored-coded buttons or equipment made especially for children) tape recorder, CD player, or record player?

3. Provide a variety of musical instruments (e.g., sticks, sand blocks, triangle, drum, cymbals, tambourine, maracas, and tone blocks) and dance props (e.g., steamers, scarves)?


Center: ____________________________

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – MUSIC & MOVEMENT

YES

NO

N/A

Comment

4. Provide a variety of musical collections for children’s use, on either CDs or tapes, representing diverse cultures and musical styles?

5. Offer music and movement experiences as a choice activity on a daily basis?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – COOKING

YES

NO

N/A

Comment

1. Allocate a place and time for cooking projects and/or preparing self-serve snacks?

2. Make basic items available to children that they can use safely and independently to complete a food-related project (e.g., utensils, recipe cards/charts with pictures and words, ingredients for preparing daily snacks)?

3. Provide labeled storage areas for cooking materials (e.g., a shelf, labeled boxes, bins)?

4. Make cooking experiences available as a choice activity?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – COMPUTERS

YES

NO

N/A

Comment

1. Locate the computer monitors so that overhead or external lighting does not cause a glare on the screen?


2. Equip the Area with a child-size computer stand or table, one or two computers with CD-ROM drives, two chairs for each computer, and other equipment if available (e.g., printer, scanner, digital camera)


YES

NO

N/A

Comment

3. Arrange the equipment so that children can use it safely (e.g., easy to turn on and off, power cords in back and out of children’s reach, away from water sources)?

4. Arrange the equipment so that children can use it comfortably to prevent undue physical stress: children are approximately 18” from screen; monitors are angled so children do not have to look up, and the keyboard and/or mouse are at a child’s elbow level?


YES NO N/A Comment

5. Provide children access to software programs that are developmentally appropriate, interactive, and interesting (e.g., software related to study topic, an electronic storybook, a drawing or word processing program).

6. Make computers available as a choice activity on a daily basis?

Physical Environment B. Interest Area Materials, Furnishings, Equipment, and Displays – OUTDOORS

YES

NO

N/A

Comment

1. Make the Outdoors Areas available on a daily basis? Note: If you mark this item “N” (No), also mark all items in this section as “N.”


2. Allocate sufficient space to accommodate all the children using the outdoor area at one time (e.g., approximately 80-100 square feet per child)?

3. Provide a safe place for outdoor play (e.g., protected from traffic, free from debris, cushioning materials under the equipment, no sharp edges, where children can be seen and supervised from all vantage points)?


YES

NO

N/A

Comment

4. Have varied spaces that include soft materials (e.g., sawdust, sand, bark under equipment); sunny as well as shady areas; paved or hard-surfaced areas large enough for riding wheeled toys safely; places to be alone or with one or two friends (e.g., tractor tires, blankets for reading, old rowboat, boxes, tents) open spaces for large motor skills?

5. Offer a variety of age-appropriate equipment for climbing, swinging, sliding, balancing, and riding wheeled toys?


YES

NO

N/A

Comment

6. Provide a variety of equipment and/or materials for gross motor activities such as running, catching and throwing, and kicking?

7. Create spaces and provide tools (e.g., child-size rakes, shovels, magnifying glasses) for child-initiated nature explorations (e.g., digging, gardening, observing)?

8. Provide materials for creative outdoor experiences (e.g., reading, art, construction, movement/dance, dramatic play)?


Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – LITERACY

YES

NO

N/A

Comment

1. Include print that labels objects (e.g., names on cubbies), provide information (e.g., daily schedule, recipe, instructions on how to wash hands), provides narrative descriptions (e.g., dictation about artwork), and identifies classroom practices (e.g., waiting lists, job chart)?


Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – LITERACY

YES

NO

N/A

Comment

2. Provide a variety of books including narrative, predictable, alphabet, number/counting, informational, rhyming, as well as other texts (e.g., magazines, signs, and charts)?

3. Include a variety of materials written in English and other languages spoken by the children in the class; books in at least 5 interest areas and other texts (e.g., magazines, lists, cookbooks, newspaper, chairs) in at least 3 interest areas.

4. Offer a variety of writing materials (e.g., paper, notepads, markers, appointment books, envelopes, chalkboards, wipe-off boards, sign-up sheets) in at least 5 interest areas?

5. Display the alphabet on the wall at children’s eye level?

Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – MATHEMATICS

YES

NO

N/A

Comment

1. Provide a variety of materials for exploring number concepts (e.g., counting bears, counting books, number puzzles, and number lines)?

2. Include a variety of materials that allow children to recognize copy, create, and extend patterns (e.g., pattern blocks, unit blocks, colored wooden beads, collage materials)?

3. Provide a variety of materials for exploring geometric shapes and spatial relationships (e.g., shape puzzles and sorters, blocks, parquetry blocks)?


Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – MATHEMATICS

YES

NO

N/A

Comment

4. Incorporate a variety of materials for exploring measurement (measuring cups, spoons, balancing scales, rulers, string, scales, sand timers, and play money)?

5. Provide a variety of materials for collecting, organizing, and representing data (e.g., collections such as bottle caps, shells, leaves, and buttons).

Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – SCIENCE

YES

NO

N/A

Comment

1. Provide a variety of materials for activity investigating the life sciences (e.g., pets, plants, learning about health, nutrition, and/or our bodies)?

2. Incorporate a variety of materials for investigating the physical sciences (e.g., magnets, magnifying glasses, balance scales, mirrors, pulleys, ramps, balls, small appliances to take apart)?

3. Include a variety of materials for exploring the earth and the environment (e.g., sand, clay, water, thermometers, rocks, fossils, and recyclables)?

Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – SOCIAL STUDIES

YES

NO

N/A

Comment

1. Provide a variety of materials to help children learn more about people and how they live (e.g., career-related props, books about different cultures and families, class rules and jobs display, play money, cash registers, family pictures)? **


Physical Environment C. Content-Related Materials, Furnishings, Equipment, and Displays – SOCIAL STUDIES

YES

NO

N/A

Comment

2. Offer a variety of materials to help children learn about spaces and geography (e.g., maps, road signs for the blocks area, board games requiring children to move markers, musical selections or games that children use independently to explore directionality)?

STRUCTURE A. Daily Schedule and Routines

YES

NO

N/A

Comment

1. Offer a balance of activities, including active and quiet times, large- and small- group activities, indoor and outdoor play times, and child-initiated and teacher directed activities

2. Display the daily schedule in words and pictures at the children’s eye level?

3. Allow for flexibility in the daily schedule (e.g., give additional time during choice time when children are involved in elaborate play; shorten group times when children become restless)?

4. Allocate at least 30-60 minutes each morning and afternoon for outdoor play?

5. Have consistent routines and procedures in place for children to follow (e.g., put belongings away upon arrival, check in at attendance board; hand-washing and tooth-brushing procedures depicted in pictures and words and posted at the child’s eye level)?

6. Have strategies in place for teaching children how to care for the classroom and materials appropriately (e.g., a job chart with children’s names and photos to show who is responsible for specific tasks, clean-up supplies that are accessible and safe for the children’s use)?

STRUCTURE A. Daily Schedule and Routines

YES

NO

N/A

Comment

7. Guide children in putting away materials where they belong (e.g., draw attention to the labels; play games to sort materials on shelves)?


STRUCTURE B. Large and Small Group Time

YES

NO

N/A

Comment

1. Conduct large-group meetings for flexible periods of time (e.g., 5-20 minutes depending on the age, interest, and abilities of the group) each morning and afternoon?

2. Make accommodations for children who choose not to participate in large group activities (e.g., allow children to look at books or choose another quiet activity)?

3. Engage children in interactive experiences (e.g., songs, finger plays, discussions, sharing) during small- and large-group time?

4. Conduct planned small group (2-6 children) activities each day?

5. Use flexible grouping so that the size and make-up of the small groups are not the same everyday?

6. Use small-group times to address the needs and interest of the children (e.g., introduce new materials or concepts, teach specific skills, observe how a child uses materials and offer suggestions for the next step)?

STRUCTURE C. Choice Time

YES

NO

N/A

Comment

1. Allow children to choose interest areas, activities, materials, and playmates during choice time?

2. Schedule choice time for at least one hour, exclusive of clean-up, in the morning and again in the afternoon for full-day programs?

3. Allow children to move to different interest areas independently during choice time?


STRUCTURE C. Choice Time

YES

NO

N/A

Comment

4. Circulate throughout the room and interact with the children during choice time (e.g., observe children, join in their play when appropriate, ask open-ended questions, intervene when necessary, and make suggestion, offer props and materials)?

5. Use choice time as a means to address the needs and interest of individual children (e.g., offer a book on caterpillars to a child who found one outdoors; give suggestions to a child having difficulty completing a puzzle; help a child make a get-well card for his grandfather)?

STRUCTURE D. Transitions

YES

NO

N/A

Comment

1. Facilitate smooth transitions between activities (e.g., give advance notice, minimize wait time, have materials ready for next activity, minimize the number of transitions throughout the day)?

2. Transitions children from one activity to another, individually and in small groups as much as possible (e.g., allow children to use the bathroom as needed, move to the next activity when finished eating)?

3. Use transitions as an opportunity to teach concepts and skills (e.g., “If you are wearing red today, go wash your hands and put on your coat”, show children how much time remains by using concrete objects like a sand timer)?

STRUCTURE E. Weekly Plans

YES

NO

N/A

Comment

1. Write a weekly plan and carry out activities in the plan?

2. Share weekly plans with families (e.g., post weekly plans on parents’ bulletin board, write and send home a weekly newsletter informing families of class activities)?


STRUCTURE E. Weekly Plan

YES

NO

N/A

Comment

3. Include on the weekly planning form changes to the environment, activities related to a topic of study, plans for large-group meetings, opportunities to work with children in small groups, and special activities for the week?

4. Record on the form any changes made to the weekly plans (e.g., changed plans when first snow fell or when following a child’s interest)?

TEACHER-CHILD INTERACTIONS A. Building Relationships

YES

NO

N/A

Comment

1. Demonstrate affection and caring (e.g., smile, respond quickly to a child in distress, give hugs, hold children’s hand)?

2. Show appreciation for children’s interests, needs, and effort (e.g., read Millions of Cats to a child who loves cats; assist a child who has difficulty entering a group; validate a child’s accomplishments, “You got your coat on all by yourself!!”)?

3. Listen attentively to what each child has to say and respond respectfully at the child’s eye level?

4. Engage in frequent conversations with children (e.g., talk about ideas and personal experiences)?

TEACHER-CHILD INTERACTIONS B. Guiding Children’s Behavior

YES

NO

N/A

Comment

1. Guide children’s behavior in positive ways (e.g., offer positive reminders; establish a few rules and state them in positive ways; remind children of the rule; teach children how to cooperate, negotiate, and make and keep friends, redirect children from unacceptable to acceptable behavior)?


TEACHER-CHILD INTERACTIONS B. Guiding Children’s Behavior

YES

NO

N/A

Comment

2. Maintain a positive social atmosphere and order while teaching children social problem-solving skills (e.g., how to talk about a problem, express their feelings in words, come up with solutions for a problem, and then implement the solution)? Note: Check “Y” (yes) if no

problems requiring intervention occurred.

3. Help children interpret their own feelings and the feelings of other (e.g., give children the words to describe their feelings; read and discuss stories about feelings; explain, “Look at his face. Can you see he is angry?”)

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – GENERAL STRATEGIES

YES

NO

N/A

Comment

1. Talk with children about their work to extend thinking and building vocabulary (e.g., comment on or describe what they see; invite children to share ideas about their work; teach new words during play, such as “backhoe” or “knead”)?

2. Ask open-ended questions that help children explain, predict, and apply knowledge to solve a problem, evaluate, or consider consequences (e.g., How did you decide…? What do you think will happen if…? How can you find out? Can you think of a way to…? What happened that time?”)

3. Make suggestions to extend children’s play ideas, (e.g., “Is your baby sick? Should we call the doctor? Maybe Shontelle would like to be the doctor. She’s wearing the stethoscope.”) offer props, or participate in play when a child appears to need some support and guidance?


TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – GENERAL STRATEGIES

YES

NO

N/A

Comment

4. Adapt instruction to include all children (e.g., offer challenging experiences, use clear visual cues, use concrete objects and gestures with second language learners going through a nonverbal period)? Note: Check “Y” (yes) if there are no special needs children in the class.

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – LITERACY

YES

NO

N/A

Comment

1. Read books to individuals as well as to large and small groups of children at least twice every day and prompt children to interact and respond (e.g., take a picture walk through the story before reading, leave out a word so children can fill it in, ask open-ended questions, relate the story to prior experiences)?

2. Engage children in retelling a story using puppets, flannel board figures, or props?

3. Draw children’s attention to the sounds of language through playful songs, stories, rhymes, and chants to help develop phonological awareness?

4. Draw children’s attention to concepts of print (e.g., left to right, top to bottom) and books (e.g., author, illustrator, book-handling skills, turning pages)?

5. Draw children’s attention to letters and words (e.g., reading big books and pointing to words, taking a walk to look for signs, writing a group thank-you letter)?


TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – LITERACY

YES

NO

N/A

Comment

6. Talk with children throughout the day, modeling correct grammar, introducing new vocabulary, and asking questions to encourage children to express their ideas in words?

7. Write with children (e.g., record their ideas and stories, write experience charts, write a thank-you note to a visitor) and encourage children to write (e.g., put their names on artwork, create a shopping list in dramatic play, make signs for a block structure)?

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – MATHEMATICS

YES

NO

N/A

Comment

1. Actively introduce mathematical ideas in planned, purposeful ways (e.g., read stories with mathematical concepts, teach counting rhymes, create graphs, and discuss math concepts in a cooking activity)?

2. Encourage children to connect mathematical ideas to everyday experiences (e.g., “We need to figure out a way to share the markers so everyone will have the same number.”)?

3. Encourage children to communicate and represent their mathematical thinking (e.g., create and talk about a graph of favorite flavors of ice cream; explain how they sorted teddy bears counters; say, “This is how old I am” and share drawing of birthday cake with 4 candles)?

4. Interact with children to support their understanding of number concepts (e.g., engage in counting, one-to-one correspondence, quantity, number recognition, comparison activities)?


TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – MATHEMATICS

YES

NO

N/A

Comment

5. Interact with children to support their understanding of patterns (e.g., identify copy, extend, and create patterns)?

6. Interact with children to support their understanding of geometry and spatial sense (e.g., explore 2- and 3- dimensional shapes; engage in activities using spatial vocabulary such as in, out, behind, beside, over, under, around, through, near, far)?

7. Interact with children to promote their understanding of measurement (e.g., compare length, area, weight, capacity, time, temperature)?

8. Interact with the children to promote their understanding of data collection, organization, and representation (e.g., sort, classify, represent data, create graphs, describe and compare findings)?

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – SCIENCE

YES

NO

N/A

Comment

1. Encourage children to use scientific process skills (e.g., explore, experiment, observe, reflect, describe, categorize, record findings)?

2. Provide opportunities for children to actively investigate the life sciences (e.g., observe the habits of a classroom pet, care for plants; learn about health and our bodies)?

3. Provide opportunities for children to explore physical science (e.g., explore the physical properties of materials; experiment with how things move, how things change)?

4. Provide opportunities for learning about the earth and the environment (e.g., learn about the weather, day and night, shadows, recycling, what the earth is made of—rocks, sand, dirt, mud, and water)?


TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – SOCIAL STUDIES

YES

NO

N/A

Comment

1. Provide opportunities for children to learn about people and how they live (e.g., arrange for a field trip in the community, set up a grocery store with a cash register)?

2. Guide children in caring for the environment (e.g., recycle paper, put trash in wastebasket, and tend to the flower garden to beautify the playground)?

3. Provide opportunities for children to see and explore similarities and differences among people and cultures (e.g., invite families to share cultural traditions, cook ethnic foods)?

4. Use naturally occurring opportunities to expand geographic thinking by exploring spatial relations (e.g., near, far, next to, outside, behind) and by learning about the immediate environment (e.g., learn to get around the school, visit places in the neighborhood)?

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – THE ARTS

YES

NO

N/A

Comment

1. Provide opportunities for children to explore the visual arts spontaneously (e.g., create drawings, painting, or collages; talk about a painting, sculpture, or illustration in a book)?

2. Provide opportunities for children to explore music spontaneously (e.g., create melodies on a xylophone, listen to a favorite song on a CD with headphones) and in groups (e.g., sing during group time, play rhythm band instruments)?


TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – THE ARTS

YES

NO

N/A

Comment

3. Provide opportunities for children to engage in drama spontaneously (e.g., pretend play, puppets) and in groups (e.g. reenact a favorite story, play pantomime games)?

4. Provide opportunities for children to dance spontaneously (e.g., put out a box of props and a variety of music during choice time) and in groups (e.g., explore at group time and outdoors how our bodies can move; play a variety of musical styles while children dance)?

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – TECHNOLOGY

YES

NO

N/A

Comment

1. Integrate technology into learning experiences (e.g., help children find information about bugs on a website, email a thank-you note to the visiting firefighter, record a story with a tape recorder, use cooking utensils and appliances)?

2. Show children how to use technology and tools (e.g., navigate a software program; operate a tape recorder or CD player; use cooking tools and appliances; work a microscope) and select the right tool top get the job done?

TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – STUDIES

YES

NO

N/A

Comment

1. Offer opportunities for children to actively investigate a topic over time (e.g., documentation is posted for children and families to view; study topic is reflected in the weekly plan; children’s artwork reflects what they’ve learned; resources about the topic are readily available; some of the interest area activities and materials are related to the topic)?


TEACHER-CHILD INTERACTIONS C. Guiding Children’s Learning – STUDIES

YES

NO

N/A

Comment

2. Select topics that are more concrete than abstract and involve many firsthand, direct experiences with real objects that children can manipulate?

3. Select topics that are related to children’s interests and prior experiences?

4. Use studies as a way of addressing literacy and math skills (e.g., measure how tall a sunflower has grown in a gardening project; dictate a story about a trip to the fire station; use play money in a shoe store when studying shoes)?

ASSESSMENT A. Observation and Documentation

YES

NO

N/A

Comment

1. Have a management system in place for collecting observational data and work samples for each child (e.g., a place to store observations notes, portfolios for each child)?

2. Write observation notes about each child that is objective and factual?

3. Write observation notes weekly about each child?

4. Collect samples of children’s work to document children’s progress (e.g., artwork, writing samples, photos, audio recordings) and include supporting notes?

5. Date observation notes and work samples?


ASSESSMENT B. Analyzing and Evaluating Children’s Progress

YES

NO

N/A

Comment

1. Analyze each piece of documentation by writing the relevant Creative Curriculum objectives (by number) on the observation note and work sample?

2. Make a preliminary rating between checkpoints using the Individual Child

Profile and/or the Class Summary

Worksheet1?

3. Summarize collected observations and work samples using The Developmental Continuum at least 3 time a year and record final assessments on the Individual Child Profile?

ASSESSMENT C. Planning for Individual and Groups

YES

NO

N/A

Comment

1. Show evidence that they summarize each child’s progress 3 times a year on the Child Progress and Planning Report?

2. Have a schedule for meeting families three times a year to share information, set goals for the next few months, and identify next steps for school and home?

3. Use assessment data (e.g., data from Class Summary Worksheet and Individual Child Profile in The Developmental Continuum Assessment Toolkit or Class Profile in Creative Curriculum.net to write weekly plans for the whole class, small groups, and individual children?

FAMILY INVOLVEMENT YES

NO

N/A

Comment

1. Greet family members personally each day or have a system in place for a weekly communication if children arrive in groups?

If programs are using CreativeCurriculum.net, they may not have some records in a child’s folder but may maintain these records only online.


FAMILY INVOLVEMENT

YES

NO

N/A

Comment

2. Use daily contacts to update each other on the child and to coordinate plans and approaches?

3. Have evidence of how they orient families to the program (e.g., newsletter, agendas from open house or parent meeting, family bulletin boards) in a language understandable to each family?

4. Involve families in the program (e.g., invite them to participate in classroom activities, tape stories and songs, contribute to studies, go on field trips)?

5. Have evidence that parent conferences or home visits are held to share information, discuss child’s progress, and plan what each will do to support the child’s learning?

___________________________________________ Teacher’s Signature:

Date: __________________

__________________________________________ Teacher’s Assistant Signature:

Date: __________________

__________________________________________ Center Coordinator/Lead Teacher Signature:

Date: __________________

__________________________________________ Coach Signature:

NOTES Revised July 7, 2015

Date: __________________


Teaching Staff: _______________________________ Room Number: _______________________________

Date: ______ Time:______

Date:______ Time:______

Date: ______ Time:______

Date: ____ Time: ____

Date:______ Time:______

Comments

Make a check mark on all that apply.

Teacher used proper eye contact.

Teacher was present and in close proximity with the child (listening)

Teacher is playful with child.

A calming touch was observed between teacher and child

The teachers were observed using breathing techniques: STAR, drain, balloon and pretzel.

A Safe Place was present and identified in the classroom

The teachers involve children in the greeting ritual:

No greeting ritual was observed

With at least two choices for greeting children

With at least three or more choices for greeting children



________________________________________________________________________

________________________________________________________________________

July, 2016

Teaching Staff: ________________________________ Room Number: ____________________________________

Date: ______ Time:______

Date:______ Time:______

Date: ______ Time:______

Date:______ Time:______

Date:______ Time:______

Comments

Did the teachers involve children in I love you rituals:

No I love you ritual was observed.

Once ritual observed during time frame

Two times or more ritual during time frame

How often did the teachers use feeling cards:

Did not see them used

At least once during time frame

More than one time during time frame


CSI HEAD START PROGRAM REVIEWER’S COMMENTS

Center Name: ___________________________________________________________

Training/Technical Assistance Needed/Required: ____ Yes ___ No If yes, explain: ___________________________________________________________ ________________________________________________________________________ Standards & Criteria Item #(s): ______________________________________________ ________________________________________________________________________ Recommendations for Improvement: (Use the back of the form if more space is needed) Follow-up expected? ___ Yes ___ No Timeline: ___ 30 days or specify date ________ Appropriate staff will describe follow-up and return copy to individual submitting report. (Use back of form if more space is needed.) _________________________________________ ________________________

Reviewer Date

I have received a copy of the reviewer’s comments and understand what is explained in the comments.

__________________________________________________________ ________________________________ Center Coordinator/Lead Teacher Signature Date

Distribution: ( ) Center Coordinator/Lead Teacher _______________________________

( ) Specialist(s) ________________________________________________

( ) Other _____________________________________________________

( ) Head Start Director ____________________________

**************************** CENTER STAFF ***********************************

These comments have been reviewed with me by _______________________ on ____________ Center Coordinator/Lead Teacher Date

And I have received a copy of the comments.

_____________________________________________ _____________________ Staff Signature Date


Concerted Services, Inc. Head Start Program Request for Mentoring

Name of Individual(s) Needing Mentoring: ___________________________________

________________________________________________________________________

________________________________________________________________________ Areas of Concern: _______________________________________________________

________________________________________________________________________

________________________________________________________________________ Specific Needs: __________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________ Describe any previous assistance given: _____________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______________________________________________ __________________ Signature of Individual Completing Form Date

Center Coordinator/Lead Teacher Comments: _______________________________

________________________________________________________________________

________________________________________________________________________

_____________________________________________ __________________ Signature of Center Coordinator/Lead Teacher Date


CSI HEAD START PROGRAM MENTOR REPORT

Coaches Name: ________________________________ Date: __________________ Site you are mentoring at: _________________________________________________ Areas you are mentoring: _________________________________________________

________________________________________________________________________

________________________________________________________________________

Areas of Improvement: ___________________________________________________

________________________________________________________________________

________________________________________________________________________

Areas of Concern: _______________________________________________________

________________________________________________________________________

_______________________________________________________________________

Recommendations for the Following Training: _______________________________

________________________________________________________________________

Staff Persons Comments: _________________________________________________

________________________________________________________________________

Coaches Comments: _______________________________________________________ ________________________________________________________________________ This information will be shared with the following Head Start Staff:

1. □ Center Coordinator/Lead Teacher

2. □ Education Specialist/Asst. Education Specialist

3. □ Head Start Director

4. □ Human Resources Director

Staff Person’s Signature: ______________________________ Date: ____________

Coaches Signature: ____________________________________ Date: ____________



Subject: Request for Extension Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

POLICY: Any materials that are due in to the Central Office for the Education Specialist are to be received by the Education Specialist by the fifth of each month. For those persons who feel they need a deadline extension, will need to fill out the “Request for Extension” form. This does not guarantee that an extension will be granted. PROCEDURE: 1. The “Request for Extension” form must be filled out five (5) days prior to the original

deadline. 2. Requests for Extension will only be granted in extreme situations and must be kept at a

minimum. 3. The Education Specialist will review the reason for the extension and discuss the situation

with the Head Start Director, when needed, before a decision is made to approve or deny the request for extension.


Concerted Services, Inc. Head Start Program

Request for Extension

Name of Person Requesting Extension: ______________________________________ Position: ______________________ Original Due Date: ___________________ Material(s) Due: _________________________________________________________ Reason Extension Requested: ______________________________________________

________________________________________________________________________

________________________________________________________________________

Requested Date for Extension: _____________________________________________ Have you had any previous extensions? Yes No If yes, what was the extension for and the reason for your previous extension: ______________________ ________________________________________________________________________

________________________________________________________________________

Signature: _________________________________ Date: __________________ Comments (Coaches, Site Supervisor): ______________________

________________________________________________________________________

________________________________________________________________________

Site Supervisor/Coaches Signature: ______________________ Date: ____________

Do not write below this line. This is for Education Specialist only. ------------------------------------------------------------------------------------------------------------

Denied Approved Comments: _____________________________________________________________

________________________________________________________________________

________________________________________________________________________ _________________________________ ______________ Head Start Director Date



Subject: Request for Training Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

Policy: Any individual who feels that they or any member of their staff needs additional training will need to fill out the “Request for Training” form. Coaches or Specialists who identify an individual as needing additional training will need to fill out the “Request for Training” form. PROCEDURE: 1. The person requesting the training will need to fill out the “Request for Training” form.

2. If the person filling out the form is not the Site Supervisor, he/she will need to turn the form in to the Site Supervisor for review.

3. The “Request for Training” form should be completed and forwarded to the Training Coordinator within two (2) working days of the need being identified or the need for training being requested.

4. The Training Coordinator will review the form and determine the amount of training and the type of training needed.

5. The Training Coordinator will meet with the Head Start Director to discuss the training needed and where the training can be obtained.



Request for Training

Name of Individual(s) Needing Training: ____________________________________

________________________________________________________________________

________________________________________________________________________

Areas of Concern: _______________________________________________________ ________________________________________________________________________

________________________________________________________________________

Specific Needs: __________________________________________________________ ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Describe any previous assistance given: _____________________________________ ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

______________________________________________ __________________ Signature of Individual Completing Form Date Center Coordinator/Lead Teacher Comments:________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_____________________________________________ __________________ Signature of Center Coordinator/Lead Teacher Date



Subject: Monitoring Reports Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Director ______________________________________________________________________________

POLICY: Grantees must establish and implement procedures for the ongoing monitoring of their own Early Head Start and Head Start operations to ensure that these operations effectively implement Federal regulations. Coaches , Center Coordinators, and Lead Teachers will assure that the CSI Head Start/Early Head Start centers are in compliance with criteria stated in the Performance Standards, Standards of Care, and Licensing.

PROCEDURE: 1. Coaches ; Center Coordinators; and Lead Teachers will use the

various checklists and reports to monitor each classroom to which they are assigned.

2. A notebook for each site will contain the monthly reports.

3. All monthly monitoring reports will be housed at Central Office in the Education wing.

4. A Program notebook will contain compiled data on all sites.



Monitoring Analysis Report

Month: Date: Achievements: Concerns: Action Taken: Follow-up Comments:



Subject: Corporal Punishment


Executive Board

POLICY: The use of verbal abuse, corporal punishment, or isolation as a disciplinary measure, or the verbal threat of such punishment, or verbal abuse such as calling children names is strictly forbidden in the CSI Head Start/Early Head Start Program. Corporal punishment is defined as the use of physical force as a discipline measure. This includes, but is not limited to, spanking, slapping, pulling of hair, pinching, pulling ears, jumping in place, extending arms, push-ups, verbal abuse, standing in place for an extended period, etc. Inappropriate isolation (time out) includes, but is not limited to, confining the child in a small area, retaining the child in the classroom when other children go to play, denying an enrollee the opportunity to participate in outdoor play, restricting the child from lunch with his/her classmates, or restricting the child from being in the same area as his/her peers. Any type of isolation is prohibited. Verbal Abuses is defined as a negative defining statement toward a child. Such as calling a child a name, bullying a child or yelling at a child. The Performance Standards expects staff to increase the social competence, establish set patterns, expect success for the child, and enhance the dignity and self-worth within the child. The use of corporal punishment and total isolation of the child is not consistent with these Standards and cannot be tolerated in CSI Head Start/Early Head Start Program. Staff is to use positive guidance techniques while managing children's behavior. Use of corporal punishment, total or extended isolation by any staff member, or the verbal threat of such punishments, could be grounds for the recommendation of adverse action. All staff and new staff will be required to sign the DECAL: Discipline Rules and Regulation Acknowledgement.


Concerted Services, Inc. Head Start

Behavior Anecdotal Record

Child’s Name: _____________________ Date of Incident: ________________

Center: ___________________________ Teaching Team: _________________

Activity: ______________________________________________ Time: _______________

Enrollees Involved: ______________________________ Staff Involved: ________________

Observation Describing Incident: Strategies Used/Action Taken: Results: Additional Comments (Ex. Had to remove from classroom; danger to others, staff, enrollees, self; signs of progress; contact with parents):

Check one: _____ Minor Inappropriate Behavior _____ Severe Disruptive Behavior

Completed By: _________________________________________ Date: ____________________

Minor Inappropriate Behavior – Child’s File

Severe Disruptive Behavior – Child’s File, Copy to Center Coordinator, Center Coordinator will email a copy to the Mental Health/Disability Specialist, Head Start Director and Assistant Head Start Director.

Copies of Behavior Anecdotal Records must accompany referrals for enrollees with ongoing behavior issues.


Request to Send Enrollee Home for the Day

This information is to be completed and sent to the Head Start Director/Assistant Head Start Director immediately. The Center Coordinator/Lead Teacher should call and inform the Head Start Director/Assistant Head Start Director of the below information by phone or email.

Center: _____________________________________ Date: __________________

Child’s Name: ___________________________ Time of Incident: ___________

Teaching Staff: __________________________________________________________ Reason for wanting to dismiss the child for the day: ___________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

List any previous incidents and the dates: ____________________________

_____________________________________________________________

_____________________________________________________________

Prior action taken: ______________________________________________

_____________________________________________________________

Was the parent contacted previously? □ Yes □ No

Describe the parent’s response: ____________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Was the parent given the option to come stay with the child? □ Yes □ No

Parent’s Response: _____________________________________________

_____________________________________________________________


Severe Disruptive Behavior Meeting

Date: _________________________________

Center:____________________________ Child’s Name: __________________________

Parent/Guardian’s Name: _________________________________

The following people were present in the meeting:

Name Title

The following strategies were discussed to help the family in controlling his/her child’s behavior at home

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

The following strategies will be used at school to help the child manage his/her behavior

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________


CSI HEAD START PROGRAM “COOL DOWN” POLICY A new form of discipline that will be called “Cool Down” will be used by the CSI Head Start/Early Head Start program. The accepted use of “Cool Down” is as follows:

1. “Cool Down” will be used as a form of Discipline, meaning to Teach. Not as Punishment.

2. “Cool Down” should be used after distraction and re-direction have not provided the desired results.

3. The length of time in “Cool Down” should be age appropriate and usually 1 minute per year of age. Longer periods lose the capacity to teach and may have an opposite affect on the child.

4. The child may be directed to sit or stand next to the teacher or assistant as appropriate for the situation. The child should not be placed in an area where they are totally isolated from others. This is not to say that a child cannot be removed from the classroom or other situation if their behavior is such that there is potential harm to themselves, other children, or staff. The child should never be left alone.

5. Other adequate measures should be attempted prior to using “Cool Down”. An acceptable process to use is “1,2,3, Magic” which allows the child an opportunity to self-correct their behaviors and know the consequences if they do not.

6. Some type of visual aid should be used in the classroom to remind the class and individual children that “Cool Down” is a teaching tool used at Head Start. Visual aids may include but are not limited to the following:

a. Rewards System: Using a Sticker Chart –Kids love stickers and putting them up on the chart gives them a great visual guide for monitoring their own behavior. Each time teaching staff “catches" someone being good, they receive a small sticker for the chart. The child is responsible for placing the sticker in the row next to his/her name. This helps children practice name recognition, counting, and fine motor skills, as well as allowing them to "show off" a little for their classmates.

b. Super Stars! – A whole group reward is the "Super Star" system. When the whole class or group has completed a task successfully, exhibited good behavior, or met a goal we have been working towards, they are rewarded with a "Super Star", a large cardboard star placed in a prominent place in the room. When the group earns 10 super stars, they are rewarded. Super Stars may also be taken away when the class as a whole is exhibiting negative behavior. Removal of a super star is often all the class needs to get back on track. It’s important to remember that super stars are rewarded for whole group behavior, and the class should not be rewarded or penalized for the actions of one or two children.

7. Some type of timer should be utilized to assist the teacher and the child in keeping tract of the “Cool Down” time.

8. Most importantly, remember that “Cool Down” is a form of Discipline used to teach. Teaching assumes that Learning is taking place, and is confirmed by a Change in Behavior. Only if the Change in Behavior has occurred can Learning be confirmed.


Positive Versus Punitive

Punitive time-out is based on the silly thought that to get children to do better, we first have to make them feel worse. Positive timeout is based on the understanding that children will do better when they feel better.

Four R’s of Punishment

1. Resentment: “This is unfair. I can’t trust adults.”

2. Revenge: “They’re winning now, but I’ll get even.”

3. Rebellion: “I’ll do just the opposite to prove that I don’t have to do it their way.”

4. Retreat into:

a. Sneakiness: “I won’t get caught next time.”

b. Reduced self-esteem: “I’m a bad person.”

Discipline that teaches children helps them learn for the future.

Punishment makes children pay for the past.


Criteria for Positive Time-out (Cool Down)

1. Positive time-out is designed to encourage children and to teach them self-control and self-discipline.

2. Positive time-out is respectful because children are involved participants rather than objects or victims of the process.

3. Positive time-out teaches children to

understand that their brains don’t function well when they are upset. They learn the value of taking time to calm down until their brains are functioning in a way that is advantageous, rather than detrimental, to them.



Subject: Reporting Misconduct Toward a Child Program: CSI Head Start Section: Education

Approved: Executive Director, Policy Council ________________________________________________________________________

Misconduct toward children will not be tolerated. Disciplinary Actions used to correct a child’s behavior, guidance techniques and any activities in which the children participate or observe at the center shall not be detrimental to the physical or mental health of any child. Personnel shall not:

Physically or sexually abuse a child or engage or permit others to engage in sexually overt conduce in the presence of any child enrolled in the center

Inflict corporal/physical punishment upon a child Shake, jerk, pinch or handle a child roughly Verbally abuse or humiliate a child which includes, but is not limited, to, the use of threats,

profanity or belittling remarks about a child or his/her family Isolate a child in a dark room, closet or unsupervised area Use medical or physical restraints or devices to discipline children Use mediation to discipline or control a child’s behavior without written medical authorization

issued by a licensed professional and given with the parent’s written consent Restrict unreasonably a child from going to the bathroom Punish toileting accidents Force Feed a child or withhold feeding a child regular scheduled meals and/or snacks Force or withhold naps Allow children to discipline or humiliate other children Confine a child for disciplinary purposed to a swing, highchair, infant carrier, walker, jump

seat Commit any criminal act, as defined under Georgia law which is set forth in O.C>G. A. Sec.

Authority O.C. G.A 20-1A-1

PROCEDURE:

The person witnessing or hearing the misconduct towards a child should fill out the Misconduct Toward a Child Reporting Form at the time the complaint is filed.

Copies of the Incident/Complaint form are located in the Education procedures manual or the Lead Teacher/Center Coordinator will have copies.

After witnessing the incident the person, should immediately call the Center Coordinator/Lead Teacher and inform him/her of the incident

Email or hand deliver the form directly to the Center Coordinator/Lead Teacher The Center Coordinator/Lead Teacher will immediately call and notify the Head Start Director

and the Assistant Head Start Director.


The Center Coordinator will email the Misconduct Toward a Child Reporting Form directly to the Head Start Director and Assistant Head Start Director.

The Center Coordinator will immediately get statements from all witnesses and will examine any video evidence that is available. The Head Start Director and/or Assistant Head Start Director will determine whether the person

reported will remain on site or be sent home pending investigation. After a thorough investigation is completed, a decision will be made. If the alleged misconduct is of such a nature that it is reported to DFCS and they accept the

case, they will complete the investigation. The results of the investigation will be reported back to the Director of Head Start/Early Head Start within three days.

Individuals found to be guilty could be terminated.


Misconduct Toward a Child Reporting Form

Name of Person Reporting Misconduct Toward a Child: __________________________ Contact Telephone Number for Additional Information: ____________________________ Person Committing Misconduct Toward a Child: ________________________________ Name of Child/Children Involved in Incident: _______________________________ Date, Time, & Location of Incident: ________________________________________ Date and Time incident was reported to Center Coordinator/Lead Teacher: Date__________________ Time Incident Reported_____________________ (Must be reported immediately after witnessing the incident.) Date Report was Completed: _______________ Explain briefly what happened: _____________________________________________ ________________________________________________________________________ Name(s) of staff present that witnessed the incident: ___________________________ ________________________________________________________________________ Name(s) of any other individual(s) (other than staff) present that witnessed the incident: ________________________________________________________________________ Steps to be taken immediately after completing this form;

1. Call the Center Coordinator/Lead Teacher and inform him/her of the incident 2. Email or hand deliver the form directly to the Center Coordinator/Lead Teacher 3. The Center Coordinator/Lead Teacher will immediately call and notify the Head Start Director and the Assistant Head Start Director. 4. The Center Coordinator will email the Misconduct towards a Child reporting form directly to the

Head Start Director and Assistant Head Start Director. 5. The Center Coordinator will immediately get statements from all witnesses and will examine any

video evidence that is available. 6. The Head Start Director and/or Assistant Head Start Director will determine whether the person

reported will remain on site or be sent home pending investigation. 7. After a thorough investigation is completed, a decision will be made.

________________________________________ ______________________________ Signature of Person Reporting Incident Date and Time report is submitted _________________________________________ ______________________________ Signature of Center Coordinator/Lead Teacher Date and Time report is received _________________________________________ ______________________________ Signature of Head Start Director/Asst. Head Start Director Date and Time report is received



Subject: Internal Concern Report Program: CSI Head Start Section: Education

Approved: Executive Director, Policy Council ________________________________________________________________________

Misconduct towards children or staff will not be tolerated.

PROCEDURE: 1. The staff person witnessing or hearing the misconduct should fill out the Internal Concern

Report at the time the complaint is filed. 2. Then the person should call the Center Coordinator/Lead Teacher and inform him/her of the

incident 3. Email or hand deliver the form directly to the Center Coordinator/Lead Teacher 4. The Center Coordinator/Lead Teacher will immediately call and notify the Head Start Director

and the Assistant Head Start Director. 5. The Center Coordinator will email the Misconduct Toward a Child Reporting Form directly to

the Head Start Director and Assistant Head Start Director. 6. The Center Coordinator will immediately get statements from all witnesses and will examine any

video evidence that is available. 7. The Head Start Director and/or Assistant Head Start Director will determine whether the person

reported will remain on site or be sent home pending investigation. 8. After a thorough investigation is completed, a decision will be made.


CSI Head Start Program Internal Concern Report

Site: ______________________________ Date: __________________________

Employee Completing Form: __________________________________________

Position: ___________________________________________________________

Concern: ___________________________________________________________

__________________________________________________________________

Description of Incident (including time, individuals present, etc.)

Signature:________________________________________________ Date:_________________



Subject: Staff Meetings Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________

POLICY: Staff will meet regularly for purposes of planning, program quality assurance, and information sharing. Minutes will be taken of all meetings. Sign-in sheets will be completed and minutes will be taken at all meetings. A separate training sheet will be completed for the trainings provided at the staff meetings. PROCEDURE: 1. Center Coordinators/Lead Teachers will meet regularly with the teaching staff, Family

Advocates, and other appropriate staff (assistants, volunteers, nutrition staff, custodians, etc.).

2. Meetings will be scheduled at least monthly and will take place when children are not present.

3. Scheduled staff meetings will be held monthly.

4. These meetings will provide opportunity to encourage open communication and share with staff information presented at the management meetings. It also provides a forum for staff to share accomplishments, information, and/or concerns, and to provide input on decisions that affect the services provided by the Program.

5. Assigned center staff will share information at each monthly meeting. Each teaching team should be assigned to share information at least once during the school year. The following forms will be completed on the training sessions: Training Attendance Log and Agenda

6. Meetings will be held to share information from each component. The trainings provided at the staff meetings includes but is not limited to the following:

7. Center Coordinators/Lead Teachers will need to have an agenda for the scheduled monthly staff meeting which will be turned in with your minutes and sign-in sheets to the Assistant Head Start Director

8. All Training logs will need to be submitted to the Training Specialist


9. Center Coordinators/Lead Teachers or designee will maintain the “Meeting Attendance Log” for each meeting, and will take detailed minutes

10. Called Staff Meetings can be held anytime the need arises. The Center Coordinator/Lead Teacher can call a meeting, but the meetings must include minutes and sign-in sheets.

11. As appropriate or needed, Center Coordinators/Lead Teachers will share information from these meetings with other management staff.

12. All trainings, including staff trainings, should be recorded and sent to the Training Specialist. A sign-in sheet must be attached.



Staff Meeting

Agenda

Date:___________________

Items Discussed

_________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Staff Recognitions

___________________________ __________________________

___________________________ __________________________

___________________________ __________________________

Please make sure you attach sign in sheets, minutes and training logs (if applicable).

Submit all training logs to Training Specialist


Subject: Appearance Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________________________________________ _____

POLICY: All staff should be professional in their attire and appearance. Dress Code Chart:

Can I wear? Normal Day with children

Home Visits

Teacher Work Days

In-Service Days

Pre-Service

Days

Every Friday

Jeans or jean capris

No, with the exception of Fridays

Yes Yes No no yes

T-Shirts

No, with the exception of Fridays

Yes Yes No No Yes

Scrubs Yes Yes Yes Yes Yes Yes

Capris Yes Yes Yes Yes Yes yes

Dress pants Yes Yes Yes Yes Yes yes

Dress top Yes Yes Yes Yes Yes Yes

Dress/skirt (Professional length)*unless religious

No No Yes Yes Yes no

Sleeveless shirt/dress

No No No No No no

Sandals No Yes Yes Yes Yes No

Boots Yes Yes Yes Yes Yes Yes

Heels No No No Yes Yes No

Flat shoes Yes Yes Yes Yes Yes Yes

Flip flops No No No No No No

Necklace No No Yes Yes Yes No

Wedding Band Yes Yes Yes Yes Yes Yes

Stud Earrings Yes Yes Yes Yes Yes Yes

Hoop Earrings No No Yes Yes Yes No

Bracelets No No Yes Yes Yes No

*T-shirts must be Head Start or Educational *Jeans should not have holes or tears

*Clothes must not be too tight, revealing or short

*If you have any doubt, ask your supervisor before wearing


Subject: Death of an Enrollee Policy Program: CSI Head Start Section: Education

Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

POLICY: Parents of classroom enrollees will be notified of the death of a fellow student and be informed that grief counseling will be provided.

PROCEDURE: 1. Grief counseling will be provided to enrollees and the child’s teachers. This will also

be provided to any employee having close contact with the deceased. For example: bus monitor, bus driver, etc.

2. The center will take up a collection of funds to be given to the child’s family.

3. Central Office staff will be notified of all deaths (enrollees and staff) and the arrangements. They will also be notified of the collection of money so Central Office staff can contribute.

4. The assigned Family Advocate, along with the Center Coordinator/Lead Teacher will visit the child’s family to express the program’s condolences.

5. A representative from the center and when possible from Central Office will attend the funeral. Central Office will also send a card to the family.

6. The child’s belongings will be removed from the classroom by the family’s assigned Family Advocate. This will not occur while enrollees are present. The belongings will be returned to the parents/guardian within two weeks of the enrollee’s death.

7. A Memory Booklet or any activity recommended by the grievance counselor will be made by the child’s classmates. This material will be carried to the child’s family, kept in the center, or do both.

8. Staff will be advised by a trained professional how to discuss the deceased enrollee and answer questions should they arise in the upcoming months.

When possible, the enrollee or staff should be remembered by planting a tree in their memory or displaying a plaque of deceased enrollees/staff. Parents of the deceased should be invited to such ceremonies.


1. Have the Family Advocate to continue making contact with the family of the deceased enrollee throughout the year and to assist whenever possible.

2. The following books have been recommended to use in the classroom:

a. The Bug Cemetery by Frances Hill and Vera Rosenberry b. Six Is So Much Less Than Seven by Ronald Himler c. I Will Always Love You d. I Will Love You Forever


Subject: Death of a Staff Person Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

________________________________________________________________________

POLICY: Each site will set their own procedures for the death of a staff person in their hospitality by-laws. PROCEDURE: 1. Central Office should be notified immediately of the death and informed of the

arrangements.

2. The Center Coordinator/Lead Teacher will inform the Head Start Director of the center’s decision to collect money, send flowers, or do both so that the Central Office staff can participate should they choose to.

3. Grief counseling will be provided to enrollees and staff that are involved daily with the staff person. This will also be provided to any employee having close contact with the deceased. For example: bus monitor, bus driver, etc.


Subject: Substitute Teachers Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board _______________________________________________________________________ _

POLICY: A list of approved individuals should be maintained to fill in when regular staff are absent from the Center or when floaters are unavailable. Training will be provided for substitute teachers by the components of Concerted Services, Inc. Head Start/Early Head Start Program. PROCEDURE:

1. Center Coordinators/Lead Teachers will keep an updated list of approved substitute teachers that will fill in when the regular teaching staff are absent from the center. This will enable staff to attend trainings and technical support events and to be off for PTO or sick leave when floaters are not available.

a. Substitute Teachers will receive new staff orientation, training and attend all in-service trainings during the year..

b. Position Vacancies will be advertised when a center is in need of a Substitute

Teacher.

2. Substitutes are encouraged to attend Pre-service and In-service training provided by the program.

3. Experience in Head Start/Early Head Start or in Child Care or a degree in Early Childhood Education is preferred.

Center Coordinators will call in a substitute teacher only when all floaters are unavailable. Center Coordinators will be encouraged to limit the use of substitute teachers to help with the Head Start budget.



Subject: Personal Visitors Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

______________________________________________________________________

POLICY: Personal Visitors are not allowed at the center to ensure the safety of the children and staff. Procedure:

1. Personal visitors cannot visit the classrooms. All emergency visits must be conducted in the front office for the safety of the children and other employees. All prolonged visits over 5-10 minutes must be approved by the immediate supervisor.

2. Anyone needing to bring items to an employee must drop the item off at the office. The Center Coordinator/Lead Teacher will deliver the item to the employee after the children leave.

3. On home visit days, staff should bring their own lunch or flex the extra hour if they want to take a lunch hour.

4. On Teacher Work Days, staff may have food delivered to the center. Staff must make prior arrangements for their own children. Employee’s family members (children, spouse, etc.) or friends are not allowed to stay at the center for the day with an employee during working hours.

5. Employee’s family members or friends will not be allowed to stay at the worksite for a prolonged period of time during regular business hours unless involved in approved volunteer activities or job shadowing which must be approved prior to them volunteering by the Head Start Director and Parent Involvement Specialist. 6. Head Start enrollees that have a parent/guardian/family member working at Head Start center may arrive at the center with their parent/guardian/family member.

7. Employees should make necessary arrangements for their children’s school pick up so the worksite is not used for a personal after school facility.


CSI HEAD START PROGRAM Subject: End of Year Classroom/Center Closing Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

POLICY: Equipment, materials, and supplies will be properly cleaned and stored. Classrooms and offices will be thoroughly cleaned. All supplies needed for the following school year will be submitted on the Monthly Status Checks.

PROCEDURE: Closing Classrooms: 1. Sweep/vacuum floors, rugs, and disinfect with approved materials from Facilities

Specialist.

2. Wash and appropriately store all outside equipment (if applicable).

3. Discard sand from the sand table. Empty all water from the water table.

4. All files, papers, and records not needed by Family Advocates or Site Supervisor must be organized, labeled and stored in a locked file cabinet. Please make sure the Site Supervisor has a key to your files.

5. All keys will be submitted to the Site Supervisor and labeled with the room number.

6. Unplug electrical appliances; computers; turn off air conditioners; turn in all keys (classroom, file cabinets, center, and storage cabinet keys) to Site Supervisor. The Site Supervisor will inform the Education specialist of the location of the keys to all classrooms and centers. Keys are not to be taken from the center during vacations, spring breaks, or summer breaks.

7. Classroom Cameras and Video Cameras will be locked in the classroom filling cabinets.

Closing Centers: 1. Sweep/vacuum floors, rugs, and disinfect with approved materials from Facilities

Specialist. 2. All files, papers, and records not needed by Family Advocate, must be organized, labeled

and stored in a locked file cabinet.

Individuals Returning to Work All employees will sign in they plan to return the following year or not. It is very important for employees to notify supervisor if their plans change for returning so, a vacancy can be advertised.



Individuals Returning to Work Center: ______________________________________________________

Individual’s Name

I plan to return for the

___________ school year.

Staff’s Initials

I do not plan to return for the ___________ school year.

Staff’s Initials

Please list any current vacancies that you may have. ______________________ _______________________________________________________________________



Subject: Emergent Literacy/Numeracy Skills Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

A variety of developmentally appropriate activities and materials are provided for the development of each child's cognitive skills, language skills, literacy development, and numeracy development.

PROCEDURE: 1. Each classroom has a Zoo-phonics kit to use that reinforces alphabet knowledge and

phonemic awareness.

2. A STEP (Strategic Teacher Education Program) manual is available in each preschool classroom for teaching staff to reference for emergent literacy activities. The manual covers the following topic areas: Best Practices; Phonological Awareness; Written Expression; Language Development; Print and Book; Motivation to Read; and Letter Knowledge.

3. Each preschool classroom will start with the following basic S'T'EP activities and expand as appropriate. Activities will include:

• Using nursery rhymes for transition activities; • Conducting 1 read aloud per day; • Introduction of the book title, author, and illustrator • Asking at least three open ended questions per read aloud; • Introduction of three new vocabulary words per book; • Using the daily message/news board in the classroom; • Using KWL charts; • Having the children sign-n/sign-out each day; • Using the home/school chart; • Each child will have a journal with at least one entry per week; • Each child will have a portfolio with at least one entry per week; • Each room will use a Letter Wall; • Ensure a print rich environment.

4. Teaching staff should model good reading and writing techniques at all times.

5. Emergent literacy indicators have been added to the Coaches monitoring checklist


6. Lending Libraries are available at each site. These materials are also available in Spanish.

7. Books, games, songs, and manipulatives are available in the classrooms that reinforce literacy and numeracy skills.



Subject: Missing/Lost Enrollees Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

Procedure for Missing/Lost Enrollee at the Center: 1. When staff is aware that an enrollee is missing, they will immediately notify the Center

Coordinator/Lead Teacher.

2. The Center will immediately go into “Lock Down” until a search is completed. The Center Coordinator/Lead Teacher will assign staff to search the building. Additional staff will be assigned to search the grounds and vehicles.

3. The Police Department and the Parent/Guardian will be notified immediately of the situation by the Center Coordinator/Lead Teacher. The Head Start Director and the Assistant Head Start Director will be notified immediately by a designated person assigned by the Center Coordinator/Lead Teacher.

4. Staff that last saw the enrollee will complete an in-depth report. (See Attachment) 5. The Assistant Head Start Director will be notified of the situation immediately. The

Operations Director; Executive Director; and Head Start Director will be informed immediately by the Assistant Head Start Director.

6. The Center Coordinator/Lead Teacher will remain in contact with Administrative staff..

7. When the enrollee is located, a complete investigation will be completed by the Head Start Director and the Assistant Head Start. Appropriate action will be taken to prevent such an event from occurring again. A completed investigation will be provided to the Head Start Director. (See Attachment)

8. Center Coordinator/Lead Teachers of Licensed Centers must notify DECAL of the incident within 24 hours.


CSI Head Start Program Missing/Lost Enrollee Report

Center: ________________________________________ Date: __________________

Teaching Team: _________________________________________________________

Name of Missing/Lost Child: ______________________________________________

Time enrollee was noticed missing/lost: ______________________________________

Time and location that child was last seen: ___________________________________

Staff with child last: ______________________________________________________

Child’s sex: ____Weight: _____Height:_____ Eye Color: ______Hair Color: ______ Any

distinguishing marks: ________________________________________________

Describe the clothing the child is wearing: ___________________________________

________________________________________________________________________

Child’s Home Address: ___________________________________________________

Parent/Guardian: ________________________________________________________ Home

Phone: ___________________________________________________________

Work Number for Mother: ________________________________________________

Work Number for Father: ________________________________________________

Any individuals noticed within the building or around the grounds that could have had contact with the child. Names: (1) ______________________________________ (2) ________________________________ (3) _________________________________

Description of any individuals within the building or on the grounds.

(1) _____________________________________________________________________

(2) _____________________________________________________________________

(3) _____________________________________________________________________


Describe any unusual behavior that the child might have displayed within the last week.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Are you aware of any concerns within the family? (Ex. Parents separating, parent

forbidding another to have contact with the child, etc.) _________________________

________________________________________________________________________

Does the child have any identified health problems? If yes, what are the problems?

________________________________________________________________________

________________________________________________________________________

Attach a picture of the child to this report.

Signature of person completing this report: __________________________________

Date: __________________________ Time Completed: ______________



Subject: Pictures/Proofs Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________________________________________

POLICY: Parents/Guardians will get an opportunity to allow their child to participate in the taking of profession school pictures. Parents/Guardians will also be allowed to purchase any photographs taken of their child. Procedure: 1. Pictures will be taken twice during the school year by a professional photographer.

2. Only money orders will be accepted as payment for any pictures selected by the parents. 3. Proofs will be viewed at the center. The proofs are not to be sent home.

4. Proofs are not to be held at the center for longer than two weeks after the proofs are delivered from the photography studio.

5. The totals of the money orders and the total amount for the proofs ordered must match. Site Supervisors will double check both amounts for consolidation.

6. Proofs and money orders will be mailed to the photography studio by the Center Coordinator.



Subject: Additional Staff Requirements Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

The following procedures are to be followed to ensure child-staff ratios are met; to ensure staff are eating with the children; to ensure assigned paperwork is done during designated times; to ensure appropriate music is played; to ensure that children develop the habit of brushing teeth after meals; and to ensure that staff attends designated training sessions.

Procedure:

1. Staff will only work on assessments and other required paperwork during the enrollees rest time and during planning time in the afternoons.

2. Staff will not be removed from their regular work station and their routine assigned duties without the approval of the Assistant Head Start Director.

3. When a classroom is being monitored, the review of these findings should be discussed with classroom staff at the end of the day. This also applies to any concerns that are to be discussed with staff.

4. The only food eaten by the staff at the centers will be the food served to the enrollees. The only exception is when staff has a written doctor’s excuse. On work days, when the children are not present, staff may have food delivered to the center or they may bring their own lunch. After the enrollees leave, staff can have their personal snacks.

5. Staff and enrollees must brush teeth after lunch.

6. The only music that will be permitted at the Head Start Centers will be music played in the classrooms for the enrollees. Staff may listen to music softly in their classroom on Teacher Work Days. While soft music is playing the door must be shut to keep from interrupting other staff members.

7. Teaching staff will meet with their assigned Family Advocate monthly or as needed during the week.

8. All staff should attend all designated trainings for their identified positions. Staff should be respectful and avoid disrupting trainings by going in and out of the room; having cell phones in the training; talking with co-workers; and not arriving on time. Staff should also be attentive to all presentations and not sleeping.

9. Staff will be expected to be in their seats and ready to begin all trainings at their designated start time.


CSI Head Start

Daily Checklist

Center:___________________ Room:________

Week Of:

Daily Checks Completed Staff Initials

Mon. Tues. Wed. Thurs. Friday

Health Checks

Attendance

Book Bags

Children Teeth Brushed

Adults Teeth Brushed

Head Count

Meal Count



Health Checks

Attendance

Book Bags



Head Count

Meal Count



Health Checks

Attendance

Book Bags



Head Count

Meal Count



Health Checks

Attendance

Book Bags



Head Count

Meal Count



Health Checks

Attendance

Book Bags



Head Count

Meal Count



Subject: Animal/Pet Policy Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

________________________________________________________________________

POLICY: Classroom pets or visiting animals must appear to be in good health. Teaching staff supervise all interactions between children and animals and instruct children on safe behavior when in close proximity to animals. Program staff will make sure that any child who is allergic to a type of animal is not exposed to that animal. Reptiles are not allowed as classroom pets because of the risk for salmonella infection. Procedure: 1. Classrooms are to have living things in their classroom, such as a plant or animal. 2. All animals brought into the classroom must have prior approval from the Center

Coordinator/Lead Teacher

3. Plants permitted would be as follows: a. Any Non-Poisonous Plant (plant must be labeled as non-poisonous and be

named)

4. Staff are encouraged to make bird feeders that would allow the enrollees to view the birds and watch them eating. The enrollees would still have the responsibility of caring for another living object by providing food for the feeder.


CSI HEAD START PROGRAM Subject: Assigning Teaching Teams Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________ ________________________________

POLICY: Each group of children will be assigned teaching staff who have the primary responsibility for working with their assigned group of children. The teaching staff will provide ongoing personal contact, meaningful learning activities, supervision, and immediate care as needed to protect the children’s well-being.

PROCEDURE: 1. Assignments of teaching teams are completed prior to the close of Pre-Service.

2. Center Coordinator/Lead Teacher will fill out the Teaching Teams Form and will meet with the Assistant Head Start Director to discuss the assignments.

3. Any revisions to the classroom assignments must be approved by the Assistant Head Start Director and the Head Start Director.


CSI HEAD START PROGRAM Subject: Parent Participation Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ________________________________________ ________________________________

POLICY: Program staff ensures that all families, regardless of family structure; socioeconomic, racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in all aspects of the program, including volunteer opportunities. These opportunities consider each family's interests and skills and the needs of program staff. Program staff engages with families to learn from their knowledge of their child's interests, approaches to learning, and the child's developmental needs, and to learn about their concerns and goals for their children. This information is incorporated into ongoing classroom planning. Program staff uses a variety of formal and informal methods to communicate with families about the program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children's learning. Staff uses a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff, get input from families about curriculum activities throughout the year. Program staff and families work together to plan events. Families' schedules and availability are considered as part of this planning.

PROCEDURE: 1. Parents are encouraged to be an active participant in their child’s education by: a.

Volunteering

b. Working on activities at home c. Input into the curriculum d. Making materials for events/activities e. Anecdotal notes f. Serve on the Education Committee g. Serve on the School Readiness Committee

2. Parents have to complete a Volunteer Packet to volunteer in the classroom. 3. The Education Committee meets twice a year in September and April and all parents are

invited to participate. This provides input into the Education Component. Parent Surveys are completed during the meetings.


4. Staff orients and train parents about Head Start components, and opportunities for parent involvement at the beginning of the program year and during monthly parent meetings.

5. Head Start classrooms are open to parents during all program hours.

6. Parents are welcomed as visitors and encouraged to observe children as often as possible and to participate with children in group activities.

7. The participation of parents in any program activity is voluntary, and is not required as a condition of the child’s enrollment.

8. Program managers monitor all classrooms to determine the extent of parent involvement and give technical assistance when needed/requested.



Subject: Strategies for Negotiating Differences with Families Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

________________________________________________________________________

POLICY: Teachers and families work together to help children participate successfully in the early childhood setting. When professional values and practices differ from family values and practices, the differences will be addressed. Program staff encourages families to raise concerns and work collaboratively with them to find mutually satisfying solutions to the issue. Program staff uses a variety of techniques to negotiate difficulties that arise in their interactions with family members. Program staff makes arrangements to use these techniques in a language the family can understand. Procedure: 1. The differences of opinion will be identified. 2. The Center Coordinator/Lead Teacher will attempt to resolve the difference unless the

situation involves him/her.

3. In the event it involves the Center Coordinator/Lead Teacher, the Assistant Head Start Director will attempt to resolve the difference between the two parties.

4. Both individuals will present their side. 5. The Center Coordinator/Lead Teacher or Assistant Head Start Director will attempt to

resolve the problem after hearing the concerns of both parties.

6. If a resolution is not met between the two parties the individuals will be scheduled to meet with the Head Start Director.

7. A translator will be provided when needed.


Subject: Walking Ropes/Daily Head Count Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board

________________________________________________________________________

POLICY: CSI staff will ensure the safety of all enrollees. Staff should be aware of the number of enrollees in their care at all times. Procedure:

1. Staff may use walking ropes or another method to keep children safe when going from one location to another.

2. A staff person will be assigned to the front and to the end of each line. 3. Enrollees will be counted when leaving the classroom and when they arrive at

their destination. 4. The last staff person out of the room will do a visual sweep of the classroom before

enrollees proceed to their destination. 5. Then the class will stop while the Center Coordinator/Lead Teacher, or designee,

sweeps the room. 6. After the room is swept, the person sweeping will tell the teacher “no students left”;

you may proceed. 7. Daily counting sheets are filled out any time the enrollees are leaving the classroom;

when they reach their destination; and when they return to the classroom. 8. The counting sheets will be kept on file in the classroom in a folder labeled “Daily

Head Count sheets”. 9. If used, walking ropes will need to be sanitized before and after each use with a bleach

water solution and allowed to dry for 2 minutes before children can use. 10. A ribbon will be tied to the ring of enrollees that are absent.


CSI Head Start Head Count/Check off list

Site:_____________ Room Number :______ Teaching Team:___________________________ Date:__________________

Enrollee’s Name Lunchroom Bathroom Playground Bathroom Lunchroom Playground Bathroom Additional Exits

out in out in out in out in out in out in out in out in

Head Count *Check the box next to each child’s name and tally the number of students at the bottom. (A) Absent (T) Tardy (LE) Left Early


CSI Early Head Start Head Count/Check off list

Site:_____________ Room Number :__________ Teaching Team:____________ Week of:_________

Monday

Enrollee’s Name Bathroom Playground Bathroom Bathroom Playground Additional Exits

out in out in out in Out in Out in Out in

Head Count

Tuesday


Out in Out in Out in Out in Out in out in

Head Count


Wednesday



Head Count

Thursday


Out in Out in Out in Out in Out in Out in

Head Count

Friday



Head Count

*Check the box next to each child’s name and tally the number of students at the bottom. (A) Absent (T) Tardy (LE) Left Early



Subject: Zoo-phonics Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

POLICY: Zoo-phonics teaches kids to read, spell and write. Through games and other phonics materials, this program makes the connection between reading, spelling, literature and student writing. The Zoo-phonics Program teaches the alphabet using a cast of Animal characters and sounds, and a body movement that directly relates to the Animal/Letter, allowing children to utilize the alphabet immediately. Zoo-phonics provides teachers, parents and students with comprehensive, phonics materials, bringing fun and excitement to learning, motivating children and ensuring success. Procedure:

1. The teaching staff will introduce The Animal, drawn in the shape of the lowercase letters, which helps children remember the shapes of the letter. The alternative names of the Animals teach the letter sounds. Zoo-phonics uses Animals in the shapes of lowercase letters before teaching the actual letters. Sequentially, the child learns first the Animal Shapes, then the Merged Animal-Letters and finally, when developmentally ready, the letters themselves

2. Letter sounds are taught before letter names. We do not read with letter names, we read with sounds. These sounds are the same sounds that children have heard from birth. Reading and spelling should be taught through the same auditory system (language) that children have known from birth.

3. Lowercase letters are taught before capital letters.

a. It is easier for a young child to form a lowercase letter than a capital letter. (Capitals require more strokes, pencil lifts and diagonal lines.)

b. Reading materials are written 95% of the time in lowercase letters. c. It is easier for a child to read sentences written in lowercase letters than capital letters

because capital letters are all the same size.

4. The teaching staff will introduce the body movement for each animal letter which helps "cement" the phonemic information into memory. Research states that when the body moves, the brain remembers. The Zoo-phonics Body Signals allow children to put their natural "wiggles" to good use and act as a cue for memory. We know statistically that anytime we physically perform, memory is enhanced.


http://www.zoo-phonics.com/Product_Information.html




















http://www.zoo-phonics.com/Brain_Efficient.html








5. The teaching staff will teach the alphabet sequentially, and as a whole entity, "a-z." The alphabet is not fragmented. Emergent learners can use the whole alphabet immediately because the Zoo-phonics Animals and Signals make it so concrete and playful.

6. Short vowels are taught before long vowels. It is much easier for a child to remember the sounds of a word with two and three letters, than to memorize the configuration of larger words. Most long vowels are found in larger words because they require other vowels to create the long sound.

7. When children are ready for more advanced concepts, long vowels, diphthongs, silent letters, and soft sounds are taught with the Animal/Letters through Signals, stories, music and skits.

8. Phonemic patterns (at, bat, fat, sat, etc.) are taught first, rather than random word lists (of, it, then, was, etc.) Children are "naturals" at locating patterns. Patterns help them make sense of their world. Zoo-phonics teaches children through repetitive patterns, to make them aware of the patterns in speech and text.

9. High frequency words are taught phonemically, not by sight.

10. Phonics is taught as an integrated part of the language process. 11. The teaching staff will use games and activities that incorporate Zoo-phonics.



Subject: Security Systems Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ________________________________________________________________________

POLICY: CSI staff will ensure the safety of all enrollees, staff, and volunteers. Staff will demonstrate safety practices. Procedure:

1. Center Coordinators/Lead Teachers will assure that all security measures that are in place will be activated at all times. This includes the door to the front entrance is locked at all times.

2. If a security camera is not working the Center Coordinator must immediately do a work order on the School Dude website and contact the Facility Specialist. If the camera is not reported by the Center Coordinator to the Facility Specialist and an incident occurs or it is noticed not working on a site visit, the Center Coordinator/Lead Teacher could face disciplinary action.

3. Teaching staff will keep classroom doors locked at all times.

4. Windows and peep holes in the doors will remain uncovered.

5. Doors are not to be left propped open at any time. This also includes doors that lead to the playground from the classroom.

6. Infractions of this policy will be reviewed.


CSI HEAD START PROGRAM Subject: Keeping Current Information Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

Grantee and delegate agencies must establish and implement systems to ensure that accurate information is provided in cases of emergencies. The cooperation of parents and all staff is required to properly document children’s absence from the program and assure minimum 85% program-wide attendance each month

PROCEDURE: 1. Teaching teams will request that the parents update any emergency contact information during

the first Center visit.

2. Teaching staff are to complete a Change of Status form to record information changes on children and families. Completed Change of Status forms are submitted to the Family Advocates for data entry into ChildPlus.

3. Family Advocates will share any updated information gathered from the parents with the teaching staff.

4. The teaching staff will meet with the Family Advocates and schedule a day to meet each week to discuss updates and absenteeism.

5. Updates should be made immediately.

6. Staff will also inform their immediate supervisor of any change of status on themselves such as address and telephone number.

7. The teacher records all absences on the “Absentee Tracking Sheet” form FCP 620. Family Advocates, Center Coordinators/Lead Teachers, and all other staff receiving information regarding a child’s absence must communicate this to the teaching staff using the “Family Contact” form” FCP 630. All absences must have the reason for the absence and the expected date of the child’s return, if known, documented on the “Absentee Tracking Sheet”.

8. By 9:30 a.m. the teacher places this form in the Family Advocate’s box. The teacher will receive the form back in their box by that afternoon. At the end of the week the “Absentee Tracking Sheet” is attached to the “Daily Attendance and Meals Worksheet” ChildPlus Data Engine Report # 2315 and submitted to the Center Coordinator/Lead Teacher. The Center Coordinator/Lead Teacher is responsible for submitting the forms to the Family Advocate.


9. Early Head Start Staff will also have the parents fill out the Information on Early Head Start Families Form (EHS 2001; B-336b) during the first Center Visit and during the Parent/Teacher Conferences in November and May.


CSI Information on Early Head Start Families

1. Mother's Name: __________________________ 2. Father's Name: ________________________

3. Enrollee's Name: _________________________ 4. No. of Children: ______________________

5. Is the Mother enrolled in school? □ Yes □ No

6. List the grade or level that the mother is in: ___________________________________________

7. Give a brief description of your academic progress (grades, your next goal, concerns, etc.)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

8. What is your projected graduation date? _____________________________________________

9. Is the Father of the enrollee involved at the center? □ Yes □ No

10. Additional Comments:

Parent Signature: _____________________________________ Date: ______________________

Parent Signature: _____________________________________ Date: ______________________

This form will need to be completed at the first Center Visit; Parent/Teacher Conference in November; and at the Parent/Teacher Conference in May.


CSI HEAD START PROGRAM Subject: Video Cameras Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ___________________________________________________________________________________

POLICY: Video cameras will be provided for each Coach. The cameras are to remain at the Center at all times unless carried to additional assigned sites for monitoring. Procedure:

1. Coaches will sign the Receipt for Video Camera upon receiving the camera.

2. Coaches understand that it is their responsibility to keep up with and maintain the quality of the camera.

3. IF a camera is damaged or does not work properly, the Coach will need to report it immediately to the Education Specialist.

4. Video cameras cannot be used for personal use outside of the classroom or center.

5. Video cameras are to be turned in to the Education Specialist at the end of the school year.

6. Coaches understand that the camera is to be used for the following:

a. Monitoring of the Classrooms b. Recording Agency/Program Events


CSI HEAD START PROGRAM Receipt for Video Camera

Center: __________________________

I received a _____________ Video Camera on _______________.

(Brand) (Date)

Model/Serial Number: ___________________________________

I understand that it is my responsibility to keep up with and maintain the quality of the Video Camera I received.

I understand that the camera is to be used during monitoring of the classrooms assigned to me. I understand that the camera is not to leave the center except for traveling to additional assigned sites.

Coach Signature: ________________________ Date: __________



Subject: Safety Sam – A Transportation Education Curriculum Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ______________________________________________________________________________

POLICY: 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 required transportation and pedestrian safety education of children and parents must be provided within the first thirty days of the program year. The Safety Sam Transportation Education Curriculum covers vehicle and pedestrian safety. In this curriculum, vehicle safety and pedestrian safety are presented as an ongoing part of preschool education. The curriculum includes components devoted to classroom activities, bus activities, and parent education materials for use in home tasks, parent meetings, and home visits, to impact the health, safety, and well-being of the entire family. The motto for Safety Sam is: “I can do it! Just wait and see! I can be safe, as safe as can be!”

PROCEDURE: 1. Unit 3 on Pedestrian Safety will be reviewed with the parents at Parent Orientation prior to

the child entering the classroom.

2. The staff will use the Transportation Education Curriculum (Safety Sam) to teach children:

a. Safe riding practices; b. Safety procedures for boarding and leaving the vehicle; c. Safety procedures in crossing the street to and from the vehicle at stops; d. Recognition of the danger zones around the vehicle; and e. Emergency evacuation procedures, including participating in an emergency

evacuation drill. 3. The staff will use the Transportation Education Curriculum (Safety Sam) to provide

training to parents that:

a. The importance of reinforcing the training provided to children regarding vehicle safety.

4. The staff will encourage the parents to reinforce the safety practices at home.



Subject: Second STEP – A Violence Prevention Curriculum Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board _______________________________________________________________

POLICY: Children’s learning and development is enhanced by opportunities to take initiative, make meaningful choices, and to learn the consequences of decision making. Second Step teaches children to change the attitudes and behaviors that contribute to violence. The program is designed to promote social competence; Reduce social-emotional problems; Teach children skills in empathy, emotion management, and problem solving; and Emphasizes understanding dealing with emotions, expressing emotions in acceptable ways and learning pro-social behaviors through practice. This curriculum can also be used to enhance the classroom climate and address the deficits that put children at risk. PROCEDURE: 1. Staff will provide opportunities to engage children in problem-solving activities. 2. Staff will involve the children in the development of consistent and clear rules. 3. Classroom rules will convey a positive message and will be depicted with pictures and

words. 4. Classroom rules will be posted at the children’s eye level. 5. Staff will reinforce children’s development of age-appropriate self-control behaviors. 6. Staff will assist children to develop age-appropriate problem solving skills by guiding them

and by modeling how to solve problems and to resolve differences. 7. Staff will use the story cards and puppets to reinforce positive social behaviors. 8. Staff will model respect for feelings and the rights of others. 9. Staff will acknowledge the understanding and expression of each child’s feelings. 10. Staff will foster social behaviors, such as cooperating, helping, and turn taking, by using

modeling, coaching, and encouragement. 11. Staff will use dramatic play, props, and role play to assist children in dealing with their

feelings and in developing communication skills. 12. Staff will discuss consequences of various behaviors and redirect by using positive

methods of child guidance.


CSI HEAD START PROGRAM Subject: I Am Moving, I Am Learning/Let’s Move – Move Your Body Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board ___________________________________________________________________________

POLICY: I Am Moving, I Am Learning incorporates learning activities with moderated to vigorous physical activity. Movement vocabulary serves as the framework for selecting appropriate activities to promote active learning. I Am Moving, I Am Learning emphasizes the importance of early and ample opportunities used to stimulate and challenge the sensory, perceptual, and motor development of young children. Staff and parents play an important role in the child’s growth and development. Children should be encouraged to select a variety of foods and to be physically active. Choosy Kids activities and other food related activities provide opportunities for the development of positive attitudes toward healthy foods; appropriate eating patterns; and meal time behavior. I Am Moving, I Am Learning has been honored to be selected as the National Training Team for the Office of Head Start's "I Am Moving, I Am Learning (IMIL)" initiative to combat childhood obesity.

Let’s Move! is a comprehensive initiative, launched by the First Lady, dedicated to solving the problem of obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams.

Combining comprehensive strategies with common sense, Let’s Move! is about putting children on the path to a healthy future during their earliest months and years. Giving parents helpful information and fostering environments that support healthy choices. Providing healthier foods in our schools. Ensuring that every family has access to healthy, affordable food. And, helping children become more physically active.

PROCEDURE: 1. Staff will plan experiences for developing motor skills and physical strength

through repetition of actions. 2. Staff will use the I Am Moving, I Am Learning; the Choosy Kids materials; and

Move Your Body exercises to: a. Increase moderate to vigorous physical activity; b. Integrate active learning via physical activity; c. Provide ideas for families to be active; d. To promote nutritious snacks and meals; e. Be a role model; and


f. Promote parent/community involvement. 3. Staff will provide opportunities for children to interact with others.

4. Staff will use the music and props to encourage movement to:

a. Increase physical activity; and b. Teach school readiness skills.



POLICY: If the child’s absences are a result of illness or if they are well documented absences result from other factors, including temporary family problems that affect a child’s regular attendance, the program must initiate appropriate family support procedures for all children. Contacts with the family must include home visits or other direct contact with the child’s parents. All contacts with the child’s family as well as special family support service activities provided by the program staff must be documented.

PROCEDURE:

1. If a child will be absent for more than one week for any medical reason or medical problems with immediate family, beginning the first week, the teaching staff will make a home visit to go over activities from the classroom that the parent can be working on with the child.

2. The teaching staff will make a weekly home visit to provide classroom activities until the child returns to the classroom. The teaching staff should take at a minimum of 30 minutes to review the material with the parent and discuss the child’s progress.

3. The request for home activities will need to be put in writing to the Center Coordinator/Lead Teacher on the Request for Home Activities form with a copy sent to the Education Specialist, Head Start Director and Assistant Head Start Director.

4. The reason the enrollee cannot attend must be listed and an estimated time frame that the child cannot attend will need to be provided.

5. The day and time the staff will come to the home to visit the guardian and child to review the planned activities will also need to be listed.

6. Parents will keep staff informed of the completion of the activities and the progress made by the child.

7. Staff will keep updated documentation of the activities provided to the parents for their child.

8. A copy of the activities carried to the home will be kept on file in the teacher’s classroom.

Subject: Children Unable to Attend the Program due to Medical Problems Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council Executive Board


CSI HEAD START PROGRAM REQUEST FOR HOME ACTIVITES

Child's Name: _________________________________________ Date: ________________

Parent's Name: ______________________________________________________________

Center: _______________________________ Teachers Name: _______________________

Reason Child Cannon Attend the Program: ________________________________________

___________________________________________________________________________

Estimated time child will be absent from Center: ___________________________________

Day and Time staff are to visit the home: _________________________________________

Parent Signature: ____________________________________ Date: __________________

Teacher's Signature: _________________________________ Date: ___________________

Center Coordinator/Lead Teacher’s Signature: ________________________________ Date: ____________________

Email a copy to the Head Start Director, Assistant Director and Education Specialist.


CSI HEAD START PROGRAM Log of Home Activities for Education Services Outside of the Classroom

Child's Name: _________________________ Teaching Team: ______________________________

Date Started: __________________________ Date Completed: _____________________________

Activities Carried Date Activity was Carried

Date Activity was Completed

Parent’s Initials

Staff’s Initials

Comments

Parent's Signature: __________________________________ Date: _________________________



Subject: Cell Phones/Purses/Personal Phones Calls

Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ___________________________________________________________________________

POLICY: Personal cell phones are not allowed in the Center, classroom, trainings, workshops, or meetings at any time. Staff members will not be allowed to conduct personal phone calls during work hours. Purses or Personal Bags are not to be brought into the classroom. Procedure:

1. Cell phones and purses/personal bags are to be left in staff’s personal vehicles. 2. Staff is instructed to give family members the Center phone number in case of

emergencies.

3. When an emergency arises and a family member calls the Center, the Site Supervisor will take the message and ensure that the staff person gets the message immediately.


CSI HEAD START PROGRAM Subject: Digital Cameras Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ___________________________________________________________________________

POLICY: Digital cameras will be provided for each classroom. The cameras are to remain at the Center at all times. Procedure:

1. Classroom staff will sign the Receipt for Classroom Digital Camera upon receiving the camera.

2. Classroom staff understands that it is their responsibility to keep up with and maintain the quality of the camera.

3. If a camera is damaged or does not work properly, the teaching staff will need to report it immediately to the Center Coordinator/Lead Teacher who will report it to the Assistant Head Start Director.

4. Classroom cameras cannot be used for personal use outside of the classroom or center.

5. Cameras will be kept in the classrooms locked filing cabinet at the end of the year.

6. Classroom staff understand that the camera is to be used for the following: a. Use with documentation of Assessment b. Newspaper Articles c. Center Newsletters

d. Enrollee’s photos for cubbies e. Special Event at the Center



Receipt for Classroom Digital Camera Center: __________________________ Room Number: ______

I received a _____________ Digital Camera on ______________.

(Brand) (Date)

Model/Serial Number: ___________________________________

I understand that it is my responsibility to keep up with and maintain the quality of the Digital Camera I received.

I understand that the camera is to be used in the classroom, and the playground. I understand that the camera is not to leave the center.

Teacher Signature: _______________________ Date: __________

Teacher/Teacher Asst. Signature: _______________ Date: __________



Subject: Use of Run-off or Copied Materials Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board _________________________________________________________________ _

POLICY: The activities planned for the children should be activities that reflect the experiences, learning techniques, and interests of the children. Children are to be provided with varied opportunities to develop and widen their repertoire of skills that support artistic expression. PROCEDURE: 1. The children’s work displayed should demonstrate the teacher’s commitment to

nurturing each child’s unique creative expressions (no look-alike pictures). 2. Run-off or copied materials must be limited in their use.



Subject: Pre-K/Head Start Blended Classrooms Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

POLICY: Pre-K and Head Start join to form a collaborative coalition whereby each child is served to the highest quality standards and enters public school at the appropriate individual level. The blended Head Start and Pre-K classrooms help improve the families’ access to services. The Pre-K Content Standards and Head Start Performance Standards are aligned to ensure that the level of care and education are optimally implemented so that each child will have the best chance for success.

PROCEDURE: 1. The hours differ for the Pre-K blended classrooms. The time for planning and for

the school year is longer.

2. The Pre-K Checklists are used to evaluate programs; to identify strengths and areas in need of improvement; and used as a self-assessment tool to improve and maintain program quality. The checklists include the Grant Agreement Checklist; Instructional Quality (IQ) Guide for the Learning Environment; Instructional Quality (IQ) Guide for Daily Schedule; Instructional Quality (IQ) Guide for Planning Instruction; and Instructional Quality (IQ) Guide for Assessment. A copy of these checklists can be found on the Georgia Pre-K website. www.decal.state.ga.us

3. The Work Sampling System will be used, along with the Teaching Strategies Gold, as an assessment tool for the enrollees. The Work Sampling System consists of each child’s portfolio which covers the Pre-K Content Standards; Observation Notes; Work Samples; and Photographs.

Monitoring Lesson Plans & Schedules/Providing Feedback:

1. Lesson plans are submitted to the Center Coordinator/Lead Teachers on Wednesday, two weeks prior to the designated week for the lesson plan to be used.

2. The Center Coordinator/Lead Teacher will review the lesson plans and make suggestions for any needed changes. The Center Coordinator/Lead Teacher will make sure the plan is completed and ready for the designated week. The lesson plan will be returned by the following Wednesday providing the staff with one week of preparation time.


http://www.decal.state.ga.us/








3. Bi-monthly staff meetings will be held with all Pre-K staff. Staff will review topics including schedules; themes; lesson plans; the children’s response to the themes and schedule; the effectiveness of the activities; WSS checklists; Progress Reports; Continuum; and Child Portfolios.

4. The meetings will provide Project Directors with the opportunity to provide feedback on the lesson plans and related themes. Individual issues will be addressed to the specified staff in personal conferences during daily planning time.

5. Project directors or Coaches will weekly monitor the classrooms to make sure lesson plans are being followed and record observations for each class. The observations will provide the staff with written documentation for all areas including schedules; themes; lesson plans; the children’s response to the themes and schedule; the effectiveness of the activities; WSS checklists; Progress Reports; Continuum; and Child Portfolios.

6. The Project Director or a Coach will review all monitoring with the classroom staff at the close of the day (the same day the monitoring takes place).

7. Staff will attend the additional required trainings and keep their assignments current.



Subject: Monitoring Pre-K Classrooms Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Date: Executive Director ______________________________________________________________________________

POLICY: Coaches and Center Coordinators/Lead Teachers will assure that the CSI Head Start/ Pre-K classrooms are in compliance with criteria stated in the Performance Standards and the Pre-K Content Standards. Coaches and Center Coordinators/Lead Teachers will monitor the classrooms a minimum of once a week. PROCEDURE:

1. Monitoring will consist of the following:

a. Review of equipment, materials, and supplies; b. Lesson plans posted and being followed; c. Review of child portfolio; WSS Checklists; and Progress Reports; d. Anecdotal Notes are current;

e. Individual Child Profile Current; f. Staff/Enrollee Interactions.

2. At the end of the day, all monitoring will be reviewed with the teaching staff by the Coaches and Center Coordinators/Lead Teachers.


Monitoring Schedule for Pre-K Classrooms

Date

Classroom

Monitoring Report Completed

Initials of Coach or Site Supervisor



Subject: Inclusion Classrooms Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

POLICY: Head Start and Early Head Start must be inclusive of all children with disabilities. Head Start and Early Head Start must honor the individuality of each enrolled child with disabilities by following the child’s IFSP or IEP and by ensuring that each child receives the specialized education and support by providing an appropriate environment and adult guidance.

PROCEDURE:

1. This collaboration is with the local school system and other agencies, such as Babies Can’t Wait, and the Head Start/Early Head Start Programs.

2. A third person is provided by the Board of Education to assist in some of the Head Start classrooms.

3. We attempt to keep the enrollment at 15 children in each of the Head Start Inclusion Classrooms.

4. The disabilities enrollees are included in all aspects of the daily routine and activities.



Subject: Early Head Start Summer Session Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

Early Head Start provides services through the summer months. The sessions are generally held the third week of June and July, Prior to the operation of the summer sessions, the following items are distributed: Dates; Themes; and Schedule.

PROCEDURE:

1. Early Head Start enrollees will attend summer sessions.

2. The Head Start Director will give the teaching teams a list of the dates and times that the enrollees will attend.

3. Early Head Start staff will provide activities related to the themes for the enrollees.

4. Training hand-outs will be provided for the parents.

5. On the last day the enrollees will receive certificates of attendance.


CSI HEAD START PROGRAMS Subject: Supervision of Children Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board ______________________________________________________________________

POLICY: Staff shall have VISUAL SUPERVISION of children at all times. Teachers are to set up classroom procedures to ensure that children are safe and supervised during all activities. All instructional, support, and supervisory staff are to observe, support, and enforce the following rules regarding the supervision of children. Diligent supervision of children is critical to preventing accidents and ensuring safety. PROCEDURE: Outdoor Rules:

1. Children must be in visual supervision by two qualified staff at all times.

2. Appropriate teacher/child ratios must be maintained during all activities.

3. Staff should not be left alone with an enrollee or a group of enrollees.

4. Teaching teams must know the exact count of children at all times.

5. Staff is expected to interact and observe children closely while on the playground.

6. Staff will demonstrate and participate in organized play.

7. Active supervision of children includes staff remaining in assigned zones and repositioning themselves within their zone as the children move throughout the environment. Visual supervision must be maintained at all times including secluded play areas, tunnels, playhouses, and areas of high traffic and high mobility.

8. Staff should be in the same location as the enrollees unless all children leave their zone. Staff should be visible to the enrollees at all times. Staff should be positioned where all enrollees are in clear view of at least one staff person at all times.

9. While supervising children, staff is NOT to stand together in a group and socialize with each other.

10. Under no circumstances should staff use a telephone/cell phone or engage in personal phone calls while supervising children.

11. Staff that leave their zone on the playground must ensure that they notify other staff to ensure proper coverage.


12. Establish and practice safety rules daily with the children.

13. Conduct daily playground inspection prior to children’s arrival to mitigate potential safety problems.

Indoor Rules: 1. Children must be in visual supervision by qualified staff at all times.

2. Appropriate teacher/child ratios must be maintained during all activities.

3. Staff should not be left alone with an enrollee or a group of enrollees.

4. Teaching teams must know the exact count of children at all times.

5. Staff that leaves the classroom must ensure that they notify other staff to ensure proper coverage.

6. Remain alert for potential problems and observant of every child in your class.

7. Staff will demonstrate and participate in organized play.

8. Staff should be involved with the enrollees. Staff will rotate around the room and make sure that all children are involved.

9. Staff should be in the same location as the enrollees. Staff should be visible to the enrollees at all times. Staff should be positioned where all enrollees are in clear view of at least one staff person at all times.

10. Make parents aware of our required obligations to keep children within our visual range and that means that we must see children while in the bathroom area.

11. Under no circumstances should staff use a telephone/cell phone or engage in personal phone calls while supervising children.

12. Teacher assistants will take helpers to assist with setting up the tables for meal times. The teacher assistant will return to the classroom and assist with the transitioning of the enrollees to the lunchroom. Teachers will remain with the students in their classroom.

13. Floaters will be responsible for completing the following duties to prevent one staff person from being alone in a classroom.

a. Collecting Attendance Reports by 8:15 a.m. b. Checking for needed supplies/materials in the classrooms. This will be

done when collecting attendance reports.

c. Bringing any other needed reports or paper work to the Center Coordinator/Lead Teacher.

d. Assist with bathroom breaks for staff.


Arrival and Departure: 1. One teacher should be stationed at the door during arrival and departure time.The other teacher should be interacting and supervising chidren. 2. The teacher that is supervising the door during arrival and departureshould ensure no child leaves the classroom. 3. The door should be closed and locked between each child leaving and enteringthe classroom. 4. Children return to their classrooms before departure time. Children should not be on the playround during scheduled arrival or departure time. 5. Children should participate in activities away from the door during arrival and departure. Transitioning: 1. Teaching staff should complete a head count and the daily head count sheetbefore leaving the location. 2. Both the teaching staff should count the children during transitions and throughout the day. 3. The CC/LT or assigned person should do a room sweep to be sure no childis left alone. 4. The teaching staff and children in the classroom should not transition untilthe room sweep is completed and all children are accounted for. 5. Teaching staff must stop at all thresholds to count before moving to their nextdestination. If a child is missing it should immediately be reported to the CC/LT by both teaching staff. Accidents: All enrollee accidents are to be reported to the Center Coordinator/Lead Teacher. Accident Reports are to be given to enrollee’s parents on the day of the accident. Review the Health Component for all forms and procedures.


CSI HEAD START PROGRAM Subject: Multicultural Diversity Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

POLICY: CSI Head Start/Early Head Start is committed to improving the quality of early care and education for children who are Dual Language Learners (DLL) and their families by implementing program wide culturally and linguistically responsive practices. In order to meet the needs of all children and families, CSI Head Start/Early Head Start facilitates the acquisition of English by supporting children’s home language development as a link towards school readiness and success. CSI Head Start/Early Head Start actively engages in ongoing reflective practices to meet the needs of all families from diverse culturally and linguistic backgrounds. Understanding and respecting the culture, social background, religious beliefs, composition, and childrearing practices of each family supports social and emotional development. Activities that are stereotyping on the basis of gender, race, ethnicity, culture, religion or disability are not consistent with the Head Start Performance Standards or Head Start Act.

PROCEDURE: 1. Staff will support and respect the home language, culture, and family composition of

each child in ways that support the child’s health and well-being. 2. Staff will incorporate the home language and culture of the families served throughout

the curriculum to support the development of social competence and demonstrate respect for the values and beliefs of the family.

3. Staff should talk with the families about their culture, family composition, and childrearing practices.

4. Staff should foster each child’s language development, including Standard American Sign.

5. Staff must demonstrate an understanding of the child’s family culture and, whenever possible, speak the child’s home language.

6. Adults should give children a sense of acceptance of diversity.

7. Staff should use strategies to sustain and expand the home language, while children are in the process of learning English.

8. Staff should learn key words from the child’s home language and their English equivalents.

9. Books and materials should be provided that reflect families’ home languages and culture, as well as that of others in the community.


10. Staff will encourage families to volunteer in the program to increase staff understanding of a child’s culture and home routines.

11. Recordings of children’s books in languages other than English will be made available to the classrooms.

12. Events will be planned that reflect the different cultures served. 13. Parents of enrollees of various cultures will be encouraged to share about their culture

in the classroom.

14. Staff will encourage parents to maintain their home language and support them in engaging in literacy behaviors at home in their home language to build a strong homeschool connection and development of school readiness skills.

15. Staff will implement both verbal and communication strategies that promote positive relationships with children and families.

16. Staff will utilize parents as multicultural resources for curriculum planning and implementation.

17. Staff will utilize home visits and parent conferences as opportunities to learn about each child’s family composition culture, language, and ethnicity.

18. Staff will be nonjudgmental when working with families and children. 19. Staff will implement developmentally appropriate multicultural activities that reflect

the cultures and languages of the families as part of the curriculum.

20. Staff will provide an environment of acceptance that supports and respects gender, culture, language, ethnicity, and family composition.

21. Staff will include materials in classroom that reflect different languages and cultures of families served.

22. Staff will provide materials and books in the classroom are free from gender, cultural, ethnic stereotypes and reflect children’s culture, home language, and identity.

23. Staff will respect diversity among children and families served. 24. Staff will encourage parents to participate and share customs, family traditions, and

input into curriculum activities.

25. Staff will ask parents during parent meetings, home visits, parent conferences and informal contacts for curriculum suggestions regarding multicultural activities.



Subject: Emergency Preparedness Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

POLICY: We must ensure that our staff, children, and families are prepared to effectively handle a wide range of dangerous situations to continue to provide a safe environment where learning can occur. Planning, preparation, and training will help staff to learn the proper courses of action to take during an emergency. A comprehensive site Emergency Response Plan must be developed and all staff members trained in order to effectively respond during emergencies. Staff must be prepared to evaluate all the circumstances and make sound judgments based on the situation. The Health Services Advisory Committee, emergency medical system (EMS) staff, the fire inspector, and the local police department are helpful in reviewing the emergency plan laid out in the Head Start Emergency Manual.

PROCEDURE:

Emergency Preparedness Plans include:

1. There are to be posted policies and a written plan for evacuating and for responding to a fire, flood, tornado, earthquake, hurricane, blizzard, violence in the community, and power failure.

2. Plans include specifics, such as escape routes, primary and secondary evacuation sites, assignments for all staff, and the location of the nearest fire alarm and fire extinguisher.

3. Emergency evacuation routes, Primary and Secondary evacuation sites, and other safety procedures for emergencies should be posted and practiced regularly.

4. Exits are clearly visible and evacuation routes are clearly marked and posted so that the path to safety outside is unmistakable.

5. Head Start and Early Head Start sites will work closely with community representatives and will participate in community emergency drills.

6. Methods of notifying parents, such as a calling tree, in the event of an emergency involving their child should be in place.

7. Center Coordinator/Lead Teachers will fill out the Evacuation Site Address Form


Listing the addresses to the Primary and Secondary Evacuation Sites. This form will be copied and given to Parents informing them of the address of the Primary and Secondary Evacuation Sites.

8. The plan shall be reviewed and updated annually and when changes are deemed necessary because of a response drill or emergency.

9. The completed plan will be signed by the persons identified on the Approval Statement.

10. A copy of the Emergency Response Plan will be accessible for review in the Center Coordinator/Lead Teachers office. A copy will also be on file at Central Office with the Education Specialist.

11. A copy of the Head Start Emergency Preparedness Manual will be kept at each site in the Center Coordinator/Lead Teachers office.

12. Teachers will plan learning activities, discussions and demonstrations that will increase children’s knowledge and prepare them to respond safely in an emergency situation. These activities, discussions and demonstrations will be included and documented in daily lesson plans.

Emergency Contact Information includes:

1. Names and telephone numbers (both at home and at work) of the parents or legal guardians should be kept up to date.

2. Names and telephone numbers (both home and work) of parent or contact persons to whom the child may be released, if the parent/guardian is unavailable.

3. Name, address, and telephone number of the child’s usual source of medical and dental care.

4. Information on the child’s health insurance, including the name, identification number, and the subscriber’s name.

5. Special conditions, disabilities, allergies, or medical and dental information, such as the date of the latest DPT immunization.

6. Parent’s or Guardian’s written consent, in case emergency care is needed. Potential

Emergency Situation Precautions:

1. Planning two exit routes from every location in the building.

2. Exits are clearly visible and evacuation routes are clearly marked and posted so that the path to safety outside is unmistakable.

3. Having unannounced evacuation drills at least one a month, at varying times of the day. Having enough evacuation cribs and strollers available to evacuate infants, toddlers, and children with disabilities who cannot walk on their own, and smooth ramps on which evacuation cribs and strollers can be wheeled.

4. Maintaining records of evaluation drills for the on-site inspection and review of the building inspector.


5. It is important for staff to calmly and succinctly relate all relevant information when contacting parents or other emergency persons.

6. A grab-and-go bag will be available to staff that will include emergency contacts, first aid supplies, etc. Staff will take this bag when evacuating the site.

7. It is recommended that extra supplies are kept on hand, such as food, water, tools, etc. These items are rotated regularly according to expiration dates.

8. Each center should have an Emergency Preparedness Kit. Kits should include the children’s and staff’s emergency information, a flashlight, batter powered radio, blanket, garbage bags, ball point pens, pencils, note/legal pads, duct tape, plastic sheeting, cell phone, phone book, markers, index cards, name tags for the children, first aid supplies, and the evacuation plan.

9. Kits should be checked within the first two weeks of school. Center Coordinators/Lead Teachers will use the checklist on page 356b to inventory the Emergency Preparedness Kits. The form is to be sent to the Education Specialist within the first two weeks of school.

10. Each center will keep an up-to-date Emergency Preparedness Notebook that has information on various types of emergencies and how to prepare for them.

11. Passwords are used at each site to inform staff of an emergency such as an intruder. The password is the same for all sites.

12. Color Coded signs will be used during emergency situations. The colors are as follows:

a. Green – all good sign; all children are accounted for; no assistance needed b. Yellow – some children in other places such as speech; c. Red – help is needed; all children are not accounted for or are missing;

medical help is needed

Family Emergency Preparedness Plans: 1. Parents are provided information on how to develop an Emergency Preparedness

Plan for their homes/families. 2. Staff helps parents to develop an emergency plan for their own home, as well as a

strategy for how to help all family members above age two to understand and follow such a plan.

3. Family Emergency Preparedness Plans can be reviewed by staff that will be able to assist the families with any changes to the plans in order to meet each family’s individual situation.


CSI HEAD START PROGRAM EMERGENCY PREPAREDNESS EVACUATION SITE ADDRESSES

COUNTY: ____________________________________________________________________

In the event of an emergency, the enrollees and staff will be relocated to the following site:

PRIMARY EVACUATION SITE

Site Name: ____________________________________________________________________

Street Address: ________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Phone Number: _______________________________________________________________

If the Primary Evacuation Site is unavailable or is in the area of the emergency, the enrollees and staff will be relocated to the following site.

SECONDARY EVACUATION SITE

Site Name: ____________________________________________________________________

Street Address: ________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Phone Number: _______________________________________________________________


CSI HEAD START PROGRAM Emergency Preparedness Kits Inventory List

Center ___________________________________________ Date __________________________ Prepared By: _____________________________________________________________________

Item

Quantity

Condition

Item Needs Replacing

Yes No Flashlight and extra batteries Battery-powered or hand crank radio and a NOAA Weather Radio with tone alert and extra batteries for both

First aid kit Local maps Whistle to signal for help Dust mask to help filter contaminated air and plastic sheeting and duct tape to shelter-in-place

Moist towelettes, garbage bags and plastic ties for personal sanitation

Multi-purpose wrench or pliers to turn off utilities Manual can opener for food Cell phone with chargers, inverter or solar charger Matches in a waterproof container Emergency reference material such as a first aid book or free information from this web site

Feminine supplies and personal hygiene items Mess kits, paper cups, plates, paper towels and plastic utensils

Paper and pencil Other first aid supplies:

• Scissors • Tweezers • Tube of petroleum jelly or other lubricant

Family and emergency contact information Emergency blanket Manual can opener Work gloves Tools/supplies for securing building Duct tape Scissors


http://www.ready.gov/evacuating-yourself-and-your-family
























http://www.ready.gov/utility-shut-safety









Subject: Volunteers Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

________________________________________ ________________________________

POLICY: There must be two paid staff persons in each classroom and whenever possible, there should be a third person in the classroom who is a volunteer. Head Start Programs must use volunteers to the fullest extent possible. Head Start must develop and implement a system to actively recruit, train, and utilize volunteers in the program. Special efforts must be made to have volunteer participation, especially parents, in the classroom and during group socialization activities. PROCEDURE:

1. Staff should encourage parents and community persons to volunteer at the centers.

2. Staff should seek volunteers from local clubs, organizations, vocational schools, and colleges.

3. Advertisements will be placed in local newspapers to increase community awareness of the Program and the need for volunteers.

4. The volunteers training and experience could lead to being approved for the substitute list.

5. Staff should encourage different nationalities to volunteer at the program to enhance the multicultural aspect of the program.

6. All volunteers are invited to attend training provided by the Agency.

7. Volunteers are recognized at the annual Volunteer Banquet.


CLASS Center: _____________________________ Room # ___________ Date: ______________________

Teacher: __________________________ Observer: _____________________________

Start Time: _______ End time: ____________ Number of adults: _______ Number of Children: ________ CONTENT (circle all; check majority): Lit/Lang Arts Math Science Sand/Water Social Studies Art Other: _________

FORMAT (circle all; check majority): Routine Large group Individualized Small group Centers Story time

Positive Climate • Relationships • Positive Affect • Positive Communication • Respect

1 2 3 4 5 6 7

Negative Climate • Negative Affect • Punitive Control • Sarcasm/Disrespect • Severe Negativity

1 2 3 4 5 6 7

Teacher Sensitivity • Awareness • Responsiveness • Addresses Problems • Student comfort

1 2 3 4 5 6 7

Regard for Student Perspective • Flexibility & Student Focus • Support for Autonomy &

Leadership • Student Expression • Restriction of Movement

1 2 3 4 5 6 7

Behavior management • Clear Behavior Expectations • Proactive • Redirection of Misbehavior • Student Behavior

1 2 3 4 5 6 7

Productivity • Maximizing Learning Time • Routines • Transitions • Preparations

1 2 3 4 5 6 7

Instructional Learning Formats • Effective facilitation • Varity of Modalities and Materials • Student Interest • Clarity of Learning Objectives

1 2 3 4 5 6 7

Concept Development • Analysis & Reasoning • Creating • Integration • Connections to the Real World

1 2 3 4 5 6 7

Quality of Feedback • Scaffolding • Feedback Loops • Prompting Thought Process • Providing Information • Encouragement & Affirmation

1 2 3 4 5 6 7

Language Modeling 1 2 3 4 5 6 7

OBSERVATION SCORE SHEET


• Frequent Conversation • Open-ended Questions • Repetition & Extension • Self- and Parallel Talk • Advanced Language



Subject: New Staff Orientation Checklist Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

POLICY: New employees will be provided with the information necessary to assume the duties and responsibilities of their assigned positions. It is essential that each staff member understands and has the ability to implement agency and program policies, procedures, rules and regulations. Clear communication of Policies and Procedures should be shared with the new employee to make a smooth transition into the workplace.

PROCEDURE: All new staff will receive agency and program orientation prior to work assignment. All new staff will also receive orientation at the Center level. The New Staff Orientation Checklist must be completed with the all new employees when they arrive at the site for their first day of work. The original must remain on file at the Center, a copy given to the employee, and a copy sent to the Training Coordinator by email. The Center Orientation will contain the following:

Absentee Policy/Attendance Anecdotal Notes Cell Phone Policy Child to Staff Ratio Contact Numbers Corporal Punishment Policy Daily Schedule Reviewed Dress Code Early Head Start Summer Sessions Emergency Evacuation Procedures Fingernail Policy Greeted by Center Coordinator/Lead Teacher Home Visits Individualization Informing CC/LT When Leaving Site Introduction to Staff Jewelry Policy


Key Assignment (if applicable) Location of Assigned Cubby Monthly Reports

Name Tag Policy Outcomes Timeline Outdoor Play Policy Parent/Teacher Conferences Parking Policy Personal Calls Pocketbook Policy Policy on Breaks Positive Discipline School Readiness Screenings Sign-in/Sign-Out Board Sign-in/Sign-out Policies Staff Meals Tour of Facility Transition Activities


CSI HEAD START PROGRAMS

Subject: Commitment to the Safety and Well-Being of Children in Head Start/ Early Head Start Staff’s Care

Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Board

______________________________________________________________________

POLICY: Staff will place the safety and well-being of the enrollees as a top priority.

PROCEDURE:

1. Staff will not leave a child alone or unattended.

2. Staff will use the Head Start Head Count/Check off list.

3. The staff will check off the attendance of each child when transitioning from one location to another (classroom to bathroom; classroom to lunchroom; classroom to playground; bathroom to classroom; lunchroom to classroom; playground to classroom; etc.).

4. Place a check for each enrollee as they go in and out.

5. After the completion of the attendance, the count will be completed to make sure it coincides with the daily attendance.

6. The last person out of the classroom will do a sweep of the room to make sure that no child is left attended. A second sweep is done by the CC/LT to ensure no children are left behind.

7. Violation of this procedure will result in discipline measure up to and including termination.



Subject: Child/Adult Interactions Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Director ______________________________________________________________________________

POLICY: Interactions between children and adults will provide opportunities for children to build trust, to develop understanding of self and others and to encourage respect for feelings and rights of others. All interactions between children and adults will be respectful and supportive of each child’s gender, culture, language, ethnic background and family composition.

PROCEDURE:

1. Adults will greet each child upon arrival to acknowledge that they belong in classroom.

2. Adults will actively listen to children and observe non-verbal communication.

3. Adults will respond quickly and positively to children’s needs and questions, comforting distressed children and helping them deal with their problems constructively.

4. Adults will physically place themselves (bend, kneel, sit down) at the child’s eye level while interacting.

5. Adults will show respect for children’s feeling and ideas.

6. Adults will encourage children to talk about their feelings.

7. Adults will describe the behavior(s) they want to see in positive terms.

8. Adults will give attention to children who are less verbal, as well as those who have a lot to say and who demand attention.

9. Adults will allow children to discuss and resolve their conflicts on their own and give support when necessary.


CSI HEAD START PROGRAM Subject: School Readiness Program: CSI Head Start Section: Education Approved: Executive Director, Policy Council, Executive Director ______________________________________________________________________________

POLICY:

In order to support each child’s progress towards school readiness, CSI Head Start/Early Head Start has adopted the Head Start Child Outcomes Framework and the Teaching Strategies Gold assessment. School readiness goals are based on children’s ongoing assessment and parent input. The School Readiness mission of Concerted Services, Inc. Head Start/Early Head Start is to partner with families and communities to work together to plan, coordinate, and improve services for all children. Head Start/Early Head Start provides all eligible children opportunities to participate in early childhood programs that enable them to enter school with the skills, behaviors, and family support necessary for them to progress and succeed. CSI also enhances the social and cognitive development of children through the provision of educational, health, nutritional, social, and other services.

All agencies are required to establish school readiness goals which are defined as “the expectations of children’s status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical health and well-being and motor development, and social and emotional development that will improve readiness for kindergarten goals” and that “appropriately reflect the ages of children, birth to five, participating in the program”. Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life.

For parents and families, school readiness means they are engaged in the long-term, lifelong success of their child. Head Start recognizes that parents are their children’s primary teachers and advocates. Programs are required to consult with parents in establishing school readiness goals. As Head Start programs and schools work together to promote school readiness and to engage families as their children make the transition to kindergarten, schools will be ready for children.

The Head Start Approach to School Readiness encompasses three major frameworks that promote an understanding of school readiness for parents and families, infants/toddlers, and preschoolers. The three frameworks provide the foundation for implementing systemic and integrated comprehensive child development services and family engagement efforts that lead to school readiness for young children and families.

PROCEDURE: 1. Classroom activities are designed to ensure a successful transition and continued learning in

kindergarten and beyond.

a. Language knowledge and skills (including oral language and listening comprehension),


b. Literacy knowledge and skills (including phonological awareness, print awareness and alphabetic knowledge),

2. Scientifically based appropriate curriculum implementation aligned with the Head Start Child Outcomes Framework provides children participating in the program, at a minimum, opportunities to develop and demonstrate:

a. Mathematics/ science knowledge and skills;

b. Cognitive abilities,

c. Approaches to learning related to academic achievement;

d. Social and emotional development (related to early learning, school success, and social problem solving),

e. Abilities in creative arts;

f. Physical development;

g. English Language acquisition – progress toward acquisition of the English language (while making meaningful progress in attaining the knowledge, skills, abilities, and development, including progress made through the use of culturally and linguistically appropriate instructional services).

3. Agencies need to consider developmental needs when implementing the Four Action Steps to set and achieve appropriate school readiness goals:

h. Establish goals for improving school readiness across the five essential domains: language and literacy, cognition and general knowledge, approaches to learning, physical development and health, and social and emotional development;

i. Create and implement an action plan for achieving the established school readiness goals;

j. Assess child progress on an ongoing basis and aggregate and analyze data at multiple times throughout the year; and

k. Examine data for patterns of progress for groups of children in order to revise, or develop and implement, plans for program improvement.

4. Programs will involve parents, staff, and community leaders in the process of establishing School Readiness Goals.

5. School Readiness Goals are aligned with the Head Start Outcomes Frameworks, the Teaching Strategies Gold assessment tool, The Georgia Early Learning Standards, and the Pre-K Content Standards.

6. School Readiness Committees will meet yearly to assess and update goals as needed.

7. Teaching teams, parents, community leaders, and other service area staff will receive a copy of the School Readiness Goals.

8. School readiness Goals will be posted in each classroom.


9. Meetings are set up at the end of each assessment period with the public school system to discuss the assessment and the alignment with the School Readiness Goals. Minutes, sign-in sheets, and pictures are sent to the Assistant Head Start Director, Head Start Director and Education Specialist..


Importance of School Readiness We know that the years spent in Early Head Start and Head Start is very critical to the child’s development throughout their life. Having experiences where enrollees are learning and providing a positive, accepting environment helps with the children’s future development and success in life and school. We know that early experiences influence the brain development. Experiences provide the foundation for social skills, problem solving, language, reasoning, behavior, and emotional development.

Definition Concerted Services, Inc. Head Start/Early Head Start has adopted the Head Start definition of school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life. The Head Start Approach to School Readiness means that children are ready for school; families are ready to support their children’s learning; and schools are ready for children. We, as early care and education providers, families, school staff, and community partners, must strive to work together to provide environments and developmental experiences that promote growth and learning and ensures that all children enter school excited and eager to learn. The areas of school readiness will consist of the 5 essential domains of child development and early learning:

1. Language and Literacy Development 2. Cognition and General Knowledge 3. Approaches to Learning 4. Physical Well Being and Motor Development 5. Social and Emotional Development

Concerted Services, Inc. Head Start/Early Head Start will extend this definition to include the additional domains from the Head Start Child Development and Early Learning Framework. The additional areas are:

1. Logic and Reasoning 2. English Language Learners 3. Social Studies Knowledge and Skills Purpose of Head Start:

Concerted Services, Inc. Head Start/Early Head Start Program will strive to continually improve the academic outcomes (Teaching Strategies Gold) of our children. We will focus on school readiness and assessing our progress at a minimum of three times a year.

Indicators: Identified below are indicators and outcomes for children that will be entering school. These are not the expectations for every child because we know that children develop at different rates and that is why individualization is such a major aspect of the Education Component. Health & Physical Well Being

1. Eats a balanced diet 2. Gets plenty of rest


3. Received regular medical and dental care 4. Has the required immunizations 5. Participates in regular physical activity 6. Medical concerns are addressed in a timely manner 7. Develops Gross Motor skills 8. Develops Fine Motor skills

Emotional & Social Preparation 1. Separates easily from parents and family 2. Shares and plays well with other children 3. Forms relationships with adults 4. Establishes and sustains positive relationships 5. Expresses his/her needs and wants 6. Can work well alone 7. Curious and motivated to learn 8. Can focus and listen 9. Can follow simple rules and routines 10. Can solve problems

Language, Math, & General Knowledge 1. Listens to and understands increasingly complex language 2. Uses language to express thoughts and needs 3. Uses appropriate conversational and other communication skills 4. Follows directions 5. Uses expanding expressive vocabulary 6. Speaks clearly 7. Engages in conversation 8. Uses social rules of language 9. Uses number concepts and operations 10. Counts 11. Quantifies 12. Connects numerals with their quantities 13. Explores and describes spatial relationships and shapes 14. Compares and measures

Science and Technology/Social Studies 1. Uses scientific inquiry skills 2. Demonstrates knowledge of the characteristics of living things 3. Demonstrates knowledge of the physical properties of objects and materials 4. Demonstrates knowledge of the Earth’s environment 5. Uses tools and other technology to perform tasks 6. Demonstrates knowledge about self 7. Shows basic understanding of People and how they live 8. Explores change related to familiar people and places 9. Demonstrates simple geographic knowledge Literacy/Cognitive


1. Demonstrates phonological awareness a. Notices and discriminates rhymes b. Notices and discriminates alliteration c. Notices and discriminates smaller and smaller units of sound

2. Demonstrates knowledge of the alphabet a. Identifies and names letters b. Uses letter-sound knowledge

3. Comprehends and responds to books and other texts a. Interacts during read-alouds and book conversations b. Uses emergent reading skills c. Retells stories

4. Demonstrates emergent writing skills a. Writes Name b. Writes to convey meaning

The Arts/English Language Acquisition 1. Explores the visual arts 2. Explores musical concepts and expression 3. Explores dance and movement concepts 4. Explores drama through actions and language 5. Demonstrates progress in listening to and understanding English 6. Demonstrates progress in speaking English School Readiness Goals:

Concerted Services, Inc. Head Start/Early Head Start will prepare children for school success by: 1. Maintaining classrooms that support how children learn as indicated in Creative

Curriculum. Maintaining classrooms that support literacy and language development. Provide additional programs such as Zoo-phonics to assist with literacy and language development.

2. Increasing teacher-child interactions – Classrooms will be monitored using the CLASS (Classroom Assessment Scoring System).

3. Aligning goals to the Head Start Child Development and Early Learning Framework 4. Using of Teaching Strategies Gold 5. Maintaining a relationship with local school systems and communities. 6. Developing a partnership with parents 7. Involving all staff 8. Transitioning children into Head Start and into the public school system What we do to

prepare children for school readiness: Transitions

1. Transition Plan 2. Transition to Kindergarten activities 3. Transition to Head Start activities 4. Home Visits/Parent Conferences Prepare Environment


1. Facility and classroom cleaning checks

2. Playground checks

Learning

1. Lesson plans aligned to the Child Development and Early Learning Framework 2. Georgia Early Learning Standards 3. CLASS observations and training 4. Pre-K Content Standards Individualization

1. Developmental Screening – DIAL-4 2. Behavioral Screening – Ages & Stages 3. Ongoing Assessment – Teaching Strategies Gold 4. Individual Child Profile – Teaching Strategies Gold 5. Individualized Education Plan – IEP 6. Parent Goals Health

1. Vision, Hearing, Dental screenings 2. Immunizations 3. Height/Weight 4. Physicals 5. Special Diet Plans 6. Special Health Plans 7. Outside Play – 45 minutes twice a day 8. Move Your Body 9. I am Moving, I am Learning

Nutrition 1. Body Mass Index – BMI 2. Meals – Breakfast; Lunch; and Snack 3. I am Moving, I am Learning 4. Move Your Body

Staff Preparation 1. In-Service/Pre-Service 2. Professional Development 3. Outside Conferences such as Region IV Conference Parent Activities

1. Parent/Child Activity – bi-weekly 2. Conferences 3. Home Visits 4. Trainings Summary:

School readiness is preparing children to succeed in school and in life. Head Start, the community, and families must work together as a team to create an environment that nurtures children in all areas of development.


Concerted Services, Inc. Head Start/Early Head Start Programs will strive to provide a nurturing environment that will focus on all aspects of healthy development including physical, cognitive, social, and emotional development. Our sites will be clean and safe with well-equipped classrooms. Families, center staff, and community partners will work together to make sure that our children are growing and learning and that they will enter school prepared and excited to learn.
