this training is based on - head start and procedures documents/poli… · was the $100,000 bill...

This training is based on:

2016 Head Start Program Performance

Standards &

ECERS-3 &

Recent Trainings

False Information Spreads Like a Virus!

Truth & Lies 1. The average 4 year old asks 50-60 questions per day

2. The name “Wendy” was made up for the book Peter Pan

3. There is more real lemon juice in Lemon Pledge than in Country Time Lemonade

4. The largest denomination of money ever printed in the US was the $100,000 bill with the face of Teddy Roosevelt

5. In 1999, the US government paid the Zapruder family $16 million for the film of the JFK assassination

6. A woman in Russia during the 1,700s holds the world’s record for giving birth to 42 children during her lifetime

Changes You Need to Know

If a child turns 3 AFTER the 8/1

cutoff date, he will become age

eligible on his birthday and can be

placed on the waiting list

regardless of whether he has an

IEP. He will be selected for

enrollment if he is at the top of the

list in eligibility points.

• Do not use the Brigance or any

other developmental screener

on a child that has not turned

3. The child must turn 3 before

the screener is administered.

You have 45 days to complete

the screener after the child

enrolls and since all kids will

be at least 3 when they enroll,

this should not create a

problem.


If a child lives outside of our

overall service area (Floyd,

Johnson, Magoffin, Martin, Pike),

you CAN take an application and

enroll that child if he qualifies.

However, you may not recruit

outside of your own service area.

This means you are not allowed to

contact those families by letter,

phone call, etc. for the purpose of

recruitment. You can only enroll

them if they come to you without

being recruited.


If a child has an allergy, it should

be posted on the wall with their

name and picture. Parent

permission should be obtained. If

the parent gives permission to

post the child’s allergy

information, it should be posted

without a cover sheet.

• If the parents do not give

permission, then the child’s

allergy information should be

posted with a cover sheet.

• Note: This does not apply to

Model City. MC has a daycare

license and state law requires

them to use a cover sheet over

the posted allergies regardless

of parent permission.


When a child is unexpectedly

absent and you have not been

contacted within one hour, a

contact must be made with the

parent as soon as possible. This

contact could be by phone, text,

Facebook, etc.

• If a child has 2 consecutive

unexplained absences, a staff

member must make a home

visit or a direct contact with the

parent(s).

Child safety is the most important duty that teaching staff have. You must

be aware of all children at all times.

Each member of the teaching team should have designated roles during

the day as well as “monitoring zones.”

The classroom must utilize a system to record the time each child arrives,

the time they left, and how they were transported home (bus or parent).

A child should never be left alone, even for a minute.

There must be 2 Head Start teaching staff with the kids at all times except:

A brief absence by one staff member for no more than a 5 minute period

During naptime, one teaching staff member can be replaced by another staff

member or a trained volunteer

Each Head Start staff person is responsible for

reporting any suspected or identified cases of child abuse immediately to the local Department of Protection and Permanency (DPP).

Abuse includes: physical injury caused by actions other than accidental means, malnutrition, sexual molestation, emotional maltreatment which has an observable harmful effect on a child, gross neglect which could affect physical and/or mental well-being of the child.

Any reported case of suspected or known child

abuse must be reported to the Delegate Director by submission of a “Confidential Form for Reporting Child Abuse” within a 24 hour period. If the person suspected of the abuse is a Head Start staff member, the “Confidential Form for Reporting Staff Child Abuse” will be used.

Every staff member should be familiar with our Standards of Conduct. For example, staff/volunteers will:

Use positive methods of child guidance and never use corporal punishment. Corporal punishment is defined as physically striking or hitting a child in any manner as a form of punishment

Follow confidentiality policies in regards to children, families, and other staff members

Refrain from using any form of emotional abuse including humiliation, rejection, terrorizing, extended ignoring, etc.

Every staff member should be familiar with our Standards of Conduct. For example, staff/volunteers will:

Not use methods of discipline that involve isolation, the use of food as a punishment or reward, or denial of basic needs.

Not bind or tie a child to restrict movement or tape a child’s mouth.

Not use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child’s family.

Not use physical activity or outdoor time as a punishment or reward.

Toothbrush holders must be ventilated to allow brushes to air

dry. The holder must have the toothbrushes upright, not touching

Toothbrush holders do not need a cover

Background music should not be playing in the classroom except during music/group time and nap time

Indoor & Outdoor Environment

There should be at least 6 stationary learning centers in the

classroom including:

Blocks

Must be enclosed on 3 sides

Must have a flat, thin rug so children are comfortable

Must be enough wooden blocks for 2 children to build independent structures

Must contain 3 different kinds of blocks

Must be enough total blocks for 3 children to build independent structures

Blocks must be separated by type

Wooden locks must be placed on shelves (not containers) and organized by shape, size, etc.

Legos, Lincoln Logs, interlocking blocks, doll houses and large barns should not be stored in the block area

Block area should be one of the two biggest centers in the room




Art

Should be the closest center to the water supply

Materials should be arranged so that children can use them with minimal assistance from adults

Must have a table in or near the art center

Should have an art easel within the center

There must be smocks available for children to wear. There should be as many smocks as there are children that are allowed to play in the center




Fine Motor/Manipulatives

Center should include materials that snap, stack, balance, connect, etc.

Materials should vary in difficulty

Materials should be stored in bins (without lids) and labeled with words and pictures

A table should be in or near the center




Library

Must be enclosed on 3 sides

Should be a quiet, comfortable area with soft furnishings for children to relax

There should be at least 35 books accessible for children with most of them facing forward so the cover can be seen

The books that are available should be in good condition and cover a variety of topics such as differing abilities, cultures, health, jobs/work, math, people, nature/science, fantasy, etc.

Should be at least 5 books displayed in the classroom (does not have to be specifically in the library area) that relate to the current classroom theme




Dramatic Play

Should be a variety of dramatic play materials accessible such as dolls, child-sized furniture, play foods, cooking utensils, dress-up clothes for boys and girls, stuffed animals, camping supplies, mailbox, restaurant menus, doctor tools, play money, etc.

There should be at least 4 examples to represent diversity in the dramatic play area such as dolls of different races, foods of different cultures, equipment used by people with disabilities

The dramatic play area should be one of the two biggest centers in the classroom

The dramatic play area should be altered at times to address the interests of the children and does not have to just be a kitchen area




Science

The science area cannot be labeled “Science/Math”. Math should be evident in all centers and is not solely combined with science.

There should be a variety of science materials accessible from 5 specific categories:

a. Living Things – Class pet, plants, etc.

b. Natural Objects – Leaves, rocks, bird’s nest, etc.

c. Factual Books/Science Games – Matching games, picture books, plastic animals, etc.

d. Nature/Science Tools – Color paddles, magnets, magnifying glasses, etc.

e. Sand/Water Table – Funnels, measuring cups, scoops, etc.

Sand/water table should be available during each free play period

Sand/water table does not have to be connected to the science center

Sand substitutes such as seeds, rice, aquarium pebbles, etc. can be used in the table




Science (continued)

Inappropriate sand substitutes would be gravels, beans, styrofoam, leaves, buttons, corn meal, etc.

It is encouraged that each classroom have a living thing that children can help take care of such as a plant or pet

If there is a plant in the classroom, it must be labeled with the name of the plant and information that proves it is not poisonous


In addition to the stationary centers that were mentioned, each

classroom must have learning centers for Music, Writing, and Computers. These 3 centers can be stationary as well, but they may also be mobile centers that are only created during free play. They

should be set up in the following ways:

Music

Should be at least 10 music materials of different types available for children during free play such as bells, rhythm sticks, maracas, drum, shakers, tambourines, rain sticks, etc.

If music materials are used during group time, there must be enough for 1 per child participating

The music area and instruments must be available for at least 1 hour during free play periods





Writing

This area can be placed at a table during free play although best practice is for it to be a stationary, permanent center in order to easily provide a variety of materials

Should be various types of writing materials such as markers, crayons, pencils, stencils, lined and blank paper, construction paper, tracing cards, etc.

Should contain items that encourage children’s interest in writing alphabet letters such as a book with the children’s names, alphabet in plain view, animal picture cards with names, dry erase word cards, etc.





Computers

There should be an area of technology within the classroom where the children can play interactive learning games

This area could be a desktop computer, laptop computer, Smartboard, or an I-Pad that is available during free play

A timer must be used in this area to assure that no child has more than 15 minutes of media time, per day. The only exception will be when a child with a disability has an IEP plan that specifically calls for additional time involving technology devices


A little bit of fun

Left Brain – Right Brain

Activity

Learning centers that are “quiet” should be separate from the centers that are “noisy”. This can be done by having them on opposite sides of the classroom or by placing a “buffer” center between them. Centers should be viewed as quiet, noisy, or a buffer based on the following designation:

Quiet Centers – Library, Writing, Listening

Buffer Centers – Computers, Science, Fine Motor, Math, Art

Noisy Centers – Dramatic Play, Blocks, Musical Instruments, Music Without Headphones


There must be a Cozy Area in the classroom with soft furnishings that will allow children to COMPLETELY escape the hardness of the room. This may or may not be your Library Area.

Materials should be on low shelves where they are accessible for children to use independently. The teachers should have enough materials to rotate things in learning centers which will maintain children’s interest

There should be a sign that shows how many children can be in a center at the same time.

There should be a system used to identify which children are in each center such as cards with the child’s name and picture, color sticks, bracelets, necklaces, etc.


Photos and names of the children should be found in multiple places throughout the room. Examples would be cubbies, tables, charts, child identifiers for center selection, bulletin boards, birthday displays, writing center, etc.

The “Required Classroom Display” document identifies the items that MUST be posted in the classroom. Teaching staff should also display additional items to promote learning such as literacy and math materials

1/3 of the display should be children’s individualized artwork

The weekly theme should be evident in the display

There should be a visual behavior/discipline system used in the classroom with the name and picture of the children such as monkeys in a tree, stars in the sky, Christmas lights, etc.


Children must have individual spaces to hang their clothing and store their personal belongings. Children’s belongings should not be touching while stored in their individual areas

The use of media (movies, videos, etc.) must relate to the weekly theme

Staff should preview any DVD or video prior to use in the classroom

Staff must provide other options for children who choose not to view a program

Media time will be limited to 30 minutes per week and is prohibited during meals and naptime


Requirements for Daily Schedule There should be a typed daily schedule posted in a parent-friendly,

accessible place in the classroom

There should be a picture schedule posted for the children’s use at their eye level

A copy of the typed daily schedule must be submitted to the Education Services Manager by the end of the 2nd week of school and at any time thereafter when changes are made


Requirements for Daily Schedule The daily schedule should have alternating periods of quiet and

active play

Free Play specifics:

Full-Day programs (6 hours or more) must have at least 120 minutes of free play. It is recommended that free play should be broken into two 60 minute sessions

Part-Day programs (less than 6 hours) must have at least 100 minutes of free play

Outdoor/Gross Motor Play specifics:

Full-Day programs (6 hours or more) must have at least 60 minutes of gross motor time

Part-Day programs (less than 6 hours) must have at least 40 minutes of gross motor time

Within a 3 hour block of time on the schedule, there should be at least 60 minutes of free play and 40 minutes of gross motor play


Requirements for Daily Schedule Meal times must have a minimum of 2 hours between the beginning

of each

Must have a large group/circle time (maximum 20 minutes)

Must have a story time/read aloud (maximum 20 minutes)

Must have a small group time (can be stand alone or during free play).

If small group time is listed as stand alone on the schedule, there should be at least 2 different activities that occur during this time

Full-day programs (6 hours or more) must have a naptime that lasts at least 30 minutes but no longer than 1 hour. Part-day programs should not have a naptime

Must have tooth brushing

Must have JAM or Go Noodle scheduled for 10 minutes


Transition time should be smooth and relaxed. Children should not always be required to move from one activity to another as a group

Wait time during transitions should be less than 3 minutes

Each classroom should have a Fairness Chart and it should be utilized consistently during transitions

Transition time should be used as a learning opportunity when possible, especially for math skills


During naptime, staff must provide an alternate quiet activity for non-nappers.

Soft music should be played during naptime and the lights should be dimmed

Children should be allowed to bring a blanket and pillow from home to help with naptime


Playground Requirements Cannot use outside/gross motor time as a reward or PUNISHMENT

Playground fence should be 4-6 feet high

Fence cannot be more than 3.5 inches off the ground

Kids should not wear scarfs, drawstrings, or necklaces while on climbing equipment

The playground must be checked and documented every day before the children begin play

The playground should have two exits, both with locking gates

Playground should be inspected to assure that there are no head entrapments (Must be smaller than 3.5” OR larger than 9”)


Can Ditto Sheets be used in a Head Start classroom?

Ditto sheets that a teacher plans to use solely for coloring sheets are

not allowable. However, ditto sheets can be used if the teacher is

allowing the children to cut, glue, fold, etc. which will lead them to be

individually creative without a model of a finished product being used

Additional Clarification

Can Dot-to-Dot tracing sheets be used in a Head Start

classroom?

Dot-to-dot sheets are allowable in the writing center as a free choice

for the children to use. They are not allowable to use during small

group or any other time that the child would be persuaded to use them


How many children should have assigned “helper jobs”

during the day/week?

Best practice would be for all children to have assigned jobs but BSACAP only requires 10. The teacher must use a system that gives all children scheduled turns for each job


Group Activity

Dog Groomer

Secretary

Fast Food Worker

Pediatrician

Pilot

Lawyer

Head Start Teacher

Car Salesman

Walmart

Bank Teller

New Curriculum Coming!!!!

Child Attendance

this training is based on - head start and procedures documents/poli… · was the $100,000 bill...

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