REGION 9 ESC
HEAD START
STAFF HANDBOOK
2015-2016
“Giving children a Head Start on life!”
TABLE OF CONTENTS
SECTION 1: Region 9 ESC Head Start Program Information
Organizational Chart………. ...................................................................................................... 1
Region 9 Head Start Sites Contact Information .......................................................................... 2
Region 9 Head Start Staff Contact information .......................................................................... 3
Head Start Information: Where do I find… ................................................................................ 4
SECTION 2: Staff Information & Required Annual Documentation
Basics of Child Plus ................................................................................................................... 5
How to Enter Attendance in Child Plus ...................................................................................... 6
How to Enter Health Events in Child Plus for Teachers ............................................................. 7
How to Print the Child’s Report from e-Deca ............................................................................. 8
GOLD Directions for Language Questions ................................................................................. 9
How to print GOLD Reports for Parents and/or End of year ...................................................... 10
How to Use the Teaching Strategies GOLD Documentation App .............................................. 11
Employing District Head Start Personnel Policy ....................................................................... 17
Employment Records: New Employees and Returning .............................................................. 19
Classroom Teacher Job Description ............................................................................................ 20
Educational Aide Job Description ............................................................................................... 23
Texas Head Start Association Membership form........................................................................ 24
National Head Start Association ................................................................................................. 25
Individual Personnel Folder Checklist ........................................................................................ 27
Teacher and Para Professional In-Service Requirement ............................................................. 28
Please sign the following required annual forms ..................................................................... 29
TB Screener, Disabilities Enrollment Statement, & Head Start Standards of Conduct
Incident Report………………………………………………………………………………….33
SECTION 3: ERSEA/Parent Involvement/Volunteers
What is ERSEA? ......................................................................................................................... 35
Poverty Guidelines ...................................................................................................................... 36
Parent Involvement Expectations ................................................................................................ 37
Volunteer Code of Conduct......................................................................................................... 38
Parent Training Tracking Sheet................................................................................................... 39
Parent Meeting Sign in Sheet and Agenda/Minutes .................................................................... 40
SECTION 4: Checklists, Procedures, and Tracking Requirements
Site Report................................................................................................................................... 42
Daily Classroom Health Check Recommendations .................................................................... 43
Daily Playground Checklist ........................................................................................................ 44
Weekly Cleaning Schedule for Classrooms ................................................................................ 45
In-kind Information ..................................................................................................................... 46
Disability/Behavior Concern Procedures .................................................................................... 49
Tracking requirements ................................................................................................................ 51
SECTION 5: Monitoring
Ongoing Monitoring Plan: Person responsible, Schedule, Calendar........................................... 57
Center Observation: Plan of Action for Ongoing Monitoring..................................................... 65
1. Safe Environments/ Health & Safety Monitoring Tool .......................................... 66
2. Active Supervision Checklist……………………………………………………...72
3. CLASS Observation sheet ...................................................................................... 73
4. Disabilities Monitoring Tool .................................................................................. 74
5. Nutrition Monitoring Tool ...................................................................................... 77
6. Child Development and Education Monitoring Tool ............................................. 79
7. Education Manager Site Checklist .......................................................................... 84
8. Child File Monitoring Checklist ............................................................................. 87
9. ERSEA Monitoring Tool ........................................................................................ 92
10. Parent, Family, and Community Engagement Monitoring Tool............................. 96
11. Health Services Monitoring Tool ........................................................................... 100
12. Mental Health Monitoring Tool.............................................................................. 103
13. Transportation Monitoring Tool ............................................................................. 105
14. Parent Committee/Involvement Checklist .............................................................. 109
15. Community Partnership Checklist .......................................................................... 110
16. ERSEA Manager Site Checklist ............................................................................. 111
REGION 9 EDUCATION SERVICE CENTER HEAD START ORGANIZATIONAL CHART
Region 9 ESC
Family Service
Worker/Mental
Health Coordinator
ERSEA, Family & Community Services,
Health, Mental Health, Parent
Involvement & Transportation Manager
Janay Litz (Fiscal)
Sharon West, Courtney Cooner
Tom Risner (Child Nutrition)
Campus Principals (Teacher Evaluations)
Early Learning Supervisor and
Education, Disability, Nutrition
Manager
Courtney Cooner
Bowie Head Start Site
City View Head Start Site
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Primary Contact: Blake Enlow
Disability Mgr: Lorra Lierly
FSW/MHC: Karen Yell
Child Nutrition: Wayne Walker
Transportation: Lauri Crescenzo
 Fiscal: Jonathan Pastusek
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Burkburnett Head Start Site
Electra Head Start Site
 Primary Contact: Adria Perez
 Disability Mgr: Jennifer
Steinbacher
 FSW: Adria Perez
 MHC: Ann Hicks
 Child Nutrition: Debbie Hummel
 Transportation: Steve Steigerwald
 Fiscal: Angie Jordan
2015-2016
Quality Assurance/Monitoring
Head Start Coordinator
Stacey Jurecek
Region 9 ESC Family
Service
Worker/Mental
Health Coordinator,
Child Plus
Karen Yell
Janay Litz, Coordinator
Lavacca Johnson, Administrative Assistant
Trish Potts, Technical Assistant
Connie Harrigal, Accounts Payable
Executive Director, Wes Pierce
Deputy Director, Darren Francis
Director of ESC Quality Development, Jill Landrum
Executive
Committee
Ann Hicks
Business Office
Region 9 ESC Board of Directors
(Governing Body)
Head Start Policy Council
Primary Contact: Sara York
Disability Mgr: Anjela Schlegel
FSW/ MHC: Ann Hicks
Child Nutrition: Laura Harris
Transportation: Rudy Hawkins
Fiscal: Debbie McDaris
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



Primary Contact: Lara Branch
Disability Mgr: Anjela Schlegel
FSW/ MHC: Ann Hicks
Child Nutrition: Kim Willeby
Transportation: Robert Borton
 Fiscal: Laura Lee Brock
Purple: Gov/Admin.
Fiscal Manager
Lavacca Johnson
Sharon West
Nocona Head Start Site
Gainesville Head Start Site
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
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
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
Primary Contact: Gilpatrick Peyton
Disability Mgr: Lorra Lierly
FSW/ MHC: Karen Yell
Child Nutrition: Norman Waters
Transportation: John Blim
 Fiscal: Paula Peterson
Primary Contact: April Waggoner
Disability Mgr: Kim Otto
FSW: April Waggoner
MHC: Ann Hicks
Child Nutrition: Lynn Pritchard
Transportation: Ricky McAfee
Fiscal: Janna Wolfe
Henrietta Head Start Site
Primary Contact: Kristin Lennon
Disability Mgr: Deanna Draper
FSW/ MHC: Karen Yell
Child Nutrition: Kim Hollar
Transportation: Eddie Hill
Fiscal: Joy Campbell
Blue: Program Managers
Teacher
Mentor:
Sharon West
Petrolia Head Start Site


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

Primary Contact: Mary Morgan
Disability Mgr: Deanna Draper
FSW/ MHC: Ann Hicks
Child Nutrition: Theresa Pharries
Transportation: Pat Stacy
Fiscal: Theresa Harrison
Green: Region 9 Employees
Pink: Quality Assurance
Wichita Falls Head Start Sites
Brook Village, Cunningham, Farris
Early Childhood Center, Northwest,
Rosewood
 Primary Contacts: Becky Hernandez
 Disability Mgr: Schondra Riddle
 FSW: Lisa Little, Tracy Ludtke,
Shunda Stanley, Shondra Riddle
 MHC: Karen Jordan & Shondra
Riddle
 Child Nutrition: Denise Brown
 Transportation: Brian Gibson
 Fiscal: Sheryl Dixon
 Parent Involvement Coordinator:
Carol Gibbs
 Attendance: Jeff Scruggs
Orange: Head Start Sites (Centers)
1
Region 9 ESC Head Start Sites
2015-2016
District
Name
Funded
#
Name of Site
Contact
(Point Person)
# of
Classes
Address
2
405 Lovers Lane
Bowie, TX 76230
1015 S. Berry Street
Burkburnett, TX 76354
1023 City View Drive
Wichita Falls, TX 76306
601 S. Bailey
Electra, TX 76360
912 Martin Luther King Ave.
Gainesville 76240
1600 East Crafton
Henrietta 76365
940-872-3696
940-872-3041
940-569-1942
940-569-2719
940-855-2351
(x214)
940-495-2533
940-855-7943
940-665-4619
940-665-1562
940-720-7910
Ext. 3006
940-538-7515
300 Montague Highway
Nocona 76255
701 South Prairie
Petrolia 76377
2222 Brook
Wichita Falls 76301
4107 Phillips
Wichita Falls 76308
940-825-3018
940-825-4253
940-524-3906
Nurse: 524-3370
940-235-1132
940-534-3608
940-235-1144
940-720-3061
710 Old Burk Road
Wichita Falls 76306
2310 5th Street
Wichita Falls 76301
503 N. Rosewood
Wichita Falls 76301
940-235-4302
940-235-4303
940-235-4307
940-767-7138
940-235-4309
940-766-4126
Bowie
31
Bowie Elementary
Burkburnett
56
IC Evans Elementary
City View
20
City View Elementary
Electra
15
Electra Elementary
Gainesville
70
Head Start Center
Blake Enlow/Kim
Winn
Michelle
Wiese/Adria Perez
Stephanie
Spear/Sara York
Steve Wallace/Lara
Branch
April Waggoner
Henrietta
13
Henrietta Elementary
Kristin Lennon
1
Nocona
27
Nocona Elementary
Gil Peyton
2
Petrolia
10
Petrolia Elementary
1
Wichita Falls
(388)
32
Brook Village
14
Cunningham
Kim Williams/Mary
Morgan
Christy Henry/Becky
Hernandez
Ashley Davis/Becky
Hernandez
180
Farris Center
Becky Hernandez
13
50
Northwest Center
Jeff Scruggs
3
112
Rosewood Center
Carol Gibbs
6
Total:
3
1
1
4
2
1
Phone #
Fax #
940-495-3627
940-235-1133
630
2
REGION 9 HEAD START STAFF
Counties served: Clay, Cooke, Montague, and Wichita
Stacey Jurecek
Lavacca Johnson
Head Start Coordinator
• CDA Contact
Head Start Monitor / Manager
• Education – GOLD, CLASS, Mentor
• Disability
• Nutrition
• Safe Environments
• Early Learning Meetings
• Pre-K Contact
Head Start Monitor / Manager
• ERSEA
• Health Services
• Family & Community Services
• Mental Health Services
• Transportation
• Parent Involvement
Fiscal Manager
Ann Hicks
Family Services / Mental Health Coordinator
Karen Yell
Family Services / Mental Health Coordinator
• Child Plus Specialist
• DECA Administrator
• In-kind
Department Secretary
Sharon West
Courtney Cooner
Virginia Rose
Site
Bowie
Burkburnett
City View
Electra
Gainesville
Henrietta
Nocona
Petrolia
Wichita Falls
Family Service Worker
stacey.jurecek@esc9.net
940-322-6928 x8264
sharon.west@esc9.net
(940) 322-6928 x8236
courtney.cooner@esc9.net
940-322-6928 x8234
lavacca.johnson@esc9.net
940-322-6928 x8261
ann.hicks@esc9.net
940-322-6928 x8230
karen.yell@esc9.net
940-322-6928 x8229
virginia.rose@esc9.net
940-322-6928 x8263
Mental Health Worker
Karen Yell
Adria Perez
Ann Hicks
Ann Hicks
April Waggoner
Karen Yell
Karen Yell
Ann Hicks
Lisa Little, Shunda Stanley, Traci Ludtke
Schondra Riddle
Karen Yell
Ann Hicks
Ann Hicks
Ann Hicks
Ann Hicks
Karen Yell
Karen Yell
Ann Hicks
Karen Jordan
Schondra Riddle
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Head Start Information
Where do I find…….
Region 9 Head Start Website:
www.esc9.net  on Programs & Services  Head Start
Parent/Guardian Information
Community Partner Information
Policy Council Information
Head Start Public Report, Community Assessment, Self-Assessment,
Service Area plans
Head Start Staff information – forms, policies & procedures,
handbooks, videos, links to websites, calendars
Pinterest Page
- sign up to follow the Region 9 Early Learning
National Head Start  http://eclkc.ohs.acf.hhs.gov
Regional Head Start Office Website  http://www.acf.hhs.gov/programs/region6/
National Head Start Association  www.nhsa.org
Texas Head Start Association  http://www.txhsa.org
National Head Start Resource Center  www.headstartresourcecenter.org
National Association for Education of Young Children  http://www.naeyc.org/
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Basics of Child Plus
Installing Child Plus
Login
How to “refresh” class list




Click: change who appears on this list
Select program term: year
Select status: enrolled
Click: Find
If you wish to see terminated kids select terminated and term/wait then Find.
Services (click on child then the service you wish to see)
•
•
•
•
•
Family Application (view only)
 Family demographics
Enrollment (view only)
 entry date into program
Health
 Tracking of 45 and 90 day requirements
 “Please Post” indicates which areas go into child plus
 Events - is where you enter the requirement
 Requirements - will give you a list and let you know if someone is past due
 Health Information - shows doctor and dentist and Medicaid information
Disability (view only)
 Diagnosis
 IEP’s
 Additional Info
Education
 2 Home Visit and 2 Parent Conference dates for each enrolled year/semester (we are
currently not using individualized curriculum dates)
Entry Express
•
•
Attendance
 Click on a date to show attendance for that day
In-kind
 Shows list of all volunteers –you can have multiple entries in this section
Reports
•
See back of “Please Post”
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How to Enter Attendance in Child Plus
Login To Child Plus
Click on Entry Express
Click on Attendance:
Enter Site and Classroom
Click on date
***Please check your roster****
You must click on each date (even if all present) and hit Save Changes for attendance to
count. (If you get an Error please contact Karen Yell)
Use following codes to determine attendance:
All Attendance is DUE on the 5th of each month.
Classroom status:
o Open
o Closed - weekends, summer
o Cancelled - school was scheduled but cancelled (snow day)
o Holiday (closed for Christmas, etc)
o Teacher work day
DO NOT USE: No class, Absent, Best Interest day, Not scheduled
Entry Express, Attendance
o Att. column – if a child is absent and you do not know the reason, mark them as
unexcused. When we receive documentation, go back and change to excused.
 P: Present – present (default)
 E: Excused – we have documentation (absence acknowledgement form,
handwritten parent note, doctor’s note, etc.)
• Use Head Start business for dental, physical
 U: Unexcused –we do not have any documentation
If you have used the code “A”, make sure to go back and change to present, excused, or
unexcused. If there is a blank in the absence reason column, the report shows automatically
prints unknown.
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How to Enter Health Events in Child Plus
The Health Events teachers are required to enter are:
•
•
•
•
•
Pedestrian Safety
DIAL - Language
DIAL - Speech
DECA
Transition Plan
Log In: Child Plus
If you do have your list of kids on the left side of screen:
Click on: Change who appears on List
• Select - Head Start 2012-2013
• Status - enrolled students
• Click - Find
(You should now see your class on left side of screen).
Click- Health on top of screen
Click on a student’s name
The Health Screen will appear:
• Click Add Event
• Select Pedestrian Safety (example)
• Click OK
• Event date: date event was complete
• Status: Meets Requirements for Head Start
• Agency Worker: Select your name in drop down box
• Click Save Changes
These are just the requirements that pertain to the Education Area. Some of you may be authorized to
enter other Health Events and you will follow the same instructions or do as you were trained in Entry
Express.
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How to Print the Child’s Report from e-Deca
Login to e-Deca - https://www.e-deca2.org/
**Some staff have same username/password as Child Plus/GOLD login
**Call or email Karen Yell if you don’t know your login information
View Ratings/Reports
By Child
Choose Site:
Choose Group:
Choose Child:
View All Ratings for this child
Submit
Select Rating Date you wish to print
Options
Scroll to the bottom of the page
Display Scores and Single Rating Report
Print the 3 page report that pops up – Devereux Early Childhood Assessment for Preschoolers
Single Rating Report
File in the child’s file
**If a problem occurs, it is usually because your computer will not allow “pop-ups” from the
e-Deca website. The e-Deca system runs primarily off of “pop-ups”, so please double-check this
setting if the report is not coming up.
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GOLD Directions for Language Questions
Here are the directions and language reports as promised for the GOLD Objectives 37 and 38.
1. Attached is your class list of child’s primary language and home language.
2. If a language is other than English, complete the attachment: Home Language Survey GOLD.
3. Total your answers at the bottom of the survey …If the value is 2 or greater, do the following
instructions
• Log into GOLD
• Go to tab: Children
• Manage Children
• Click edit by child’s name
• Click Update by Home language survey
• Complete survey from answers on your paper copy and save
• Click YES to Access this child using the Spanish Language and Literacy Objectives.
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How to Print GOLD Reports for Parents and/or End of Year:
Log-In to GOLD - http://www.teachingstrategies.com/
Select GOLD tab (on left of the screen)
Select:
-Reports
-Development and Learning
-Create New
Period: Please ensure you select the current rating period.
Check All – Children Names
Check All – Areas
Check – All Levels
-Show (don’t check a box here)
Generate Report
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How to Use the Teaching Strategies GOLD®
Documentation App
Please note: Screenshots show the app on an iPhone 4. Other Apple devices will have similar screens and buttons.
Download the App
Open the App Store icon on your iPad,
iPhone, or iPod touch and search for
“GOLD Documentation.” *
Download the app to your device—it’s free!
All you need is an Apple ID and password.
Start the App
After downloading the app,
the Document icon will
be added to your device’s
home screen.
*Apple, iPad, iPhone, and iPod touch are trademarks of Apple Inc., registered in the U.S. and other countries. App Store is a service mark of Apple Inc.
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© 2012 Teaching Strategies, LLC All rights reserved.
Tap the Document icon
to start.
Log In
Log in using your Teaching Strategies GOLD® username and password.
The app will load the classes and children’s names from your Teaching Strategies GOLD® account.
Capture
The first screen you will
see is the Capture screen.
From here, you can capture
photos, video, or audio.
When you take a photo, video, or audio
recording, a thumbnail of the media moves
to the bottom bar. Tap the thumbnail to go
to the Documents screen.
When you are ready to capture,
tap the camera, video camera,
or microphone icon in the bar. If
capturing video or audio, tap the
icon again to stop recording.
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© 2012 Teaching Strategies, LLC All rights reserved.
Use the Mode button to
choose the media type.
Documents
On the Documents screen,
you will see all media you
have captured and not
yet uploaded to Teaching
Strategies GOLD® online.
Tap the Capture button (camera icon)
to return to the Capture screen.
Tap the Add Notes
button (plus sign icon) to
add an observation note
that is not associated
with any photo, video, or
audio. This will take you
to the Notes screen.
Tap each thumbnail to open
the Documentation screen.
Tap the Settings button
(gear icon) to view the
Settings screen. From
there, you can log out and
manage your user profile.
Documentation
On the Documentation screen, you can add a note to a photo, audio clip, or video clip. You can then tag
the documentation item with children’s names, objectives, and dimensions.
Tap the media
image to view
or play.
Tap the Done button
to return to the
Documentation screen.
Tap the Add
Notes button
to view the Notes
screen and add an
observation note.
Notes are not
required with a
photo, video clip,
or audio clip.
Tap the Edit Children button
to view the Class List screen
and tag the documentation
with children’s names.
Once you have tagged the documentation with
children’s names, tap the Edit Objectives and
Dimensions button to view the Objectives screen.
(You must add a child in order to see this button.)
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© 2012 Teaching Strategies, LLC All rights reserved.
Tap the
child’s name
to tag.
Objectives and Dimensions
Tap an objective with an
arrow beside it to drill down to
the related dimensions on the
Dimensions screen.
Tap the Done button
to return to the
Documentation screen.
✓
If there is no arrow beside
an objective, there are
no dimensions related to
that objective.
Tap the objective or
dimension to tag.
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© 2012 Teaching Strategies, LLC All rights reserved.
Once you have tagged
the documentation with
a child’s name and added
any notes, objectives, and
dimensions, you can swipe
down to review your entries.
Upload
Tap the Upload button (cloud icon) in the upper right corner of the Documentation screen.
(This button will not display until you have added a child.)
Your document will upload to the children’s portfolios in Teaching Strategies GOLD®
online and disappear from your Documents screen.
View Documentation in Teaching Strategies GOLD® Online
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© 2012 Teaching Strategies, LLC All rights reserved.
The next time you log into Teaching
Strategies GOLD® online, you will
see the documentation items
added to each child’s portfolio. Go
to the Edit Documentation screen
in Teaching Strategies GOLD®
online to review those items, add or
edit notes, add preliminary levels,
individualize, or share with families.
Settings
Tap the Settings button (gear icon) on
bottom right of Documents screen to view
the Settings screen.
View and update your
Teaching Strategies GOLD®
profile information.
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© 2012 Teaching Strategies, LLC All rights reserved.
Tap the Logout button to log out
of the Teaching Strategies GOLD®
Documentation app.
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EMPLOYMENT RECORDS
Employment records shall be kept in the offices of each employee’s ISD Administration Office. The Region 9 ESC Head
Start program requires the following information from each Head Start employee:
New Employees: Upon hiring, and before your start date, the following information must be provided and recorded on
the Individual Personnel Folder Checklist:
• Proof of TB Test and follow up, if necessary
• Physical Exam and re-exam, if necessary
• Copy of resume and certification as required by the school district
• Completed Criminal History Authorization
Within 45 days of employment, the following must be completed and recorded on the Individual Personnel Folder
Checklist:
•
•
•
•
•
•
•
Training Documentation (can be completed at your district or will be available online in October and January)
o Child Abuse
o Blood Borne Pathogens
o Transition
o Confidentiality
o Disability
Completed and signed TB Screener
Signed Head Start Standards of Conduct
Signed Disability Statement
First Aid Training Documentation
CPR Training Documentation
Food Handlers Certificate (Wichita County only)
Returning Employees: Current Head Start employees who are returning to work at the beginning of the school year
must provide the following information and record on the Individual Personnel Folder Checklist:
•
•
•
•
•
•
•
•
•
Completed and signed TB Screener
Signed Head Start Standards of Conduct
Signed Disability Statement
Training Documentation (can be completed at your district, online October and January) or at Region 9)
o Child Abuse
o Blood Borne Pathogens
o Transition
o Confidentiality
o Disability
First Aid Training Documentation
CPR Training Documentation
Food Handlers Certificate (Wichita County only)
15 Hour Teacher In-Service Requirement
Professional Development Plan – completed in May with the Region 9 Head Start Education Manager
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POSITION:
CLASSROOM TEACHER (CERTIFIED), HEADSTART
STATUS:
EXEMPT
QUALIFACTIONS:
Bachelor’s Degree: Kindergarten or Early
Childhood endorsements
REPORTS TO:
ISD Building Principal
JOB GOAL:
To comply with all federal guidelines (Head Start Performance
Standards, Policies and Procedures) and all local Head Start
policies in providing children and families with all Head Start
services in order to implement an effective pre-kindergarten
Head Start Program for children.
To provide children with a learning environment and the varied
experiences which will help them develop socially, intellectually,
physically, and emotionally, in a manner appropriate to their age
and stage of development, toward the overall goal of social competence.
PERFORMANCE RESPONSIBILITIES:
I.
Planning
A.
Plans and posts daily schedule in classroom.
B.
Writes daily lesson plans and keeps them readily accessible
C.
Includes in written lesson plans objectives, concepts, and essential elements to
be taught.
D.
Provides for special needs of individual children in written lesson planning.
E.
Includes educational assistants, parents, and volunteers in planning.
F.
Follows daily schedule and written plans.
G.
Sets up learning centers.
H.
Prepares needed materials in advance.
II.
Working in the Classroom
A.
Maintains an orderly and safe classroom environment.
i. Reinforces positive behavior with verbal and/or nonverbal
encouragement.
ii. Ignores negative behaviors to greatest extent possible.
iii. Redirects disintegrating activities.
iv. Deals with individual problems on an individual basis.
v.
Refrains from raising voice or threatening.
vi. Treats children with respect at all times.
vii. Takes time to help children reflect on their actions and behaviors.
viii. Implements local Head Start discipline policies.
20
B.
C.
D.
E.
F.
G.
H.
I.
J.
III.
Encourages child-initiated activities and learning.
Demonstrates knowledge of and uses of materials appropriate for the
developmental level of the children.
Demonstrates knowledge of and use of materials appropriate for the
development level of the children.
Demonstrates respect for each child and accepts differences of children.
Models correct speech patterns for children.
Corrects misconceptions through conversation rather than arbitrarily.
Provides opportunities for each child to experience success.
Encourages children to verbalize and explore new areas of interest.
Helps children discover alternate ways of doing things.
Working with parents and families.
A.
Organizes and attends Parent Orientation meetings during the first month of the
year.
B.
Oversees the organization of other monthly parent meetings.
C.
Documents all monthly parent meetings with sign-in sheets and minutes, or
delegates to teaching assistant.
D.
Assumes responsibility of notifying parents of upcoming meetings, trainings,
and events.
E.
Recruits, trains, and utilizes parent volunteers in the classroom.
F.
Treats parents with respect and refrains from community gossip.
G.
Posts and maintains a bulletin board for dissemination of information to parents.
H.
Actively recruits parent’s ideas and suggestions for classroom activities and
curriculum planning.
IV.
Working with others
A.
B.
C.
D.
E.
Delegates some planning paperwork, and supervisory responsibilities to the
Educational Assistant(s) and parents.
Assumes responsibility for helping the Educational Assistant become more
proficient in working with children.
Supports Educational Assistant and parent volunteers with praise and
encouragement.
Assists with the transportation of Head Start Children for field trips and
screenings.
Cooperates with ESC supervisory staff concerning reports, policies, guidelines,
etc. for Head Start program.
i.
Complete ongoing assessment checklist 3 times per year for all Head Start
children. Utilize DIAL results for individualization.
ii. Follows safety and environment checklists or delegates to assistants in the
classroom.
iii. Maintains current ongoing anecdotal records on Head Start children and
makes entries in the child’s portfolio regularly and use to communicate
with parents.
iv. Apprises ESC Head Start staff of classroom needs and individual needs of
Head Start children.
v.
Maintains documentation (in lesson plans) of health and safety lesson
taught.
vi. Submit lesson plans to designed district staff.
21
vii.
F.
G.
H.
Sees that adequate health/hygiene items such as soap, towels, lotion,
gloves, toothbrushes, etc. are available.
viii. Maintains equipment in good order and marks all Head Start equipment
and supplies as being Head Start.
ix. Completes yearly inventory of equipment.
x. Posts all emergency plans, child abuse hotline numbers, and CPR/first aid
documents.
Attends all Head Start staff development and in-service meetings as requested.
Cooperates with Head Start disabilities component staff.
a. Refers Head Start students with suspected disabilities for evaluation.
b. Attends referral committee, ARD, and Health IEP meetings. Assists
with setting up parent participation in these meetings.
c. Cooperates with planning and implementation of IEP and ARD goals
for children with disabilities.
Maintains confidentiality of all Head Start children’s folder
22
POSITION:
EDUCATIONAL AIDE
STATUS:
NON-EXEMPT
QUALIFICATIONS:
CDA certification (Child Development Associates credential), be
enrolled in a CDA credentialed program that will be completed
within 2 years, have an associates or baccalaureate degree in any
area, or be enrolled in a program leading to such a degree.
REPORTS TO:
Building Principal through classroom teacher
JOB GOAL:
To comply with all federal guidelines (Head Start
Performance Standards, and ESC Head Start
operational plans) and local Head Start policies
in providing services to children and families.
To provide children with a learning environment
and the varied experiences which will help them
develop socially, intellectually, physically, and
emotionally, in a manner appropriate to their age
and stage of development, toward the overall goal
of social competence.
PERFORMANCE RESPONSIBILITIES:
EDUCATION
1.
Interacts with children during all indoor and outdoor activities.
2.
Reinforces acceptable behaviors and redirects unacceptable behaviors.
3.
Deals with individual problems on an individual basis.
4.
Does not raise voice or threaten.
5.
Takes time to help children reflect on their actions/behaviors and redirects when
necessary.
6.
Encourages language development with open ended questions.
7.
Demonstrates respect for each child and accepts differences in children.
8.
Corrects through conversation.
9.
Provides opportunities for each child to experience success and reinforces all efforts.
10.
Extends learning.
11.
Cooperates with teacher regarding schedules, lesson plans, classroom activities,
materials, and record keeping.
12.
Is responsible for co-planning and teaching one small group time each day.
13.
Models correct speech patterns and vocabulary for children.
23
* Speak * Represent * Advocate *
THSA Membership Form
January 1, 2015 – December 31, 2015
COMPLETE ONLINE at www.regonline.com/thsa
Form must be COMPLETELY filled out, signed and dated.
NAME:_______________________________________________ Job Title____________________________
MAILING ADDRESS_______________________________________________________________________
CITY________________________________________STATE_____________ZIP CODE________________
WORK PHONE:____________________________CELL PHONE:__________________________________
EMAIL(required):___________________________________________________________________________
Please print legibly
GRANTEE /
AGENCY____________________________________________________Area:_________________
(Complete name of agency -no initials)
□ Central □ West □ North □ South
CITY:_________________________________STATE______________ZIP CODE_____________________
MEMBERS SIGNATURE____________________________________________DATE:__________________
Membership class (Please indicate
which caucus)
Dues
amount
Registration
Fee
On line processing fee
ONLY if using credit
card
∆Staff, ∆Friend, ∆Director
∆Head Start Parent
$45
$3.60
$2.23
$5
$3.60
.25
Date of check
or money order
Total amount
enclosed
IF MAILING IN PAYMENT, AFTER COMPLETING ON LINE APPLICATION
Make checks or money order payable to:
Texas Head Start Association
7819 Secretariat Lane
Houston, Texas 77071
www.txhsa.org.
When paying by check or money order, allow 1 2 weeks for receipt of membership card. If you
move or have a name change, please notify
THSA immediately. A $32 fee will be charged
for all returned checks. All overpayments will
be considered a donation to THSA.
ABSOLUTELY NO REFUNDS. Memberships
are not valid until appropriate payment has been
received and cleared the bank.
FOR OFFICE USE ONLY:
Date Received: _______________Deposit Date______________
Card emailed:_________________ Report #:________________
24
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Membership FAQ
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How do I join NHSA?
There are two ways you can join NHSA:
Submit an application and payment by mail to:
Attn: Membership
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P.O. Box 759400
Baltimore, MD 21275-9400 Complete an online application and payment.
What benefits do program staff, parents, and board members receive?
What membership type do I qualify for?
What is the cost of membership?
How long will my membership last?
Can I get a refund?
How long will it take to activate my membership?
How do we receive membership cards for our staff?
Who should I submit for my employee/parent roster?
25
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How do I submit my employee/parent roster?
Who is an Administrative Contact?
How do I designate an Administrative Contact?
Grantee, Delegates, Partners
Where should I mail my check?
Conferences
Who receives discounts to institutes, conferences and events?
Discounts for Professional Development
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26
Highest Degree Held
Food Handlers Certification
(if applicable) Wichita
County Only
Certification
Date of CPR
Position
Date of First Aid
Site
Date of Active Supervision
Training
Date of Blood Borne
Pathogens Training
Date of Confidentiality
Training
Date of Transition Training
Date of Disabilities Training
Date of Child Abuse
Training
Head Start Disability
Enrollment Statement
Dates of 15 Hours Staff
Development
Signed Standards of
Conduct
TB Screener Form
Date of Professional
Development Plan – up to 3
goals
Date of Recent
Performance Appraisals
School Year
Region 9 Head Start Individual Personnel Folder Checklist
Staff Name
Proof (Date) of Resume or Application
Proof (Date) of TB Test
Proof (Date) of Physical Exam
Proof (Date) of Criminal History Authorization
Annual Training Requirements are listed below and must be completed between June 1st and May 31st.
27
Region 9 ESC Head Start
Teacher and Para Professional In-Service Requirement
Sec.648A (5)
Teacher In-Service Requirement
Each Head Start teacher shall attend not less than 15 clock hours of professional development
per year. Such professional development shall be high-quality, sustained, intensive, and
classroom-focused in order to have a positive and lasting impact on classroom instruction and
the teacher’s performance in the classroom, and regularly evaluated by the program for
effectiveness.
Teacher and Para Professional In-Service Requirement
Teacher: _________________________
Campus: _________________________
School Year: ____________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
Staff Development Attended: _____________________________________________________
Date: ________________________________ Number of Hours: ________________________
*This is an optional form for tracking your yearly in-service hours. Please be sure to have
documentation of each training you attended.
28
Please sign the following required
annual forms and place in your
personnel file:
• TB Screener form
• Disabilities Enrollment Statement
• Standards of Conduct
29
Questions About Your Child and Tuberculosis (TB)
Child’s Name ___________________________________ Date of Birth ____________________
Your Name________________________________________________
Today’s Date_______________________
We need your help to find out if your child has been exposed to the disease tuberculosis, also known
as TB.
TB is caused by germs. It is usually spread to another person by coughing or sneezing. A person can
have TB germs in their body but not have active TB disease. TB can be prevented and treated. Your
answers to the questions below will let us know if your child might have been exposed to TB. If your
answers show your child might have picked up the TB germs, we will want to give him or her a TB skin
test. The skin test is not a vaccination. It will not prevent TB. It will only let us know if your child has the
TB germs.
Check the box that matches your answer:
Yes
No
Do Not
Know
1. Has your child been tested for TB?
If yes, when? Please tell us the date ________________________
2. Have you ever been told that your child had a positive TB skin test (TST)?
If yes, when? Please tell us the date ________________________
3. TB can cause fever that can last days or weeks. It can cause weight loss, a bad
cough (lasting over two weeks), or coughing up blood.
Has your child been around anyone with any of these problems?
Has your child been around anyone sick with TB?
Has your child ever had any of these problems or do they have them now?
4. Was your child born in another part of the world like Mexico or Latin America, the
Caribbean, Africa, Eastern Europe, or Asia?
5. Has your child been to Mexico or any other country in Latin America, the
Caribbean, Africa, Eastern Europe, or Asia for more than 3 weeks?
Which country or countries did your child visit? _________________________
6. Do you know if your child has spent more than 3 weeks with anyone who:
Uses needles for drug use?
Has AIDS?
Was or is in jail or prison?
Has just come to the United States from another country?
FOR THE PROVIDER:
If the prior test was negative and the answer to #4 is yes, the child does not need a repeat skin test.
If the prior test was negative and occurred at least 8 weeks after the situation described in #3a, 3b, 5, or
6, the child does not need a repeat skin test.
If the prior test was positive, the child does not need a repeat skin test; but a positive answer to #3c
would indicate a chest x-ray as soon as possible.
PPD administered
Yes___ No___
If yes,
Date administered ____/____/____ Date read ____/____/____ PPD response__________ mm
PPD provider
_______________________________
__________________________________
Signature
Printed Name
If chest x-ray done, date and results
__________________________________________________________________________________
Provider phone
number____________________City_________________County_____________________
No___
If positive, referral to local/regional health department/specialist? Yes___
If yes, name of health dept/specialist ___________________________________________________
Contact your local or regional health department if assistance is needed.
30
REGION 9 HEAD START
DISABILITIES ENROLLMENT STATEMENT
1308.5
No child with disabilities will be denied admittance to Head Start because of:
• Staff attitudes and/or apprehension about caring for a child.
• Inaccessibility to facility.
• A need to access additional special resources to meet the needs of the child.
• Staff unfamiliarity with disabling conditions or special equipment required
to care for child such as braces, prosthesis, breathing apparatus, or any other
kind of equipment.
• The child requiring additional personal services such as assistance with
feeding, special toileting considerations, (including diapering or toilet
training), or medication administration.
Head Start Staff Signature
Date
31
Standards of Conduct
1304.52(h)(1)(2)(3)
All staff, consultants, and volunteers must abide by the program’s standards of conduct. These
standards specify that:
1. I will respect and promote the unique identity of each child and family and refrain from
stereotyping on the basis of gender, race, ethnicity, culture, religion, or disability.
2. I will follow program confidentiality policies concerning information about children,
families, and other staff members.
3. No child will be left alone or unsupervised while under my care.
4. I will use positive methods of child guidance and will not engage in corporal punishment,
emotional or physical abuse, or humiliation. In addition, I will not employ methods of
discipline that involve isolation, the use of food as punishment or reward, or the denial of
basic needs.
5. I will refrain from accepting or soliciting personal favors, gratuities, or anything of
significant value from contractors, potential contractors, employees, or potential
employees of the program.
6. I will be responsible when utilizing social media (Twitter, Facebook, Instagram,
Pinterest, etc.). I will refrain from posting inappropriate pictures, utilize professionalism
in language, and will maintain professional boundaries.
7. I will maintain the Head Start Child Staff Ratio, which means a group of children
supervised and/or taught by two adults at all times (1306).
8. I am aware that I have been trained on Active Supervision, and educated on reporting
procedures (to parent/guardian and grantee) if a supervision incident should occur.
9. I am aware of that there may be penalties for violating child staff ratio and Active
Supervision policies and procedures.
10. I am aware that I have been trained on 1304.52 (iii) No child will be left alone or
unsupervised while under their care.
By signing this statement, I am acknowledging that I have received training on the above
stated Standards of Conduct and the expectations while being an employee of Head Start.
I am aware that there may be disciplinary action taken if I were to violate these Standards
of Conduct.
All violations of the Standards of Conduct will be reported to the Region 9 Head Start
Coordinator. Region 9 Head Start Coordinator will report the violation of the Standards
of Conduct to the Region 9 Executive Director and determine appropriate course of
action.
Signature___________________________________
Date_______________________________________
32
Region 9 Head Start
Incident Report
Any and all circumstances regarding supervisory incidents with Head Start children will be reported on this form,
and sent to Region 9 within 24 hours, along with supporting documentation from ISD Human Resources/Immediate
Supervisor.
Campus:
Other people involved:
District:
Where was the child left unsupervised?
Playground Classroom
Cafeteria Bathroom Other(Explain):
How long was the child
unsupervised?
1–5 min.
6–15 min.
16–29 min.
30+ min.
How old was the child when the incident
occurred?
3 years
4 years
5 years
Date of Incident:
Time of Incident:
Please indicate which of the following occurred. (Select all that apply.)
 The child was seriously injured.
 The child walked off the premises or away from a field trip.
 The child was exposed to harsh conditions (e.g., extreme weather conditions).
 The program did not know the child was alone.
 The child was found by someone other than Head Start staff.
 The program knew the child was alone.
 The program’
s system detected the missing child (e.g., program had a back-up, redundant system, and it
worked).
Based on the information above, select the option that best describes why a child was left alone?
 There was no system in place to ensure children were supervised at all times.
 A system existed and was followed correctly, but a child was left alone.
A system existed, but staff did not follow the system.
 There were not at least two adults supervising the group of children prior to the child being unsupervised.
 The teacher sent the child to another location, such as the bathroom or on an errand (i.e., the teacher knew
where children were, but they were unsupervised).
Please describe what happened and why a child was left alone:
33
Please describe Active Supervision steps that were utilized when supervising the child:
Typically, what should have happened?
Parent/Guardian contacted? Yes No
Did the program report this to Child Protective
Time contacted:
Services? Yes
How contacted? Phone
Date of Report:
am / pm
No
Note Other
Title of person preparing report:
Signature:
Signature of ISD Immediate Supervisor:
34
What is ERSEA?
Eligibility – children must be 3 or 4 years old on the public school eligibility date
(September 1st), 90 % low income families, homeless, families receiving public
assistance, foster child, and live in our service area (Clay, Cooke, Wichita, and
Montague counties). We may serve up to 10% over-income.
Recruitment – a process designed to actively identify and inform all families with
Head Start eligible children of the program and its services and to encourage
them to apply. Special emphasis is placed on recruiting children with disabilities.
Selection – a formal process for reviewing all eligible applicants for the program
and ranking them according to need. 10% of the slots must be made available for
children with disabilities and a waiting list must be maintained with the children
ranked in point order.
Enrollment – a process that involves the family in completing the necessary
paperwork/procedures for the child to be ready to start the program and receive
services. This is the family’s official acceptance into the program.
Attendance – monthly average daily attendance must not fall below 85% (public
school is 90%). All absences are tracked and analyzed and the cause of chronic
absenteeism may eventually be considered an enrolment vacancy. After 3
consecutive absences without contact with the family, a referral to the social
worker must be made.
35
2015-2016 Head Start Income Guidelines
Family size
1
2
3
4
5
6
7
8
100 % Poverty and under
$11,770
$15,930
$20,090
$24,250
$28,410
$32,570
$36,730
$40,890
INCOME ELIGIBLE
50 POINTS
b/t 100% and 130% Poverty
$15,301
$20,709
$26,117
$31,525
$36,933
$42,341
$47,749
$53,157
OVER INCOME
10 POINTS
For families with more than 8 persons, add $4,160 for each additional person
Income 100% Poverty guidelines and less: 50 points
Income between 100% and 130% guidelines: 10 points
Income over 130% guidelines – 0 points
Gross Annual Income Calculator (AIC):
Paid twice/month – x 24
Paid every other week – x 26
Paid monthly – x 12
Paid weekly – x 52
Eligible age for 3 year olds: 3 years old on September 1, 2015
Eligible age for 4 year olds: 4 years old on September 1, 2015
Teen Parent – when current enrolling child was born, parent was 19 years old or younger
36
Parent Involvement Expectations
Parent Involvement:
Volunteering in the Head Start classroom is meant to provide parents with insight as to ‘how’
children develop, and ‘how’ to assist their child in that development. Volunteering in the
classroom will provide parents an opportunity to gain self-confidence, learn to work with adults
and children, get actual work experience, and give the opportunity for the parent to share with
the class important family and cultural insights from their own experiences. Parent volunteers in
the Head Start classroom are a foundation of the Head Start philosophy and should be vigorously
encouraged by teachers and aides.
Parents are encouraged to participate in every aspect of the Head Start classroom
including, (but not limited to) volunteering to help in the classroom, providing assistance
in planning and implementing classroom activities, reviewing lesson plans, and
assistance in self-assessment with the ESC Head Start staff.
Parents shall not be expected to pay fees or make any monetary contribution to their
child’s classroom experience.
Parent volunteers are expected to adhere to school policies and Head Start Standards of
Conduct. (1304.52(h)(1).
Parents should always be made to feel welcome in the Head Start classroom and never
denied participation based on education, social status, sex, or race.
Parent meetings are to be held monthly. Parent meeting trainings shall be provided
which cover nutrition, crisis management, child development, literacy, health and safety,
and other topics of interest to parents. Parents shall be asked for input as to trainings
they desire to have.
Parents shall be invited to all Head Start trainings and conferences during the year unless
space is restricted.
Interpreter in Head Start Classroom:
Each Head Start Classroom shall have someone available who can translate for non-English
speaking families in parent meetings, trainings, in the classroom if necessary, and for parent
conferences. It is preferable that one of the Head Start staff speak languages other than English
in each classroom. However, if this is not possible, each classroom shall have a parent volunteer
or other ISD staff member who can be readily available at all times to translate for non–English
speaking families and children.
37
Volunteer Code of Conduct
For Region 9 ESC
Head Start
1304.52(h)(1) – Standards of Conduct. Grantee and delegate agencies must ensure
that all staff, consultants, and volunteers abide by the program’s standards of conduct.
As a volunteer of the Region 9 ESC Head Start, I agree to adhere to the following
code of ethical conduct:
•
I will respect and promote the unique identify of each child, family, and staff
Member and refrain from stereotyping on the basis of gender, race, ethnicity,
Culture, religion, or disability;
•
I will follow the program confidentiality policies concerning information
About children, families, staff, and/or internal operating procedures;
•
I will adhere to the program’s policies and procedures for filing a
Community complaint;
•
I will refrain from accepting or soliciting personal favors, gratuities, or
Anything of significant value from contractors or potential contractors
And employees or potential employees of the program;
•
I will share my skills, talents, and expertise to promote and improve the
Quality of the program.
Signature:
___________________________
Date: _________________________________
38
Parent Training Tracking Sheet
Site:___________________
Topic
Father
Involvement
Activity?
Date(s):
Name of Organization
Name of Speaker
# of
parents
# of
staff
Safety – Pedestrian &
School drop off (within
first 30 days of enrollment)
Health education:
Medical/Dental
Nutrition education
Mental Health
Education: At risk issues
Child Abuse
Community Resources
Transition
Family Literacy
Education: Child
Growth & Development
2015-2016
39
(site)
___________Head Start Parent Meeting Sign in sheet
Date:
Staff / Parent’s Name
Child’s Name
40
(site)
_______________Head Start Parent Meeting Agenda/Minutes
Date:
1. Call Meeting to order by:
2. Minutes from last meeting: Date of last meeting:
3. Important upcoming dates:
4. Policy Council Update:
Date of last Policy Council Meeting:
Name of Parent representative:
Date voted:
Name of Community representative:
Date voted:
5. Parent Input for Curriculum/Activities:
•
Education:
•
Nutrition:
6. Parent Training Topic:
Presenter’s Name:
Child Abuse
Transition
Pedestrian Safety
Health Education
Education: Child Growth & Development
Mental Health
Nutrition Education
Family Literacy
Community Resources
7. Family Involvement:
8. Questions & Answers
9. Additional Information
10. Meeting Adjourned
Signature of Head Start Staff
Date
A copy of this is sent home to parents not in attendance
41
Region 9 Head Start
Site Report
*The site report will be completed on the last working day of the month to reflect the activities of that month.
Please email to stacey.jurecek@esc9.net
Head Start Site:
☐ Bowie
☐ Burkburnett
☐ City View
☐ Electra
☐ Gainesville
☐ Henrietta
☐ Nocona
☐ Petrolia
Month: Click here to enter text.
Year:
Click here to enter text.
☐ WF: Brook Village
☐ WF: Cunningham
☐ WF: Farris
☐ WF: Northwest
☐ WF: Rosewood
Enrollment information:
# of enrolled students: Click here to enter text.
# on waiting list: Click here to enter text.
Parent Training Topic:
☐Child Abuse
☐Transition
☐Pedestrian Safety
☐Health Education
☐Education: Child Growth & Development
# of Parents in Attendance:
☐Mental Health
☐Community Resources
☐Nutrition Education ☐Family Literacy
☐No parent meeting held this month – see family involvement
Disability information:
# of referred students: Click here to enter text.
# receiving services: Click here to enter text.
Classroom Activities/Updates:
Field Trips, special visitors/volunteers, and community involvement activities:
Family Involvement:
Nutrition Activies:
Person completing form:Click here to enter text.
Date: Click here to enter text.
42
Region 9 ESC Head Start
Daily Classroom Health Check Recommendations
Parents will be informed children are not to attend school with any of the following symptoms:
Fever over 100.4°
Eye infection
Bleeding
Head Lice
Severe Cough
Unusual Skin Rash
Open Wounds
Vomiting/Diarrhea
If Head Start staff notices any of these, parents may be asked to pick up their child. If their child
is sent home, they must stay home until they are symptom free for 24 hours or cleared by the
appropriate Head Start staff.
The parent must take a child who has recovered from a communicable disease or illness or who
has been treated for head lice to a designated staff member before returning to class.
In case of emergencies:
•
•
The Head Start staff will notify parents concerning any accident involving their child.
In the event of a serious accident or injury, the staff will notify parents immediately and
secure emergency medical treatment for the child
43
Daily Playground Checklist
HS Site:
Month: ________________
Year: _________
Please post visibly in the classroom
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Riding toys secured
Hazardous materials
discarded
Ground cover is at a
consistent level (grass, dirt,
rocks, mats, concrete)
Sidewalks clear
Trash is removed
Playground equipment
maintained to prevent injury
to children
Concrete is well maintained
(no cracks/holes larger than
1”
Fences are well maintained,
void of holes and sharp edges
Need for Maintenance
repairs? Y/N
Monitored by: (initials)
Carbon Monoxide Detector checked on the first day of the month: ☐
Smoke Detectors checked monthly (if applicable): ☐ ☐ N/A
Concerns:
Is it in working order: ☐ Yes
Is it in working order: ☐ Yes
☐ No
☐ No
Date:___________ Area of concern:____________________________Work order submitted to maintenance: ☐Yes ☐No Submitted by: ___________
Date:___________ Area of concern:____________________________Work order submitted to maintenance: ☐Yes ☐No Submitted by: ___________
Previous areas of concerns corrected? ☐ Yes
☐ No
If not, new work order submitted: ☐ Yes
☐ No
Signature of person responsible for checklist:
2015-2016
44
Weekly Cleaning Schedule for Classrooms
Please post visibly in the classroom





Spray cots with disinfectant.
Wash sheets.
Wash blankets
Spray chairs and wipe with disinfectant.
Spray disinfect on large plastic block, wooden blocks, Legos, dollhouse, etc.
Month:
Week 1:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 2:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 3:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 4:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 5:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 1:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 2:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 3:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 4:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 5:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 1:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 2:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 3:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 4:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Week 5:
Cots
Sheets
Blankets
Chairs
Manipulatives
Initials:
Date:
Month:
Month:
2015-2016
45
THINGS THAT CAN BE USED FOR
HEAD START NON-FEDERAL SHARE
Only items or personnel that are paid out of local or state funds can be counted as Non-Federal
Share.
Documentation of how percentage is figured. To be figured as of 9/15/XX and 11/15/XX.
Principal -- % of Head Start students
Secretary -- % of Head Start students
Counselor -- % of Head Start students
Librarian -- % of Head Start students
Nurse -- % of Head Start students
Registrar -- % of Head Start students
Janitor –- based on square footage
Janitor Supplies -- based on square footage
Utilities-- based on square footage
Property Insurance -- based on square footage
Rent -- based on Independent Appraisal
Classroom Volunteer – Must provide a service that is necessary to the operation of the Head Start program
at no cost to the district
-- All volunteers must sign a code of conduct
Things that DO count
Parent officers time spent a parent meetings.
Read to class
Read to child at home if this activity is in the teacher's lesson plan
Teacher will designate books monthly in the lesson plan that will qualify for Family NonFederal Share activity for that month.
Help with lunch and clean up
Help with classroom activities – cut out, glue, etc
Take blankets home to wash
Things that DO NOT count
Come eat lunch with child
Come to classroom parties
Documentation
The volunteer’s sign in sheets MUST include:
Volunteer’s Name
The date the volunteer provided services
The volunteer’s supervisor’s signature
The volunteer’s signature
The volunteer’s activity
The rate applied to this activity
Total valuation for the time period
Any activities (i.e. reading activity) must be documented on the volunteer sign in sheet.
The teacher will follow up before signing.
1 of 2
46
Classroom Donations –Value of such items can counted only if the program would have had to purchase
them in order to implement the program objectives. Donations of supplies to be
used at gifts, prizes, and awards are not allowable.
Things that DO count
Books
School supplies
Food used in classroom
Clothing for dress up or emergency
Things that DO NOT count
Items for classrooms parties
Items for personal use that
that go
go home
home (i.e.
(i.e. food,
food, clothing,
clothing, etc.)
etc.)
Documentation
The donation sheet MUST include:
Name of person or group donating
The date of donation
Person’s or group’s signature
Supervisor’s signature
Item donated
Value of item donated
REMEMBER:
Cash Match is counted as Non-Fedeeral Share when it is expended - not received.
Donated tickets for field trips must be in lesson plan to count as Non-Federal Share.
2 of 2
47
Head Start Site:
NON-FEDERAL SHARE VOLUNTEER/DONATION SHEET
Name of Volunteer/Nombre de Voluntario :
Name of Child / Nombre de Nino:
Relationship to Student / Parentesco al Nino:
Month/ Mes :
Teacher / Maestra :
Date
Fecha
2014-2015
Total
Hours
Horas
Totales
Signature of volunteer
for each date
Father
Involvement
Firma del Voluntario para cada
Activity
fecha
Year / Ano:
Description of time or items
donated
Hourly or
Unit Rate
Descripcion de tiempo o cosas de
donacion
Cantidad por hora
o por donacion
Total Cost for Total Cost for
Time
items donated
Canidad Total
para el Tiempo
Cuesto Total para
cosas donadas
Head Start Personnel's Signature / Firma del Personal de Head Start :
Original-Head Start Site, Yellow-Region 9 ESC
48
Disability Plan
Formal Evaluation
Recruitment of Children
with Disabilities
1. Teacher makes in-house consideration for referral to
specialist
2. SST Meeting to discuss concerns/actions with multidisciplinary team
3. Referral to Disabilities Coordinator
4. Testing to determine eligibility (Special Education)
1. Letters to agencies of children with
disabilities.
2. Canvassing targeted neighborhood
3. Ex-parents
4. Advertisement/Child Find
Does not meet
eligibility
Eligibility
IEP Individualized Program
Enrollment of Students
1. Take applications
2. Screen applicants
If child meets
eligibility
Concern identified
3. Enroll student into Head Start
1. ARD committee meeting (parent, admin.
evaluator, general ed teacher, special ed
teacher, and/or SLP)
2. Development of IEP
3. Modifications for the classroom
Comprehensive Screening
Ongoing Assessment
Screening of students within 45 days
1. Vision and Hearing (nurses)
2. Developmental
(teachers and specialists)
3. Behavioral and Emotional
(Teacher and/or Mental Health Coord.)
4. 4. Speech and Language
(Teacher and/or Speech Therapist)
No concern identified
1. DIAL 3 testing (teachers)
2. DECA Outcomes (teachers)
3. Ongoing observations (teachers)
4. Head Start Outcomes/
Pre-K Guidelines
5. GOLD (Creative Curriculum)
49
BEHAVIOR CONCERN PROCDURE
Parent/Teacher/MHC has concerns Discuss DECA scores and other concerns
MHC completes Individual
Observation w/ recommendations
Implement strategies
Strategies effective – continue
and follow up
MHC follow up; discuss
progress and next step
Continued concerns – referral
to MHC and formulate IPGP
Formulate plan with teacher
and parent/guardian
Continue follow up with teacher and
parent/guardian. Adjust plan accordingly
50
Family Services / Mental Health Tracking
Child's Name
Backpack
Buddy
Teacher:
Disability?
SITE:
Date of
Enrollment
1st Home
Visit /
FPA
Needs Identified
2nd Home
Visit
Needs
Identified
Transition
Follow up
needed?
90 days due
date
MH
Consent
Date
DECA Date
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
51
School/Class:
Fill in dates as items are completed
Highlight when entered into CP
45 day HEALTH requirements
Teacher:
Name
DOB
Medicaid # or
other insuance
Health
History
TB test
needed?
Shots due
NOTES
52
School/Class:
Fill in dates as items are completed
Highlight when entered into CP
90 day HEALTH requirements
Medical
Home
Physical Blood
exam Pressure
Lead
HMG/HCT
Results
Name
Results
Teacher:
Dental
Home
Dental
exam
Tx
Ht/Wt Ht/Wt Ht/Wt
#1
#2
#3
needed?
NOTES
53
School/Class:
Fill in dates as items are completed
Highlight when entered into CP
Hearing/Vision Tracking
Teacher:
HEARING
Name
HEARING
screening
date
results
Rescreen
#1
results
Rescreen
#2
VISION
results
Referral
Date
Referral
follow up
VISION
screening
date
results
Rescreen
#1
results
Rescreen
#2
results
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
pass/fail
Referral
Date
NOTES:
54
Referral
follow up
Name
Disability?
DOE
DOB
Teaching Strategies Gold #3
Teaching Strategies Gold #2
Teaching Strategies Gold #1
Parent conference #2
Parent conference #1
Home Visit #2
Home Visit #1
DIAL date (Spring)
DIAL date
(45 days Fall)
DECA/e-deca date
(45 days)
Pedestrrian Safety date
(30 days)
School:________________________________
YEAR: _______________
Fill in dates as items are completed
Highlight when entered into CP
Teacher: ______________________________
Classroom
requirements
Bus Evacuation #1
Bus Evacuation #2
Bus Evacuation #3
55
Disability Tracking - Classroom:
Child's Name
Date of disability concern first
noted/Inhouse Referral
1308.5
Date of SST/RTI
1308.6
Date of referral for evaluation
1308.5
Date parental consent was
obtained
1308.6 (e) (3)
Date of evaluation by the LEA or
Part C agency
1308.6
Was the parent/guardian involved
in the ARD/IEP process? (yes or
no)
1308.19 (j)
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
Date the IEP was accepted by the
ARD committee
1308.19(a) (b) (c)
Date of annual ARD
1308.19(a) (b) (c)
Was the IEP implemented before
special education and related
services were provided?
1308.19 (j)
Entered in Child Plus?
Does the child's file contain a copy
of the In House Referral, IEP or
Disclaimer,and Parent Permission?
1308.6
Does the teacher implement the
IEP in the learning setting?
1304.21 (a) (1) (ii)
Does documentation/lesson plan
reflect IEP outcomes being
supported in the classroom?
1304.21 (a) (2)
56
Ongoing Monitoring Plan
2015-2016
Ongoing Monitoring Plan
The purpose of the Ongoing Monitoring Plan is to:
•
•
•
Ensure the high quality delivery of services that meet the goals and objectives of the
program;
Ensure compliance the Head Start Performance Standards and the Head Start Act of
2007; and
Ensure high quality services to children and families in the Region 9 ESC Head Start
service area.
Long-Range Goal and Short-Term Program Objectives
The primary goal of this Head Start program is to provide the opportunity for children and
families to obtain success developmentally, academically, economically, and socially. This goal
will be addressed by the following long-range goals:
•
•
•
•
•
•
•
Enhance children’s growth and development.
Strengthen families as the primary nurturers of their children.
Provide children and families with educational, health and nutritional services.
Link children and their families to needed community services.
Ensure well-managed programs that involve parents in decision making.
Ensure our approach to education is developmentally and linguistically appropriate
in order to prepare children for school readiness.
Ensure the Grantee and Head Start sites spend funds in an allocable, reasonable, and
allowable method according to the Head Start Standards.
Short-term program objectives were identified based on identified needs of families, the
program, and ongoing areas of achievement. The goals and objectives were reviewed by the
Head Start Partners, approved by the Policy Council, and the Region 9 ESC Board of Directors
for 2014-2015 and were as follows:
•
•
•
Policy Council and Governing Body will receive accurate and regular information about program
planning, policies, and Head Start agency operations – including line-item budgets and monthly
financial credit card statements.
Fiscal monitoring will assist districts in providing an increase in timeliness and accuracy of
documentation submitted.
Eligibility documentation will be thorough and accurate, and reflective of 100% eligible
enrollment, while maintaining a wait list.
57
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Monitoring to continue to ensure that when the majority of children speak the same language, a
least one staff member in the classroom (interacting regularly) with the children will speak their
language.
Head Start staff has a Criminal History Record Check completed before documented hire
date/date to report.
Attendance procedures will be consistent and promote communication with families and Head
Start staff to ensure accuracy of tracking, documentation, and referrals.
Daily playground checklist will be utilized to ensure play areas are safe.
Child will have a current well child exam and dental exam on file, including any follow-up
needed to demonstrate physical well-being for learning.
Staff will have accurate tracking of 90-day health requirements and the medical records request
process.
Families will obtain available health coverage and continue to be educated on Medicaid
requirements.
By mid-year, at least 10% of total enrollment will reflect services to children with disabilities
Parent meetings will be held at each site monthly to promote consistency in parent
involvement.
Parent involvement activities will be intentional and consistently scheduled, while geared
toward meeting the Head Start Standards and Requirements
GOLD data will reflect educational goals being met in the areas of Science, Mathematics, Social
Studies, and Creative Arts.
CLASS data will sustain and/or increase in all areas to meet or exceed the national average.
CLASS scores will reflect an increase in the area of Instructional Support.
Ensure our approach to education is developmentally and linguistically appropriate in order to
prepare children for school readiness.
Ongoing Monitoring in all Program Areas
Ongoing monitoring occurs in each of the following program areas:
•
•
•
•
•
•
Program Governance (GOV)
Program Design and Management
Management Systems (SYS)
Fiscal Integrity (FIS)
Fiscal Management
ERSEA
Child Health and Safety (CHS)
Health Services
Nutrition Services
Safe Environments
Disabilities Services
Transportation Services
Mental Health Services
Family and Community Engagement (FCE)
Family and Community Partnerships
58
•
Parent Engagement
Child Development and Education (CDE)
Education and Early Childhood Development
The 3 Region 9 ESC Head Start staff Manager/Monitors monitor the above mentioned areas to
ensure tasks and responsibilities are completed within timelines and according to the
requirements provided in the Head Start Performance Standards. The Region 9 Program Design
and Management Ongoing Monitoring policy and procedure outlines the Standard by which the
program implements the Ongoing Monitoring Plan.
59
Personnel Responsible for Monitoring
The following chart specifies the Region 9 ESC Head Start Manager/Monitors, the Head Start
Coordinator and other Region 9 ESC staff responsible for monitoring the Head Start program.
Region 9 ESC Head Start Manager/Monitors
2015-2016
Region 9 ESC
Head Start Coordinator
Program Management
Stacey Jurecek
CLASS
Disabilities
Education
Nutrition
Safe Environments
Sharon West
ERSEA
Health
Parent/Family/
Community
Engagement
Mental Health
Transportation
Fiscal
Lavacca Johnson
Janay Litz
Trish Potts
Courtney Cooner
60
Monitoring Schedule
2015-2016
Name of Monitoring tool
Completed by
When
Child Development & Education
Monitoring Tool
Health Services Monitoring Tool
Education Manager/Monitor
Fall
ERSEA Manager/Monitor
Fall
Nutrition Monitoring Tool
Education Manager/Monitor
Fall
Transportation Monitoring Tool
ERSEA Manager/Monitor
Fall
CLASS
Education Manager/Monitor
Fall, Spring
Safe Environments/Health & Safety
Monitoring Tool
Disabilities Monitoring Tool
Classroom Teacher &
Volunteer
Education Manager/Monitor
Fall, Winter, Spring
ERSEA Monitoring Tool
ERSEA Manager/Monitor
Spring
Parent, Family, And Community
Engagement Monitoring Tool
Mental Health Monitoring Tool
ERSEA Manager/Monitor
Spring
ERSEA Manager/Monitor
Spring
Parent Committee/Involvement
Checklist
Community Partnership Monitoring
ERSEA Manager/Monitor
Spring
ERSEA Manager/Monitor
Spring
Professional Development Plan
Education Manager/Monitor
Spring
GOLD Monitoring
Education Manager/Monitor
Monthly
Head Start Continuation Grant Fiscal
Monitoring Report
Language Supports in the Classroom
Fiscal Manager/Monitor
Monthly
Head Start Coordinator
Monthly
Winter
61
Child File Monitoring Checklist
ERSEA Manager/Monitor
Ongoing
Health Services 45 and 90 Day Data
ERSEA Manager/Monitor
Ongoing
Human Resource Monitoring
Head Start Coordinator
Ongoing
ERSEA Manager Site Checklist for
Ongoing Monitoring
ERSEA Manager/Monitor
Ongoing - Each Site visit
Education Manager Site Checklist for
Ongoing Monitoring
Education Manager/Monitor
Ongoing - Each Site visit
62
Region 9 ESC Head Start
Ongoing Monitoring Plan
2015-2016 Calendar
Month
August
September
October
November
Area Monitored
Classroom Environment
Routines and Procedures
ERSEA
Enrollment
Eligibility
45/90 Day Requirements
Personnel
Classroom Environment
Safe Environment
Disabilities
Nutrition
ERSEA
Child Health Records
Enrollment
Eligibility
Transportation
Health Services
45/90 Day Requirements
Education/CLASS
GOLD Checkpoints
Disabilities
Nutrition
ERSEA
Child Health Records
Health Services
45/90 Day Requirements
Financial Reports
Education/CLASS
Disabilities
Nutrition
Health Services
Mental Health
Family Community Services
Parent Involvement
45/90 Day Requirements
Fiscal
Monitor
• Education Manager/Monitor
•
ERSEA Manager/ Monitor
•
•
Head Start Coordinator
Education Manager/Monitor
•
ERSEA Manager/ Monitor
•
•
Head Start Coordinator
Education Manager/Monitor
•
ERSEA Manager/ Monitor
•
•
Fiscal Manager/Monitor
Education Manager/Monitor
•
ERSEA Manager/Monitor
•
Fiscal Manager/Monitor
63
January
February
March
April
May
June
July
Education/CLASS
Safe Environment
Transportation
Personnel
Human Resources
Education/CLASS
GOLD Checkpoints
Disabilities
ERSEA
Enrollment
Eligibility
Recruitment
Health Services
45/90 Day Requirements
Personnel
Human Resources
Education/CLASS
Fiscal in Spring
Education/CLASS
GOLD Checkpoints
Safe Environment
Professional Development Plans
Family Services
Mental Health
Health Services
45/90 Day Requirements
Professional Development Plans
Parent Involvement
ERSEA
School Not in Session
School Not in Session
•
Education Manager/Monitor
•
•
ERSEA Manager/Monitor
Head Start Coordinator
•
Education Manager/Monitor
•
ERSEA Manager/Monitor
•
Head Start Coordinator
•
•
•
•
Education Manager/Monitor
Fiscal Monitor
Head Start Coordinator
Education Manager/Monitor
•
ERSEA Manager/Monitor
•
•
•
Head Start Coordinator
Education Manager/Monitor
ERSEA Manager/Monitor
64
ISD
Campus
Staff
Date
Center Observation: Plan of Action for On-going Monitoring
To:
The following areas were monitored today:
Child Development & Education
compliant
non-compliant
Nutrition Services
compliant
non-compliant
Disabilities Services
compliant
non-compliant
Safe Environments
compliant
non-compliant
CLASS
Mental Health Services
compliant
non-compliant
Family & Community Services
compliant
non-compliant
Health Services
compliant
non-compliant
ERSEA
compliant
non-compliant
Transportation Services
met minimum requirements
see plan of action
compliant
non-compliant
Parent Involvement
compliant
non-compliant
Child File
compliant
non-compliant
Areas of Strength:
Corrected on Site:
Plan of Action:
Friendly Reminder:
Staff Signature
___Staff (White)
Manager/Monitor
ESC Monitor (Yellow)
Administrator/Site Manager (Pink)
ESC Coordinator (Blue)
65
REGION 9 HEAD START
SAFE ENVIRONMENTS/HEALTH & SAFETY
MONITORING TOOL
(completed 3 times annually: Fall/Winter/Spring – teacher/volunteer)
STANDARDS #
CLASSROOMS
1.
2.
Sanitation and hygiene procedures for diapering have been
adopted that adequately protect the health and safety of
children served by the program and staff.
The diaper-changing area is located away from areas used
for cooking, eating, or children’s activities.
3.
Diapers are disposed of in a safe and sanitary manner.
4.
Cots are at least 3 feet apart from each other.
5.
6.
7.
8.
9.
10.
11.
Toilet training equipment is available for children being toilet
trained.
Nonporous gloves are worn by staff and volunteers when in
contact with blood or other visibly bloody bodily fluids, and
are readily available.
Spilled body fluids are immediately cleaned up and
disinfected. Tools and equipment used to clean the spills
are promptly disinfected. Blood-contaminated materials are
disposed of in a plastic bag with a secure tie.
Staff promotes effective dental hygiene (tooth brushing)
among children in conjunction with meals (brushing at least
once/day).
Toys, materials, and furniture are safe, durable, and in good
condition (e.g., materials free of sharp edges and loose
pieces, balloons and/or plastic bags not used, no choking
hazards).
Facilities used for center-based combination options or
home-based group socialization activities comply with State
and local licensing requirements.
Center space is organized into functional areas that can be
recognized by children and that allow for individual activities
and social interactions.
NO
DATE:
YES
SITE:
1304.22
(e)(5)
1304.53
(a)(10)(xiv)
1304.53
(a)(10) (xvi)
1304.22
(e)(7)
1304.53
(a)(10) (xv)
1304.22
(b)(3)
1304.22
(e)(4)
1304.23
(b)(3)
1304.53
(b)(1) (vi)
1306.30 (c)
1304.53
(a)(3)
66
Corrected
onsite
14.
15.
16.
17.
18.
19.
1306.32
1304.22 (e)
(1)-(2)
1304.52
1304.22 (e)
(1)-(2)
1304.53
1304.53
1304.22
STANDARDS #
INDOOR FACILITIES
Sanitation / Hygiene
1.
2.
3.
4.
5.
6.
NO
13.
1306.20
YES
12.
Staffing patterns support regulations regarding class size
and number of adults per class. (3 year olds – 17, 4 year
olds - 20)
Two staff members are with the children at all times.
Staff, volunteers, and children wash their hands with soap
and running water after diapering or toilet use, before foodrelated activities, whenever hands are contaminated with
blood or other bodily fluids, and after handling pets or other
animals.
Active Supervision will be utilized at all times. Active
Supervision poster is posted in each classroom. Staff is
aware of proper reporting procedures if an incident should
occur.
Staff and volunteers also wash their hands with soap and
running water before and after giving medications, before
and after treating or bandaging a wound, and after assisting
a child with toilet use.
Sufficient equipment, toys, materials, and furniture are
provided; age appropriate, safe, and supportive of abilities
and all developmental levels.
The classroom is clean and uncluttered.
The program ensures that precautions are taken to ensure
the safety of children and that no hazards are present.
1304.53
(a)(10) (viii)
Food is handled and prepared ensuring basic food sanitation.
and (xiii)
All food service vendors are licensed in accordance with
State and local laws.
1304.23
(e)(1)
Bathroom facilities are clean, in good repair, and easily
reached by children.
Bathroom facilities are separated from areas used for
cooking, eating, or children’s activities.
Indoor and outdoor premises are cleaned daily and kept free
of undesirable and hazardous materials and conditions, and
logs/documentation are kept current to reflect daily on-site
monitoring.
1304.53
(a)(10) (xiv)
1304.53
(a)(10) (xiv)
Garbage and trash are stored and disposed of in a safe,
sanitary manner.
1304.53
(a)(10) (xvi)
1304.53
(a)(10) (viii)
67
Corrected
onsite
1.
Safety
The facility has approved, working fire extinguishers are
readily available to staff.
(inspected date: __________)
Corrected
onsite
1304.53
(a)(10) (v)
and (vi)
There are an appropriate number of smoke detectors tested
annually that are tested regularly. (inspected date: ______)
Battery powered smoke detectors/carbon monoxide
detectors are installed and checked monthly to ensure they
work properly.
1304.53(a)(1
0)(vi)
4.
Windows and glass doors are constructed, adapted, or
adjusted to prevent injury to children.
5.
Electrical plugs accessible to children are covered.
1304.53
(a)(10) (xii)
1304.53
(a)(10) (xi)
2.
3.
6.
7.
8.
1.
The heating/cooling system is insulated to protect children
and staff from potential burns. (Note: Look at pipes and/or
radiators.)
Flammable and other dangerous materials/poisons are
stored in locked cabinets or facilities separate from
medications and food and accessible only to authorized
persons.
Appropriate licenses (CPR/First Aid, water/sewage,
food/sanitation, fire codes, and vendor/contractor licenses)
are seen.
1304.53(a)(1
0)(vi)
1304.53
(a)(10) (i)
1304.53
(a)(10) (iii)
1304.53
(a)(6) &(10)
(xiii) &
1304.23
(e)(1)
There is at least 35 sq. ft. of usable indoor space per child
(not including bathrooms, halls, kitchen, staff rooms, and
storage places), visibly posted in each classroom.
1304.53
(a)(5)
3.
Facilities enable the safe and effective participation of
children with disabilities.
1308.4 (o)4
4.
Rooms are well lit.
5.
Children safe from potential hazards posed by appliances
(stoves, refrigerator, or microwaves).
2.
Corrected
onsite
Facility Layout and Environment
If necessary, there is a safe and effective heating and cooling
1304.53
system.
(a)(10) (i)
1304.53
(a)(10) (iv)
1304.53
68
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
Provisions for Emergencies
Emergency procedures are posted (ex: fire or weather
related emergencies), and logs are up-to-date to reflect
ongoing drills/practice.
Exits are clearly visible and evacuation routes are clearly
marked and posted so the path to safety outside is
unmistakable.
Emergency evacuation routes are posted and practiced
regularly.
Corrected
onsite
1304.22(a)(3)
1304.22
(a)(3) &
1304.53
(a)(10) (vii)
1304.22
(a)(3)
Emergency lighting is available. Batteries in flashlights are
checked.
Locations and telephone numbers of emergency response
systems (e.g., EMS, Fire, Police, Poison Control) are clearly
posted and up-to-date family contact information as well as
consent for emergency care is readily available.
A well-supplied, age appropriate fist-aid kit is available,
accessible to staff, and out of reach of children.
1304.53
(a)(10) (iv)
First aid kits are checked annually and restocked after use.
Posted directions for staff in proper procedures for
administering first aid/CPR.
Medication Administration
All medications are properly labeled (i.e., name of child/staff,
name of medication, dosage, name/number of
pharmacy/physician) and stored.
1304.22 (f)(2)
Medications are under lock and key and out of reach of
children.
Medications in need of refrigeration are refrigerated.
1304.22
(a)(2)
1304.22 (f)(1)
1304.22(a)(1)
Corrected
onsite
1304.22
(c)(1)
1304.53
(a)(10) (iii) &
1304.22
(c)(1)
1304.22
(c)(1)
Corrected
onsite
OUTDOORS
1.
2.
3.
3a.
There is at least 75 sq. ft. of usable outdoor space per child,
visibly posted in each classroom.
The playground equipment and surfaces are maintained to
minimize injury to children.
The grantee and site provide maintenance, repair, safety,
and security of all HS facilities and equipment.
Fences will be intact and void of holes and spaces.
Documentation verified.
1304.53
(a)(5)
1304.53
(a)(10) (x)
1304.53
(a)(7)
1304.53(a)(7)
69
3b.
4.
5.
6.
7.
Sidewalks and tricycle tracks will be maintained and
repaired to ensure the safety of children (no holes or cracks
over 1” wide/deep).
The outdoor play area is arranged so no child can leave the
premises or get into unsafe or unsupervised areas.
Children en route to play areas are not exposed to vehicular
traffic without supervision.
Daily playground checklist is in place and up-to-date.
Concerns found previously on daily playground checklist are
corrected or re-reported as non-compliance
1304.53(a)(7)
1304.53
(a)(9)
1304.53
(a)(9)
1304.53
1304.53
641A
Items to be posted in the classroom:
Active Supervision Poster
Food Handlers License (must be current)
CPR/First Aid Certificate (must be current)
Indoor Square Footage of Classroom(s)
Playground Square Footage (post one per site/playground)
Emergency Procedures (fire/weather related emergencies)
EXIT signs at all exits (major exit must illuminated)
Emergency evaluation routes
Emergency telephone numbers (fire, police, poison control)
CPR/First Aid procedures
Fire, Tornado, and Bus Evacuation drill sheet
Teacher Schedule
Student Daily Visual Picture Schedule
Daily Playground Checklist (post one per site/playground) /
Weekly Cleaning Schedule
COMMENTS/OTHER CONCERNS
Completed by
Date:
70
FIRE DRILL
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
Date:
(Completed each month children are in school)
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
TORNADO DRILL
(# of times specified by local ISD policy)
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
Start:
End:
# of Participating Children:
BUS EVACUATION DRILLS
Date:
Date:
Date:
Completed by
Front - Start:
Back – Start:
Split – Start:
Front - Start:
Back – Start:
Split – Start:
Front - Start:
Back – Start:
Split – Start:
End:
End:
End:
End:
End:
End:
End:
End:
End:
# of Participating Children:
# of Participating Children:
# of Participating Children:
# of Participating Children:
# of Participating Children:
# of Participating Children:
# of Participating Children:
# of Participating Children:
# of Participating Children:
Date:
71
REGION 9 HEAD START
ACTIVE SUPERVISION CHECKLIST
Active Supervision Compliance Indicator (1304.52
Human Resources Management)
1.
2.
3.
4.
5.
6.
NO
DATE:
YES
DISTRICT:
I verify that our systems ensure that no child is left alone, ensures
children are released to only authorized adults, and ensures children
are supervised by two staff members at all times.
I verify that our Head Start classroom(s) utilize systems into arrival and
dismissal of students requiring a staff member to be stationed at each
identified classroom door to ensure children are properly supervised
and released to authorized individuals. Classroom system includes
consistent procedures of children being signed in and out each day.
I verify that our District utilizes systems to promote safe effective
arrival and dismissal procedures at the front entrance of the building.
I verify that Head Start staff will participate in training and support on:
Active Supervision
Policies and Procedures
Emergency Procedures
Reporting Procedures
Standards of Conduct
I verify that all classroom staff, including substitutes, are aware of
procedures to account for children during all transitions.
I verify that the annual Pedestrian Safety Training for parents
incorporates their role in Active Supervision.
CORRECTIVE ACTION (Please briefly explain specific Active Supervision
Strategies currently being utilized at your campus):
Verified by:
Date:
72
73
REGION 9 HEAD START
DISABILITIES
MONITORING TOOL
(completed 1 time annually: winter – Ed Manager
Monthly monitoring kept with HS coordinator)
MONITOR:
1.
2.
3.
4.
5.
6.
7.
8.
9.
The program hires staff or consultants who have
training, experience, and qualifications in securing and
individualizing needed services for children with
disabilities.
The program designates staff or consultant to
coordinate services for children with disabilities.
The program ensures that the program management
functions for disabilities services are formally assigned
to and adopted by staff within the program.
The Disabilities Coordinator ensures that health, dental
and nutrition needs of children with disabilities are
communicated and met, and that follow-up occurs.
The Disabilities Coordinator ensures that nutrition needs
of children with disabilities are communicated and that
follow-up occurs.
The Disabilities Coordinator is made aware of special
health, nutrition or mental health services needs of a
child with disabilities.
The Disabilities Coordinator coordinates with the Mental
Health Coordinator to ensure that mental health needs
of children with disabilities are communicated, and that
follow-up occurs.
Current agreements exist with LEAs and other agencies
in the service area serving preschool age children with
disabilities.
The agreements specify an array of services that would
enable children with disabilities and their families to fully
participate in the program.
STANDARDS #
NO
AREA #1: Staff Qualifications and Coordination of
Services
DATE:
YES
SITE:
1304.52
(d)(7)
1308.6 (a)
1304.52
(d)(7)
1308.18
1308.20 (a)
1308.18
1308.20 (b)
1308.18 (b)
1304.41
(a)(2)(iv)
1308.4 (1)
1304.41
(a)(2)(iv)
74
Has a disabilities service plan been developed and
updated annually?
Is the Disabilities Services Plan a working document
that guides the program to identify, plan and
2.
implement Head Start services to enrolled children
with disabilities?
Do children with disabilities receive the full range of
3.
services?
Coordinated screening, assessment, and referral
process is in place for all children, identifying children
4. suspected of having a disability as soon as the need
becomes evident, while partnering with LEA and/or
Part C?
Documentation and/or tracking reveals timely referrals
5.
and further evaluation, if needed.
AREA #3 Delivering Individualized Services
What is the date the child’s disability was identified?
1.
What is the date of referral for evaluation?
What is the date of evaluation by the LEA or Part C
2. agency?
What is the date parental consent was obtained?
Does the file contain an Individualized Education
3.
Program (IEP)?
Is the IEP current?
What is the date the IEP was created?
What is the date the IEP was last updated?
4.
Was the IEP created before special education and
related services were provided?
Was the parent/guardian involved in the IEP process?
Are children with disabilities integrated into the
5. classroom, family child care home or socialization
learning setting?
1.
NO
STANDARDS #
YES
AREA #2: Program Planning and Managing
1308.4 (b)
1308.4 (c)
1308.4 (a)
1308.6
1308.6
1308.5
1308.6
1308.6 (e)(3)
1308.6
1308.19
(a)(b)(c)
1308.19 (j)
1304.21
(a)(1)(ii)
6.
Does the teacher implement the IEP in the learning
setting?
1304.21
(a)(1)(ii)
7.
Does documentation/lesson plan reflect IEP outcomes
being supported in the classroom?
1304.21
Do the facilities adequately provide for children with
8. disabilities to ensure their safety, comfort, and
1304.53 (a)(2)
participation?
AREA #4: Partnering with Families of Children with Disabilities
The program ensures that parents are:
(1) fully informed of their rights under IDEA
1308.6
1.
(2) informed of all screenings and referrals for
1308.21
evaluation
(3) supported in their role as decision-makers for
75
1308.21
1308.21
1308.4(g)
STANDARDS #
NO
AREA #5: Building/Maintaining Community
Partnerships
The program has specific outreach activities to actively
1.
locate and recruit families of children with disabilities.
The program collaborates with the LEA and community
partners to locate children with severe disabilities or
2.
who have previously been identified as having
disabilities.
The program ensures that no child is denied placement
3.
based on a disability or its severity.
The program enrolls children with disabilities, including
4.
children with more significant disabilities.
Does the actual program enrollment include 10 percent
5. children with disabilities, by the annually established
mid-year date?
1308.21(1)
YES
their child
(4) identifying and accessing resources needed to
address their children’s special needs
(5) able to provide consent prior to evaluation
procedures
(6) respected with confidentiality
(7) encouraged to participate in IEP process
What are the program's transition practices for toddlers
2.
with disabilities leaving EHS and entering Head Start?
The records of Head Start children with disabilities,
3. including IEPs are transferred to the appropriate
programs.
Transition planning occurs for children with disabilities
4. leaving Head Start for public school, or other
placement.
1305.5
1308.5
1308.5
1308.5
1308.5
1308.5
COMMENTS:
Completed by:
Date:
76
REGION 9 HEAD START
NUTRITION
MONITORING TOOL
(completed 1 time annually: fall – Ed Manager
Ed Manager maintains Nutritionist Consultant binder/documentation)
MONITOR:
STANDARDS #
AREA #1: Staff Qualifications
Management functions for nutritional services are
1. formally assigned to and adopted by a staff person or
persons.
Review documentation of the training, experience, and
qualifications in employee files and/or consultant
2. contracts to determine whether the program is
supported by a content expert who is a registered
dietician or nutritionist
AREA #2: Understanding Children’s Nutritional Needs
Staff and families work together to identify each child’s
nutritional needs, family eating patterns and cultural
1.
preferences, special dietary requirements for children
with disabilities, and nutrition-related problems.
The program’s nutrition program is designed and
implemented to the nutritional needs of each child and
2.
offer a variety of foods that consider cultural preferences
and broaden children’s food experiences.
Meal and snack periods are appropriately scheduled
3.
and adjusted to meet individual needs of children.
Children who have not received breakfast prior to arrival
4.
will be provided breakfast.
Parents and community parents are involved in planning
5.
and evaluating nutrition services.
AREA #3: Managing Nutrition Services
Each child receives meals and snacks that follow
recommended allowances to meet a child's daily
1. nutritional needs.
Meals and snacks of full day programs provide at least
two-thirds of each child daily nutritional needs
2. Menu planning complies with USDA requirements.
NO
DATE:
YES
SITE:
1304.52
1304.52
1304.23
(b)(1)
1304.23
(a)(2)
1304.23
(b)(1)(vii)
1304.23
(b)(1)(iii)
1304.23
(b)(4)
1304.23
(b)(1)(ii)
1304.23
(b)(1)(i) & (v)
77
AREA #4: Integrating Nutrition into the Classroom
Describe your procedures for tooth brushing:
1.
(1) When and how often does this occur?
(2) Is it in conjunction with meals?
What are other ways that oral hygiene is promoted in
2.
The classrooms?
1304.23
(b)(1)(vi)
STANDARD
S#
1304.23(b)(3)
1304.23(b)(3)
3.
During meal service do children have adequate time to
eat?
Are slower eaters given enough time to finish their food?
1304.23
(c)(3)
4.
Describe how staff implements family-style meals.
Is conversation shared during the meal?
1304.23
(c)(3)
5.
6.
7.
8.
If the program serves prepackaged food, are providers
still sitting with the children during meals and snacks?
Do providers or other designated staff use mealtime as
an opportunity to model language, conversation, social
interaction, and to introduce nutritious foods?
New foods are introduced and children are encouraged
to try?
What is the response when children do not want to eat
all the food offered?
Is food used as a reward or punishment for children’s
behavior?
How are food-related experiences integrated into
classroom planning?
Children and assigned classroom staff, including
10. volunteers, eat together family style and share the same
menu to the extent possible.
The staff sits with children during meals and snacks,
11. sharing/modeling conversation.
9.
NO
The program ensures food served is high in nutrients and
low in fat, sugar, and salt.
YE
3.
1304.23 (c)
1304.23 (c)
1304.23
(c)(1) & (2)
1304.23
(c)(1) & (2)
1304.23
(c)(4)
1304.23
(c)(4)
1304.23 (c)(4)
COMMENTS:
Completed by:
Date:
78
REGION 9 HEAD START
CHILD DEVELOPMENT AND EDUCATION
MONITORING TOOL
(completed 1 time annually: fall – Ed Manager
Monthly monitoring kept with HS Coordinator)
MONITOR:
1.
The program implements a curriculum that is aligned with the
Head Start Child Development and Early Learning Framework
and State Early Learning Standards (as appropriate). The
curriculum promotes young children's school readiness in the
areas of cognition and general knowledge, language and
literacy, approaches to learning, social and emotional
development, and physical development and health.
1304.3(A)(5)
642(f)(3)(A)
642(f)(3)(E)
2.
The program implements a curriculum that is evidence-based
and includes standardized training procedures and curriculum
materials to support implementation.
1304.3(A)(5)
642(f)(3)(B)
3.
The curriculum is comprehensive and linked to ongoing
assessment, with specific goals and child outcomes.
1304.3(A)(5)
642(f)(3)(C)
INDIVIDUALIZING
The program uses information from screenings, ongoing
observations, and evaluations, as well as insight from parents to
1. determine how to best respond to each child's individual
characteristics, strengths, and needs.
The program's approach to Child Development and Education is
developmentally and linguistically appropriate and demonstrates
an understanding that children have individual rates of
2.
development, interests, temperaments, languages, cultural
backgrounds, and learning styles.
STANDARDS #
NO
STANDARDS #
NO
INTEGRATING THE HEAD START CHILD DEVELOPMENT AND
EARLY LEARNING FRAMEWORK
YES
DATE:
YES
SITE:
1304.20(f)(1)
1304.21(a)(1)(i)
79
MONITORING CHILDREN’S PROGRESS
The program establishes goals for improving school readiness
aligned with the Head Start Child Development and Early
Learning Framework, State Early Learning standards (as
1.
appropriate), and requirements and expectations of the schools
the children will attend.
2.
3.
The program uses Self-Assessment information on schoolreadiness goals to develop improvement plans.
The program demonstrates that children who are dual-language
learners make progress in both acquiring the knowledge and
skills described in the Head Start Child Development and Early
Learning Framework and the acquisition of English.
QUALITY OF TEACHING AND LEARNING
NO
1304.21
1304.21
1304.21
STANDARDS #
NO
Research- based curriculum used that is correlated to the Head
Start Standards, Head Start Outcomes and Pre-K Guidelines.
District program (circle): Frog Street Press, Scholastic, DLM
Supplemented with (all districts): GOLD DECA DIAL
1304.21
641A(g)(2)(A)
641A(g)(2)(B)
642(f)(10)
STANDARDS #
NO
8.
In-kind Family Literacy activities documented.
1304.21
(a)(2)(i)
YES
7.
1304.21
(a)(1)(ii)
1304.20(f)(1)
YES
6.
One Mental Health (MH) activity/strategy weekly for targeted
child.
YES
STANDARDS #
INDIVIDUALIZING (cont.)
Individualization –minimum 5 students per week, students with
IEP’s, academic, social and emotional goals that need to be met.
3.
This shows how they are differentiating their instruction to meet
the needs of students.
Family suggestions are included in your lesson plans/marked by
4. placing capital “F” next to the activity, reflecting family input into
the curriculum.
One Mental Health (MH) activity per week per classroom.
5.
648A
1.
The program hires teachers who have the required qualifications,
training, and experience.
(a)(3)(B)(i)(ii)(iii)
1304.52(f)
645A(h)(1)
80
NO
648A(f)
648A(f)
1304.52(g)(2)
CLASSTM
CLASSTM
NO
YES
CLASSTM
STANDARDS #
CLASSROOM ENVIRONMENT
Shelves and materials labeled to support clean-up and children’s
1.
independence.
Arrangement of room supports the active learning environment
2.
needed for developmentally appropriate practice.
3.
Children’s work posted.
Children and family pictures more evident than commercial
4.
pictures/posters.
Multicultural books/materials evident throughout classroom.
5.
YES
STANDARDS #
QUALITY OF TEACHING AND LEARNING (cont.)
The program hires paraprofessionals who have the required
2.
qualifications, training, and experience.
The program ensures that all full-time Head Start employees who
provide direct education services to children have a professional
3.
development plan (with up to 3 goals) that is evaluated regularly
to assess its impact on teacher and staff effectiveness.
The program ensures that teaching staff has 15 staff development
4.
hours annually.
When the majority of children speak the same language, at least
5. one classroom staff member or home visitor interacting regularly
with the children speaks their language.
Emotional Support
• Positive Climate
6.
• Negative Climate
• Teacher Sensitivity
• Regard for Student Perspectives
Classroom Organization
• Behavior Management
7.
• Productivity
• Instructional Learning Formats
Instructional Support
• Concept Development
8.
• Quality of Feedback
• Language Modeling
1304.53 (a)(3)
(b)(1)(v)
1304.53 (a)(2)
1304.53
1304.53
(b)(1)(ii)
1304.53
(b)(1)(ii)
6.
Emergency contact information- posted.
1304.53 (a)(6)
7.
Daily routine/schedule posted for adults and students.
1304.53 (a)(1)
8.
Emergency evacuation routes posted and safety procedures for
1304.53
81
11.
Exits clearly visible.
Logs for daily cleaning of the indoor and outdoor premises.
Logs to document emergency preparedness: fire drills, tornado
or other related emergency drills, and bus evacuation drills.
1304.53
1304.53(a)(7)
(a)(10)(viii)
1304.53
STANDARDS #
DAILY ROUTINE
Balance of adult /child initiated activities.
1.
1304.21
(a)(1)(iv)
Pacing –developmentally appropriate-no long wait times for
students, transitions/ materials are planned and ready.
Instruction and activities are within appropriate time lines. (15-20
minutes).
1304.21
(a)(3)(ii)
3.
Routines and transitions occur in a timely, predictable, and
unrushed manner according to the needs of the children.
1304.21
4.
The classroom environment promotes interactions and language
use among children and between children and adults.
1304.21
2.
5.
6.
7.
8.
9.
10.
11.
12.
Instruction is based on the active engagement of children.
1304.21
(a)(4)(iv)
Classroom staff refrains from using Worksheets/Dittos, as they
are not appropriate for daily learning.
1304.21
(a)(4)(i)
There is a variety of grouping opportunities available throughout
the daily routine for students (large group, small group, pairs and
alone).
1304.21
(a)(1)(iv)
There is clarity of learning objectives, and reflection of learning is
done daily.
1304.21 (c)(2)
The climate is POSITIVE and RESPECTFUL.
The classroom fosters independence.
The classroom encourages respect for others’ feelings and
rights.
The environment enhances each child’s strengths by
encouraging self-control through setting clear, consistent limits,
and having realistic expectations.
NO
9.
10.
(a)(10)(vii)
YES
emergencies practiced regularly.
1304.21
(a)(3)(i)(D)
1304.21
1304.21
1304.21
82
13.
14.
15.
16.
17.
Behavior management system has clear behavior
expectations/supports and is proactive as part of the curriculum.
Two staff members are with children at all times.
1304.21
(a)(3)(i)(c)
1306.32(a)
Children and assigned classroom staff, including volunteers, eat
together family style and share the same menu to the extent
possible.
The staff sits with children during meals and snacks,
sharing/modeling conversation.
Redundant procedures are in place, and observed, to ensure no
child is left unsupervised (Active Supervision).
1304.23 (c)(4)
1304.23 (c)(4)
1304.52
COMMENTS:
Completed by
Date:
83
Education Manager Site Checklist
Ongoing Monitoring Tool
(completed at each site visit)


In compliance
Out of compliance
Not monitored / Not observed
DATE
Site:
CLASSROOM ENVIRONMENT
Shelves and materials labeled to support clean-up and children’s
independence.
Arrangement of room supports the active learning environment needed for
developmentally appropriate practice.
The classroom is clean and uncluttered.
Lesson plans are up-to-date and reflect individualization.
Teacher can verbalize family input into the curriculum.
Posted directions to staff about administering first aid.
Emergency contact information- posted.
Staff, volunteers, and children wash their hands with soap and running water,
after toileting, handling animals, contaminated with bodily fluids, bandaging a
wound and before food preparation or activities.
Daily routine/schedule posted for adults and students.
Logs for daily cleaning of the indoor materials.
Logs to document emergency preparedness: fire drills, tornado or other related
emergency drills, and bus evacuation drills.
SAFE ENVIRONMENTS
Are children safe from the hazards posed by appliances (such as stoves,
refrigerators, or microwaves)?
2014-2015
84
Education Manager Site Checklist
Ongoing Monitoring Tool
(completed at each site visit)
Site:
Emergency procedures (such as fire or weather related emergencies) posted
All accessible electrical outlets covered and maintained to prevent shock.
Garbage and trash stored, covered and disposed of in a safe sanitary manner.
Two staff with children at all times?
Daily playground checklist is in place and up-to-date.
Playground equipment and surfaces maintained to prevent injury to children.

Concrete will be well maintained (no cracks/holes larger than 1”)

Fences are well maintained, void of holes and sharp edges

Indoor and outdoor premises are kept free of undesirable and
hazardous materials and conditions.
Gloves are readily available. They are used when in contact with blood or any
visible bodily fluids. Dispose of fluids in plastic bag with secure tie. Disinfect
when bodily fluids are spilled.
First aid kits are well supplied, kept out of the reach of children, items in kit
are within the expiration date, and are readily available to staff.
Fire Extinguisher and Smoke Detector chart is up-to-date.
DAILY ROUTINE
The climate is POSITIVE and RESPECTFUL.
Balance of adult /child initiated activities.
Pacing –developmentally appropriate-no long wait times for students,
transitions/ materials are planned and ready. Instruction and activities are
within appropriate time lines. (15-20 minutes).
Behavior management is proactive with clear expectations.
85
2014-2015
Education Manager Site Checklist
Ongoing Monitoring Tool
(completed at each site visit)
Site:
Worksheets/Dittos are not appropriate for daily learning.
There is a variety of grouping opportunities available throughout the daily
routine for students (large group, small group, pairs and alone).
DISABILITIES
Discussion held with teacher to ensure children are supported
appropriately and IEP goals are being addressed.
# of referrals in the special education process______________
NUTRITION
Children brush their teeth daily.
Children and assigned classroom staff eat together family style, and share
the menu to the extent possible.
The staff sits with children during meals and snacks, while trying new
foods, modeling language, sharing conversation, and encouraging social
interaction.
Children are encouraged to try new foods, and not forced to eat. Food is
not used as a reward or punishment.
86
2014-2015
Child File Monitoring Checklist
Not applicable / Not due yet
Form present but has errors/has been flagged
Not in chart
highlighted dates do not match Child Plus
Age of child at the time of enrollment
Child File labeled correctly / 2015-2016 Folder Checklist
SECTION ONE: Enrollment Table of Contents/Disclaimer
· Inspection of Confidential Records
· Change of Status *
· Child Plus Application form signed / Eligibility Category
· Child's Primary Language as listed on Child Plus Application
· Head Start Eligibility Verification - signed and completed
· Individual Systematic Selection Form - check points
Points giving for Disabliity?
· Income source documentation used - check calculations
· Notification letter *
· Acknowledgement of Parent Handbook signature form
· Copy of birth certificate - verify 3 or 4 by Sept. 1st
· Copy of Social Security card
· Copy of Photo ID
· Proof of Residency
· Video Surveillance Policy *
· Legal Documents*
· Optional/Other Forms
87
1
Child File Monitoring Checklist
Not applicable / Not due yet
Form present but has errors/has been flagged
Not in chart
highlighted dates do not match Child Plus
SECTION TWO: Health Table of Contents
·
Consent for Health Services
·
Copy of Insurance card or No Insurance/Health Coverage Form
·
Health History Form 2A (2 pgs)
·
Child Health Record- Nutrition
·
Release of Information-Dental
· Child Health Record– Dental ·
Release of Information-Physical
· Child Health Record– Physical ·
Lead screening date
· WIC form and/or Hemoglobin/Hematocrit screening date
·
Vision results or screener
·
Hearing results or screener
·
Immunization record
·
Risk Assessment for Lead Exposure: Parent Questionnaire
· Tuberculosis – Parent Questionnaire
·
Child Plus Growth Charts (end of year)
· Optional/Other Forms
Any delays/problems? (check h/v, physical, dental, labs)
If YES, documentation of follow-up and plan
88
2
Child File Monitoring Checklist
Not applicable / Not due yet
Form present but has errors/has been flagged
Not in chart
highlighted dates do not match Child Plus
SECTION THREE: Social Services Table of Contents/Disclaimer
· Progress Notes
· Center-based Family Partnership Agreement (2 pgs)
· Family Partnership Agreement date
· Family Partnership - Goals set with family?
· In House Referral *
· Permission for Release and Exchange of Information *
· Optional/Other Forms
SECTION FOUR: Parent Involvement Table of Contents/Disclaimer
· Parent Interest Questionnaire
· Notes from parent/guardian *
· Parent Staff Contact forms *
· Attendance Documentation
· Attendance referral? *
· Tardy/Absent Acknowledgement *
· Tardy/Absent Notification Letter *
· Absent/Drop Letter *
· Need for Transportation *
· Transportation enrollment *
· Optional/Other Forms *
89
3
Child File Monitoring Checklist
Not applicable / Not due yet
Form present but has errors/has been flagged
Not in chart
highlighted dates do not match Child Plus
SECTION FIVE: Education Table of Contents
· Dial
· DECA / Ages and Stages
· Teaching Strategies GOLD Developmental & Learning Report
· Home Visit documentation
· Parent / Teacher Conference
· Transition Plan
· Home Language Survey - Language or disclaimer
· Pedestrian Safety Acknowledgement
· Field Trip Permission forms
· In House Referral *
Any delays/problems? (check DIAL, DECA, GOLD)
If YES, documentation of follow-up and plan
· Optional/Other Forms
90
4
Child File Monitoring Checklist
Not applicable / Not due yet
Form present but has errors/has been flagged
Not in chart
highlighted dates do not match Child Plus
SECTION SIX: Mental Health Table of Contents/Disclaimer
· Parental Consent for Mental Health/Behavioral Services
· Progress Notes
· In House Referral *
· Individual Mental Health Observations *
· Positive Guidance Plan and follow up *
· Permission for Release and Exchange of Information *
· Optional/Other Forms
SECTION SEVEN: Special Education Table of Contents/Disclaimer
·
In House Referral *
·
IFSP/IEP or Disclaimer *
·
Parent Permission *
·
SST Documentation *
·
ARD *
· Optional/Other Forms
COMMON ERRORS - please check all files for these errors
91
5
REGION 9 HEAD START
ERSEA
MONITORING TOOL
(completed 1 time annually: spring – ERSEA Manager
Monthly monitoring kept with HS Coordinator)
MONITOR:
SITE:
DATE:
AREA #1: ERSEA Compliance Indicators (Eligibility)
Children served are 3 by date used to determine
1.
eligibility for public school, September 1st.
Program has a system to ensure that staff follows
2.
federal enrollment and eligibility requirements.
Documentation is present to reflect how eligibility is
3.
determined.
Staff is able to describe documents that are reviewed
4.
to determine eligibility.
Staff is able to document eligibility for families who
5. report zero-income, homeless status, or self-declared
income.
Child’s file has a signed statement (by appropriate
6. Head Start staff) stating that the child is eligible to
participate in the program.
Signed statements indicate which documents were
reviewed to determine eligibility (ex: Tax Form 1040,
7.
W-2, pay stubs/envelopes, or employers’ written
statements).
Child’s folder has documentation to reflect which
8.
income category in which the child was enrolled.
Has the program enrolled children who are outside
9. the defined income eligibility requirements or who are
not categorically eligible?
NO
STANDARDS #
YES
1306.32:
# of students in the classroom: TOTAL:
3 year olds:
4 year olds:
Predominant age of children in the classroom (must be maintained all year):
Language spoken by majority of the children in the classroom:
If more than ½ of the children in the classroom speak Spanish, is there a
classroom staff member that speaks Spanish?
YES
NO
1305.4(a)
1305.4 (c)(d)(e)
1305.4 (c)(d)(e)
1305.4 (c)(d)(e)
1305.4 (c)(d)(e)
1305.4 (c)(d)(e)
1305.4 (c)(d)(e)
645(a)(1)(B)
645(a)(1)(B)
2014-2015
92
1.
2.
3.
4.
5.
NO
STANDARDS #
YES
AREA #2: ERSEA Compliance Indicators
(Recruitment)
Can staff discuss when recruitment is initiated each
1.
year?
Can staff describe the ongoing recruitment process
2.
used to actively recruit Head Start eligible children?
Does program staff describe and document the
3. systematic ways it locates eligible families for the
program.
How does program ensure the number of applications
4. received is greater than the number of available
enrollment opportunities for the upcoming year?
Program staff can describe and documents efforts to
5. actively locate and recruit children with disabilities for
the program.
Collaboration is evident with the LEA and/or Part C
6.
Agency.
Documents and materials are evident of efforts to the
7. programs commitment to enrolling and serving
children with disabilities.
Staff can describe program’s plans and procedures
8. for recruitment, including efforts to solicit applications
and timelines involved.
Staff is able to describe and document wait list is
9. sufficient to fill enrollment vacancies throughout the
enrollment year.
Specific types of transportation assistance is offered
10. and made clear to all families in the program’s
recruitment efforts/announcements.
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1305.5
1308.5
1310
AREA #3: ERSEA Compliance Indicators (Selection)
Program staff can describe process for developing
1305.6
selection criteria, including who is involved in the
1304.50
process.
Staff can describe when the selection process is
1305.6
updated to ensure families with the most need are
1304.50
being served.
Selection is a formal process and all applications are
systematically considered for enrollment, criteria
1305.6
1304.50
considered includes income, age, and other factors as
determined by the program.
The program has developed a written selection system
1305.6
1304.50
and criteria that is applied to all applications.
Program is able to reflect that priority is given to low
income and categorically eligible families prior to
1305.6
1304.50
serving children whose family income falls above the
poverty line.
2014-2015
93
645(a)(1)(B)
3.
4.
5.
6.
7.
8.
9.
10.
NO
2.
Does the program have any examples of children with
disabilities that were denied enrollment or transitioned to
another program because Head Start was not an
appropriate placement?
Does the actual enrollment figure include 10% children with
disabilities?
If actual enrollment by mid-year does not reflect 10% of
children with disabilities does the grantee have the
appropriate waiver?
The program has a process for developing a ranked wait list
and wait list is kept current at all times.
Program is able to use wait list to ensure children ranked
according to selection criteria enter the program as
vacancies occur.
The program has documentation to support monthly
enrollment data to OHS.
The program is at its full funded enrollment.
The program enrolls children who are categorically eligible
as determined by income eligibility requirements and or
homeless, foster child, receiving public assistance.
Documentation is in place to support the enrollment of an
over income child, if the need arises and decision includes
ERSEA manager.
NO
STANDARDS #
AREA #4: ERSEA Compliance Indicators (Enrollment)
What percentage are children with disabilities of the
1.
program’s actual enrollment?
YES
645(a)(1)(B)
YES
Children who receive public assistance, foster children,
6. and homeless children are given priority in the
selection system.
Enrollment process and procedures reflect that proper
7. outreach occurs before enrolling children above the
poverty line.
1308.5(c)
1308.5(c)
1308.5(c)
1308.5(c)
1305.6(d)
1305.6(d)
641A(h)(2)(A)
1305.7(b)
1305.4 (c)(d)(e)
1305.4
STANDARDS #
AREA #5: ERSEA Compliance Indicators (Attendance)
1.
How is absenteeism documented and tracked?
1305.8 (a)(b)
2.
Is absenteeism analyzed and does the process
support resolving absenteeism problems?
1305.8 (a)(b)
3.
Does documentation reflect support given to families
whose attendance falls below the Head Start
recommended 85%, due to unexcused or
undocumented absences?
1305.8 (a)(b)
4.
Children with 4 or more consecutive absences have
documented efforts to assist children in attaining
regular attendance.
1305.8 (a)(b)
2014-2015
94
5.
6.
7.
Children with five (5) tardies have received a referral to
the Family Service Worker for appropriate follow-up
and documentation.
Children with five (5) unexcused absences have
received a referral to the Family Service Worker for
appropriate follow-up and documentation.
Ongoing procedures for the program reflect that
parents are not required to pay any fees as a condition
of their child’s enrollment or participation in the
program.
1305.8 (a)(b)
1305.8 (a)(b)
1305.9
COMMENTS:
Completed by:
Date:
2014-2015
95
REGION 9 HEAD START
PARENT, FAMILY, AND COMMUNITY ENGAGEMENT
MONITORING TOOL
(completed 1 time annually: spring – ERSEA Manager)
MONITOR:
1.
2.
3.
4.
5.
6.
7.
Partnering with parents to establish mutual trust,
respect, and ongoing interactions between staff &
families, while supporting them in understanding the
importance of parent involvement.
Staff is familiar with the backgrounds of
families/children; communication is respectful of each
family’s cultural, ethnic, and linguistic diversity.
Interpreters offered and utilized when necessary.
A strength-based family-driven collaborative
partnership- building process is in place. Families set
goals and discuss strengths/needs in the Family
Partnership Agreement process.
Family Partnership Agreement takes into account any
pre-existing plans developed between the family and
other programs.
Parent involvement in transition activities and parent is
assisted in becoming their child’s advocate.
Program provides directly, or through referrals,
resources and services responsive to families’
interests, needs, and goals.
NO
AREA #2: Building Relationships / Strengthening
Families
NO
STANDARDS #
AREA #1: Family & Community Services (1304.40)
Services being provided by an area expert with
1.
training and experience in social service related field.
Parent involvement services are supported by staff
2. with training and experience in helping parents
become advocates.
Have a resume or vitae documenting training,
3.
experience, and qualifications.
Program ensures program management for family &
4. community and parent involvement are formally
assigned to appropriate staff member.
YES
DATE:
YES
SITE:
1304.52 (d)(5)
1304.52 (d)(6)
1304.52 (d)(5)
1304.52
(a)(2)(iii)
(b)(1)
STANDARDS #
1304.40 (a)(1)
1306.20 (f)
1304.40 (a)(5)
1304.40 (a)(2)
1304.40 (a)(3)
1304.40 (h)(1-4)
1304.40 (b)(1)
96
11.
12.
13.
AREA #3: Promoting Parent /Family Engagement
Program staff, in partnership with families, completes
1. no less than two home visits and two parent
conferences each enrollment year.
The program provides, either directly or through
referrals, opportunities for parents and children to
2.
participate in literacy services (Imagination Library,
Literacy Council)
Program provides opportunities for parents to enhance
3. their parenting skills and fully understand the
educational and developmental needs of their children.
The program provides opportunities for children and
families to participate in literacy services by increasing
4.
family access to materials, services, and activities
critical to family literacy development.
Parents are given the opportunity to participate in
health, oral health, nutrition, active supervision, and
5.
mental health educational activities and to increase
their knowledge in these areas.
Parents are involved in the development of the
curriculum and are able to communicate with the
6.
teachers/staff regarding decisions related to their child’s
education.
Parents have opportunities to visit the program and
7. observe their child.
NO
10.
NO
9.
YES
8.
Emergency or crisis assistance is provided as needed
in areas such as food, housing, clothing, and
transportation.
Tracking system is established to ensure families are
supported in meeting their goals, and have access to
community resources/services.
Program staff provides follow-up to determine
timeliness and effectiveness of services/referrals
received.
Activities are planned at varying times during the
day/week to encourage parent participation.
Activities and education topics are varied to meet the
needs of the variety of families served and their needs
(fathers, grandparents, incarcerated, mental health,
health, child abuse, substance abuse, medical, dental,
nutrition, advocacy,…).
Activities are respectful of diversity.
STANDARDS #
YES
AREA #2: Building Relationships / Strengthening
Families (cont.)
1304.40 (b)(1)(i)
1304.40 (b)(1)
1304.40 (b)(2)
1304.40 (b)(2)
1304.40 (a)(4)/(5)
1304.40 (f)(1)
1304.40 (a)(4)/(5)
STANDARDS #
1304.40 (e)(5)
1304.40
(e)(4)(i) & (ii)
1304.40 (e)(3)
1304.40
1304.40 (d)(1)
1304.40 (h)(1-4)
1304.40 (d)(2)
97
1304.40 (d)(3)
9. Parent resource board is visible and up to date.
1304.40
(b)(1)(iii)
AREA #4: Building/Maintaining Community
Partnerships
Program has taken affirmative steps to establish
1.
ongoing collaborative community partnerships.
Program has established and maintained a Health
2.
Services Advisory Committee (HSAC).
Program has procedures to support successful
transitions for enrolled children both into and out of
3. Head Start, and engages parents in the process by
encouraging their continued involvement/decision
making.
Programs coordinate with other agencies, encouraging
4. communication and appropriate meetings through the
transition process.
5. Staff participates in transition related training.
The program coordinates with and has current
Interagency Agreements in place with Local Education
Agencies (LEA’s) and other agencies (Part C) within the
service area, including:
(i) Health care providers, such as clinics,
physicians, dentists, and other health
professionals;
(ii) Mental health providers;
(iii) Nutritional service providers;
(iv) Individuals and agencies that provide services to
children with disabilities and their families (see
6.
45 CFR 1308.4 for specific service
requirements);
(v) Family preservation and support services;
(vi) Child protective services and any other agency
to which child abuse must be reported under
State or Tribal law;
(vii) Local elementary schools and other educational
and cultural institutions, such as libraries and
museums, for both children and families;
(viii) Providers of child care services; and
(ix) Any other organizations or businesses that may
provide support and resources to families.
STANDARDS #
NO
Parents are given opportunities to participate in the
program as employees or volunteers.
YES
8.
1304.41 (a)(1)
1304.41 (b)
1304.40 (h)(1-4)
1304.41 (c)(1)(i)
642A (a)(4)
1304.41(a)(4)
1308.4(l)
98
COMMENTS:
Completed by:
Date:
99
REGION 9 HEAD START
HEALTH SERVICES
MONITORING TOOL
(completed 1 time annually: fall – ERSEA Manager
Monthly monitoring kept with HS Coordinator)
MONITOR:
1304.52 (d)(2)
1304.52 (a)(2)
1304.52 (b)(1)
1304.52 (a)(2)
STANDARDS #
NO
AREA #2: Helping Families Access Health/Dental
Care
Program has established procedures for tracking the
1.
provision of health care services.
Program determines whether child has an ongoing
2.
source of continuous accessible health care.
Program engages parents in obtaining determination
3. of whether a child is up to date on primary and
preventative health care.
Program implements procedures for identifying
4. new/recurring medical, dental, developmental
concerns, referrals made quickly.
Information entered into tracking system matches
5.
information in child file.
Ensure parent is educated on obtaining a
6. medical/dental home and assisted in scheduling
necessary follow-up.
Child files reflect ongoing source of medical/dental
7.
care within 90 days of entry into the program.
Child files have documentation of efforts to bring the
child up to date on primary and preventative health
8.
care (including dental), and makes efforts to keep the
child up to date.
NO
STANDARDS #
AREA #1: Health Services
Services are overseen by staff member with training
1.
and experience in public health.
Have training or experience related to serving young
2.
children and their families.
Have a resume or vitae documenting training,
3.
experience, and qualifications.
Determined who is formally assigned to manage
4.
mental health services.
YES
DATE:
YES
SITE:
1304.20 (a)(1)(ii)(c)
1304.20 (a)(1)(i)
1304.20 (a)(1)(i)
1304.20 (d)
1304.20 (a)(1)(ii)(c)
1304.20 (a)(1)(i)
1304.20
1304.20 (a)(1)(ii)(A)
100
1304.20 (a)(1)(iii) &
(iv)
NO
NO
1304.20 (e)(i)
1304.22 (a)(4)
1304.20 (e)(2)
1304.20 (e)(2)
1304.20 (e)(5)
1304.22 (a)(4)
1304.20 (e)(2)
STANDARDS #
AREA #5: Health and Safety Needs of Children
Program obtains information from parents about their
1. child’s health and safety needs, identifies and plans for
accommodations, and informs appropriate staff.
Staff is trained and informed in accordance with the
2.
program’s confidentiality policy.
Program ensures that a child with a short-term
3. injury/illness is temporarily excluded from program
activities, as appropriate.
Children are not denied admission solely because of
4. their health care needs or medication requirements,
unless reasonable accommodations cannot be made.
YES
1304.20 (c)(1) & (2)
STANDARDS #
AREA #4: Partnering with Parents
Program involves and consults with parents
1. immediately when health or developmental problems
are identified or suspected.
Parents are notified, as appropriate, in the case of an
2.
emergency involving their child.
Program informs parents and obtains authorization
3.
prior to all health procedures.
Results of health procedures provided and explained
4.
to parents.
Documentation is maintained when parents refuse to
5.
give authorization for health services.
System is in place for notifying families of unplanned or
6.
unexpected school closures.
Parents are educated about health
7.
procedures/screenings and their importance.
NO
1304.20 (b)(1)
YES
AREA #3: Health Screenings and Follow Ups
In collaboration with the parent, program performs
required linguistically and age appropriate screenings
1.
to identify concerns regarding children within 45 days
of entry.
Program ensures children with known, observable, or
suspected health, oral, or developmental problems
2.
receives follow up, further testing, and treatment from
an appropriate health care professional.
Program establishes systems of ongoing
communication with parents of children with identified
3.
health needs, facilitates follow up and appropriate
referrals.
YES
STANDARDS #
1304.22 (b)(3)
1304.22
1304.22(b)(1)
1304.22 (b)(2)
101
COMMENTS:
Completed by:
Date:
102
REGION 9 HEAD START
MENTAL HEALTH
MONITORING TOOL
(completed 1 time annually: spring – ERSEA Manager)
MONITOR:
1304.52 (d)(4)
1304.52 (d)(4)
1304.52 (d)(4)
1304.52 (d)(4)
STANDARDS#
AREA #2: Mental Health Compliance
Teachers able to effectively and timely identify
1.
mental health problems.
Ensure that mental health staff provides regularly
scheduled visits with ongoing expertise and
2.
oversight to promote timely identification and
intervention.
Interacts/consults with the program staff and
3.
families on-site.
Provides training to assist program staff and
4. parents to identify and address mental
health/behavioral concerns.
Schedule of sufficient frequency implemented
5.
consistently across program.
Have a process for identifying mental
6. health/behavioral concerns about a child.
7.
Work with staff to conduct screenings to identify
children who might require formal evaluation.
NO
AREA #1: Mental Health Services
Services being provided or supervised by a
1.
licensed or certified mental health professional.
Have training or experience related to serving
2.
young children and their families.
Have a resume or vitae documenting training,
3. experience, expertise, and qualifications and
licensure.
Determined who is formally assigned to manage
4. mental health services.
NO
STANDARDS #
YES
DATE:
YES
SITE:
1304.24 (a)(2)
1304.24 (a)(3)
1304.24 (a)(3)
1304.24 (a)(3)(ii)
1304.24 (a)(2)
1304.24 (a)(1)(i)
1304.24 (a)(3)(iii)
103
1304.24 (a)(3)(i)
1304.24 (a)(3)(iv)
STANDARDS #
AREA #3: Mental Health Parent Involvement
Communication with parents about concerns or
1.
observations of their child.
Includes parents in developing, participating, and
2. implementing the Individual Positive Guidance
Plan.
Educates parents on appropriate responses to
3.
their child’s behavior and what is typical behavior.
Discussions with families about how to create
4. nurturing supportive environments and
relationships.
Educate families about Positive Behavior
5.
Supports.
6. Educating parents on mental health topics/issues.
Documentation of cases where parents have
been referred to community mental health
7.
resources and received appropriate services to
support needs.
NO
1304.21 (c)(1) (iii)
YES
Positive behavior supports evident in the
classroom.
Mental health resources available to assist with
9. getting services for children, families, and
program staff.
10. Mental health documentation in lesson plan.
8.
1304.24 (a)(1)(ii)
1304.40 (f)(4)(ii)
1304.24 (a)(1)(i) & (vi)
1304.40 (f)(4)(iii)
1304.24 (a)(1)(iii)
1304.24 (a)(1)(iv)
1304.24 (a)(3)(i)
1304.24 (a)(1)(v)
Head Start On-Site
Review Protocol
COMMENTS:
Completed by:
Date:
104
REGION 9 HEAD START
TRANSPORTATION
MONITORING TOOL
(completed 1 time annually: fall – ERSEA Manager)
MONITOR:
STANDARDS #
AREA #1: Transportation Services Management
How often is a pre-trip inspection of the vehicle
conducted?
1.
What happens if something does not pass the pre-trip
inspection?
Was a background check conducted when you were
2.
hired?
Does each bus driver have a valid commercial driver's
3.
license (CDL)? (with passenger endorsement)
4.
Are vehicles equipped with reverse beepers?
Are vehicles equipped with height- and weightappropriate restraint systems?
Does the vehicle providing transportation services
6.
have a seat belt cutter and sign indicating its location?
Does the vehicle providing transportation services
7. have a well-stocked first aid kit and sign indicating its
location?
Is the vehicle equipped with a two-way communication
system to call for assistance? Is there a back-up plan
8.
if the two-way communication system is not working
(e.g., in drop zones)?
Is there a fire extinguisher on the bus and is it fully
9. charged (check the gauge and sign indicating its
location)?
Does the program have a waiver for the bus monitor
10. requirement?
5.
How are substitute monitors provided when the
regular bus monitor is absent?
Does the bus monitor, or another adult, escort children
12.
when they have to cross the street?
At least one bus monitor is onboard the vehicle at all
13.
times, unless a waiver is approved?
11.
NO
DATE:
YES
SITE:
1310.13
1310.16 (b)
1310.16
(a)(1)
1310.12
(a)(2)
1310.11
1310.10(d)(4)
1310.10(d)(3)
1310.10(d)(1)
1310.10(d)(2)
1310.20
(b)(6)
1310.17 (2)
1310.15 (c)
1310.2 (c)
1310.15
(c)(1)
105
16.
17.
18.
19.
20.
21.
22.
23.
1.
AREA #2: Bus Driver Credentials, Qualifications,
and Training
Drivers must receive a combination of classroom
instruction and behind-the-wheel instruction sufficient
to enable each driver to:
(1) operate the vehicle in a safe and efficient manner;
(2) safely run a fixed route, including loading and
unloading children, stopping at railroad crossings and
performing other specialized driving maneuvers;
(3) administer basic first aid in case of injury;
(4) handle emergency situations, including vehicle
evacuation procedures;
(5) operate any special equipment, such as
wheelchair lifts, assistance devices or special
occupant restraints;
(6) conduct routine maintenance and safety checks of
the vehicle; and
(7) maintain accurate records as necessary
1310.20
(b)(7)
1310.10 (g)
1310.10 (g)
1304.52
1310.10 (g)
1310.10 (f)
1310.10
1310.10
1310.10
STANDARDS #
NO
15.
1310.20
(b)(1)
YES
14.
What is the average time each child is on the bus,
each way? Which child has the longest trip on the
bus? How long is it?
Describe procedures for using alternate routes in case
of hazardous conditions.
What process do you follow if no parent is at a stop to
meet a child exiting the bus? Emergency occurs?
Bus monitors and drivers complete pre- and post- trip
vehicle checks, including second or third complete
interior inspections to ensure no child is ever left on a
vehicle.
How do you ensure no child is ever left on the vehicle?
Active Supervision is utilized at all times. Staff is
aware of proper reporting procedures if an incident
should occur.
How do you know the people to whom each child can
be released when he or she exits the bus (ex: parent,
legal guardian, or individual designated in writing by
parent/legal guardian)?
Are accidents reported in accordance with applicable
State requirements?
How are families notified if a child is onboard a bus
when an accident occurs?
Vehicles used for child transportation are registered
and inspected per local, state, Tribal and federal
regulations.
Bus routes are planned to include only curbside pickup and drop off and no backing up or U turns.
Children are escorted as they board and exit vehicles.
1310.17
(b)(1-7)
106
4.
5.
Before bus monitors assigned to vehicles used to
provide such services begin their duties, they are
trained on:
• child boarding and exiting procedure,
• use of child passenger safety systems,
• any required paperwork,
• responses to emergencies,
• emergency evacuation procedures,
• use of special equipment,
• child pick-up and release procedures
• pre- and post-trip vehicle check
1310.17(d)
1310.17(f)(1)
1310.17 (f)(2)
STANDARDS #
AREA #3: Transportation Services
Do you arrange for or provide transportation for children
1. with disabilities to and from services, as indicated in the
IEP/ARD?
Does the transportation comply with the Americans with
2.
Disabilities Act of 1990?
How do you ensure that the transportation is adapted to
3.
meet a child's special needs?
The specific types of assistance being offered must be
4. made clear to all prospective families in the program's
recruitment announcements.
NO
3.
Drivers must receive refresher training courses
including the topics listed in paragraphs (b) and (c) of
this section and any additional necessary training to
meet the requirements applicable in the State where
the agency operates.
Each agency providing transportation services must
ensure that:
(1) the annual evaluation of each driver of a vehicle
used to provide such services includes an on-board
observation of road performance. Date of last
evaluation: _____________
1310.17(c)
1304.52
(k)(i)(ii)
YES
2.
Drivers must also receive instruction on the topics
listed in 45 CFR 1304.52(k)(1), (2) and (3)(i) and the
provisions of the Head Start Program Performance
Standards for Children with Disabilities (45 CFR 1308)
relating to transportation services for children with
disabilities and the following:
• Transition
• Disabilities
• Child Abuse
• Blood Borne Pathogens
• Confidentiality
1310.22 (a)
1310.22
1310.22 (c)
1310.10(b)
107
When transportation services are not offered,
5. reasonable assistance is provided to families to and
from activities.
1310.10(b)
COMMENTS:
Completed by: _______________________________
Date: ______________
108
Parent Committee Involvement Checklist
Site
Parent
meeting
Parent
Proof of
Date of site
Parent flyers Site/Campus Site/Campus
agendas,
training
correspondance
visit
sent home
Newsletters
Calendars
tracking sheet minutes, sign
in Spanish
in sheets
Evidence of
Family
Literacy
Other
documentation
Bowie
Burkburnett
City View
Electra
Gainesville
Henrietta
Nocona
Petrolia
Wichita Falls
109
Community Partnership Checklist
Site:
(completed one time in the Spring)
Date:
1304.41 and 1308.4: The program coordinates with and has current Interagency Agreements in place with
Local Education Agencies (LEA’s) and other agencies (Part C) within the service area, including:
☐ (i) Health care providers, such as clinics, physicians, dentists, and other health professionals ☐ (ii) Mental health providers ☐ (iii) Nutritional service providers ☐ (iv) Individuals and agencies that provide services to children with disabilities and their families
(see 45 CFR 1308.4 for specific service requirements) ☐ (v) Family preservation and support services ☐ (vi) Child protective services and any other agency to which child abuse must be reported under
State or Tribal law ☐ (vii) Local elementary schools and other educational and cultural institutions, such as libraries
and museums, for both children and families ☐ (viii) Providers of child care services ☐ (ix) Any other organizations or businesses that may provide support and resources to families
☐ Partnerships on file at Region 9:
110


In compliance
Out of compliance
Not monitored / Not observed
DATE
ERSEA Manager Site Checklist
EDUCATION: Primary Language in the classroom:
1304.52: One classroom staff speaks the same language as the majority?
1304.20: Teacher tracking DIAL/DECA/Pedestrian Safety on new students
CHILD HEALTH AND SAFETY: 1306.32: Two staff with children at all times?
1304.20: Tracking up to date
1304.23: Staff sits with children during meals and shares conversation.
1304.22: Hand washing when appropriate?
1304.23: Tooth Brushing
MENTAL HEALTH
1304.24: Coordinators schedule posted and visible to staff and families?
1304.24: MHC adheres to schedule? Visits on a regular basis?
ERSEA
1306.32: Classroom predominately 3 year olds or 4 years olds?
Ratio maintained?
1305.8: Documentation of absenteeism up to date?
1310.10: Recruitment documentation shows available transportation options?
PARENT ENGAGEMENT
1304.50: Current program year parent committee meetings and minutes up to
date
111