2009-2010
Head
Start
Workplan
SOUTH CENTRAL HEAD START
SOUTH CENTRAL HEAD START WORKPLAN
POLICY COUNCIL APPROVAL DATES
(All work-plans are updated annually)
Human Resources/Management
2/19/09
Children and Mental Health Services
3/26/09
Disability Services
5/21/09
Health and Nutrition Services
5/21/09
Family and Community Services
5/21/09
Program Governance
5/21/09
Internal Dispute Resolution
5/21/09
Shared Governance
5/21/09
Transportation Services
6/18/09
Facilities
6/18/09
Fiscal Management
Schedule August
Planning Matrix
1/15/09
PC Policies and Procedures
2/19/09
PC Bylaws
2/19/09
Job Description
2/19/09
CCA
5/21/09
Strategic Goals (3 year)
Schedule August
HEALTH PHILOSOPHY
The South Central Head Start program believes it is important to
consider the total child in the planning of program activities. Health and
health related activities are a part of each day’s learning environment.
Classroom experiences are provided to assist the child’s physical,
emotional, cognitive, and social development.
By acquiring more information, learning more about their bodies and
being involved in tasks that help them to integrate and build upon their
existing knowledge, children become more competent and independent.
Prevention is one of our primary goals and we support early intervention
and sharing information about the prevention of illness. We will be
making a decided effort to routinely include parents in health education
and planning for family health care.
The use of health and
developmental screening for children provide a way to determine which
children need more specialized health care.
It will be the responsibility of South Central Head Start staff to provide
comprehensive health education for children, parents and staff, promote
health and well being for themselves and their children and support and
promote learning opportunities to extend or strengthen what parents are
already doing.
With the best health care possible as our goal, South Central Head Start
will help the family to integrate good health care into their daily living
and to link the family to an ongoing health care system.
South Central Head Start’s goal of health education is to link families to
the community health care systems so they can continue to receive
comprehensive health care after leaving the program.
1304.20(a)(1)( i) Determining child health status. In collaboration with the parents, no later than 90 calendar days from the
child’s entry into the program make a determination as to whether or not each child has an ongoing source of continuous
assessable health care, grantee and delegate agency must assist the parents in accessing a source of care;
STRATEGY
The program shall arrange an ongoing source of continuous,
assessable health care, a medical home.
a) Family Health Services
b) Private physician.
A complete child medical history will be completed at the time of
recruitment.
A) FEIII will review all histories and attach to physical exam
form.
B) A copy of health history will be available to medical provider
at the time of physical exam.
A complete child dental history will be completed at the time of
recruitment.
A) FE III will review all dental histories and attach to dental exam
form.
B) A copy of dental history will be available at the time of dental
exam.
If a child needs ongoing health care such as home hospice nurse or
if the parent heeds training on how to care for the child with a
medical need will be arranged through the child’s physician.
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE, FE II
TIMELINES
Upon entering
the program
Center Supervisor
Health
Coordinator
SUPPORTING
DOCUMENTATION
Child file, FE III
Tracking book
4
FE
FE III
Upon entering
the program
Child File
Center Supervisor
Health
Coordinator, FE
III
As needed
Medical
Individual
Education Plan.
1304.20 (a) (1) (ii) Obtain from a health care professional a determination as to whether the child is up to date on a schedule
of age – appropriate preventative and primary health care which includes medical, dental and mental health.
STRATEGY
PERSON(S)
RESPONSIBLE
SUPPORTING
DOCUMENTATION
TIMELINES
Ensure that health care professionals have conducted the required
review of the child’s health, and have provided diagnostic testing
and treatment in order to determine each child’s well child care is
up to date. Idaho required (EPSDT) screenings (Medicaid), State
immunization requirements, TB recommendations by Health
Advisory Board and Additional requirements based on community
health needs.
 Every child will receive a medical exam within 90 days of
enrollment
 If a child has received an exam prior to Head Start and within
one year of enrollment a new exam need not be given.
 Any returning child that has had a medical exam through Head
Start the prior year need not have a new examination.
A returning child may be requested to complete an exam the second
year at the discretion of the Health Coordinator.
* FE – Family Educator
FE
FE III
Center Supervisor
Health
Coordinator
Physical exam results
Within 90 days
of enrollment
Copy of exam in
file within 90
days.
5
Copy of last exam not
over a year old.
1304.20(a) (1) (ii) continued – For each child enrolled in the Head Start program a vision screening and/or assessment will be
completed. (A) Vision
STRATEGY
Vision screening
To be completed by a trained and qualified staff or professional
To be completed once a year
Rescreens should be completed 4 wks after initial screening
If a referral is necessary to optometrist or ophthalmologist, referral
to be done right after 2nd screening (4 wk after initial screening)
PERSON(S)
RESPONSIBLE
FE, FE II, FE III
Center Supervisor
Health
Coordinator
FE, FE II, FEIII
Center Supervisor
Health
Coordinator
TIMELINES
45 days
4 wks after
initial screening
SUPPORTING
DOCUMENTATION
Physical exam results
Vision screener
(keystone viewer)
SOAP
Soap, vision score on
HISFS (computer)
referral
6
* FE – Family Educator
* SOAP – Subjective/Objective Assessment Plan
1304.20(a) (1) (ii) continued – For each child enrolled in the Head Start Program a medical screening consisting of hemoglobin
or hematocrit shall be completed. (B) Hemoglobin/Hematocrit
STRATEGY
A hemoglobin or hematocrit will be drawn within 90 days of
enrollment
Please see Hematocrit Protocol
If testing results indicate anemia (hemoglobin less than 11,
hematocrit less than 34) the child will be referred to appropriate
resource follow-ups testing within 6 – 8 weeks or as indicated by
medical provider.
If a child is anemic:
A) The cook will be informed so that the menu reflects foods
High in iron during the time the child is at the Head Start
Center.
B) On home visit, the FE will give parents hematocrit (HCT)
results, recipes
And indicate foods high in iron. The nutrition consultant
may be contacted and come to home visit
C) The condition will be followed throughout the year by the
Family Educator.
* SOAP – Subjective/Objective Assessment Plan
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III
Center Supervisor
Health
Coordinator,
Medical Provider
FE I, FE II, FE III
Center Supervisor
Health
Coordinator
Nutritional
Consultant
TIMELINES
Within 90 days
of enrollment
SUPPORTING
DOCUMENTATION
Hemoglobin/
hematocrit results
As indicated by
medical provider
As needed
* CPE – Child/Parent Education Form
Post name in Kitchen
7
SOAP documentation
CPE
SOAP & CPE
1304.20(a) (1) (ii) continued – For each child enrolled in the Head Start program a medical screening consisting of a blood
pressure screening shall be completed. (C) Blood Pressure
STRATEGY
All Head Start children will receive a blood pressure screening
within 90 days of enrollment
A child found to be at an abnormal perimeters will be referred to
his/her primary physician for further evaluation
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Health
Coordinator
TIMELINES
Within 90 days
of enrollment
Health Provider
FE
Health
Coordinator
At the time that
abnormal
reading is
noticed.
SUPPORTING
DOCUMENTATION
HSFIS Blood Pressure
reading
Physician exam results
SOAP
Blood Pressure
Reading
SEE NEXT PAGE – QUICK GUIDE TO BLOOD PRESSURE IN
CHILDREN
* FE – Family Educator
* HSFIS – Head Start Information System
* SOAP – Subjective/Objective Assessment Plan
8
1304.20(a) (1) (ii) continued – For each child enrolled in the Head Start program a medical screening consisting of a lead test
that measures blood lead levels shall be completed. (D) Lead screening
PERSON(S)
STRATEGY
RESPONSIBLE
All Head Start enrolled children will receive a lead screening within HV, FE II, FEIII,
90 days of enrollment
CS, HC, Medical
provider
Please see lead screening protocol:
HV, FE II, FE III,
If a child has had a lead screening within the year (12 months)
CS, HC, Medical
another lead screening does not have to be performed, however
provider
documentation of the screening including blood levels must be
obtained and filed in the child’s file.
A child found to be at abnormal perimeters will be referred to
his/her primary physician for further evaluation.
A parent may refuse to have a blood lead screening on their child
only after having been informed about the possible side effects of
lead poisoning in children.
The parent must sign a refusal form for lead screening with a
statement declaring the reason they refuse the screening.
TIMELINES
Within 90 days
of enrollment
SUPPORTING
DOCUMENTATION
Blood lead level
results
To be
Blood lead level
determined
results
within 90 days of
enrollment
HV, FE II, FE III,
CS, HC, Medical
provider
As indicated by
medical provider
Blood lead level
results
HV, FE II, FE III,
CS, HC
Within 90 days
of enrollment
Lead screening exempt
form
9
Lead Screening Protocol
In accordance with 1304.20(i) (i-ii) Head Start programs are required to make sure that children
are tested for lead screening within 90 days of enrollment into the program.
If a child has had a lead screening within the past 12 months another lead screening does not
have to be performed, however documentation of the screening including blood levels must be
obtained and filed in the child’s file.
If for some reason, a medical provider did not complete a blood lead screening during the child’s
wellness exam:
1. Check list provided and ask physician for a referral to designated lab;
send a release of information to obtain results.
Parents may refuse this service. After parents have been informed
about blood lead poisoning, a parent may still refuse these services by
filling out the “Lead Screening Refusal Form”. A copy must be kept in
the child’s file.
Be sure the proper information is given to the HSFIS administrator. If
it is left blank, it looks like it has not been addressed.
SOUTH CENTRAL HEAD START
COLLEGE OF SOUTHERN IDAHO
P.O. Box 1238
Twin Falls, ID 83303-1238
Lead Screening Refusal Form
Child’s Name_______________________
Center___________________
As the parent or guardian of
___________________________
I would like to refuse blood lead screening for my child. Please read the following statements
and initial.
I have been given the information about the risks of lead poisoning and how it could affect my
child. _________
___________
Initial
Date
I understand that even if my child shows no symptoms of lead poisoning at this time, that the
only way to know if my child has high levels of lead in his/her blood is trough a blood test
____________ ____________
Initial
Date
Please list the reason(s) that you refuse blood lead screening
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________
Parent/guardian signature
Date
__________________________
Family Educator
Date
SOUTH CENTRAL HEAD START
COLLEGE OF SOUTHERN IDAHO
P.O. Box 1238
Twin Falls, ID 83303-1238
Forma para rechazar el examen del Plomo
Nombre del niño(a)________________________
Centro____________________
Como padre o guardiãn del niño(a)_______________________________________
Yo deceo rechazar el examen del Plomo para mi niño(a). Porfavor leya lo siguiente y ponga
sus iniciales.
He sido informado sobre los riesgos del envenamiento por plomo y como puede afectar a mi
niño(a).
__________
__________
Iniciales
Fecha
Entiendo que aun que mi niño(a) no eseñe sintomas de envenamiento por plomo a este tiempo,
que el unico modo de saber si mi niño(a) tiene mucho plomo en la sangre es por un exãmen de
sangre.
__________
__________
Iniciales
Fecha
Porfavor escriba la(s) razŏn(es) que rechaza el exãmen del plomo
______________________________________________________________________________
______________________________________________________________________________
_________________________________________
Padre/Guardiãn
Fecha
_________________________________
Educador Familiar
Fecha
Hematocrit Protocol
In accordance with 1304.20 (a) (1)(i-ii), Head Start programs are required to make sure that
children are up to date on EPSDT schedule for the specific state.
In Idaho, Hematocrit screenings are required at age 9 months, 15 months, 24 months, and 5
years, if the child is considered high risk.
If for some reason, a medical provider did not complete a Hematocrit during the child’s Wellness
Exam :
1. Check to see if the child is on WIC and get the information from the WIC office.
2. Check List provided to see if the child’s physician completes Hematocrit screenings.
A. If the child’s physician does NOT do Hematocrit screenings, then SOAP
“Medical Provider does not do Hematocrit screenings and considers this Well
Child Exam to be complete.”
B. If the child’s physician DOES complete Hematocrit, but it wasn’t done during the
appointment…These are the parents’ options:
i.
Make an appointment to return to the child’s physician for the Hematocrit.
ii. Refuse the service. Fill out an incomplete service agreement form. The
parent must document the reason this service was refused.
Be sure the proper information is given to the HSFIS Administrator. If it is left blank, it
looks like it has not been addressed.
10/31/06 Hematocrit protocol
1304.20(a)(1)(ii)
QUICK GUIDE TO BLOOD PRESSURE IN CHILDREN
Blood pressure (mm Hg)*
Age
2-6 months
7-11 months
1-5 years
6-18 years
Systolic
Diastolic
91
90
90 + age in years
83 + (2 X age in years)
50 to 53
47 + age in months
56
52 + age in years
*Based on 50th percentile for males; slightly lower in females, especially 14 to 18 years
of age.
DEFINITIONS OF BLOOD PRESSURE
Normal Blood pressure – Systolic and diastolic pressure less than 90th percentile for
age and sex
Normal high blood pressure – Systolic and diastolic pressure between the 90 th and
95th percentiles for age and sex.
Significant hypertension – Blood pressure persistently between 95th and 99th
percentiles for age and sex.
Severe hypertension – Blood pressure persistently at or above 99th percentile for age
and sex.
1304.20(a) (1) (ii) continued – Ensure that every child enrolled receives the required screenings - (D) Growth Assessment
STRATEGY
Growth assessment – use the BMI Assessment
 The growth assessment will consist of age, height and weight.
 The same chart will be used through the year.
 Weight obtained without heavy sweaters, jackets or shoes.
 Height obtained without shoes.
 Height measured with child’s back against the wall with a ruler
resting on the head at a right angle to chart.
 If a child is within normal range (percentile) on growth chart,
then the growth assessment to be done 3 times per year.
The first assessment completed within 45 days. (BMI)
If the child is at/above the 95th % or at/below 5th %, the child will
be referred to:
A) Health Coordinator
B) Health Provider
Family Educator will determine measurements and chart on growth
assessment on HSFIS
Growth assessments will be completed 3 times per year.
* HSFIS – Head Start Family Information System
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Center Supervisor
Health
Coordinator
SUPPORTING
TIMELINES
DOCUMENTATION
90 days upon
Growth chart on
entering program HSFIS
BMI chart
Then 3 X’s a
year.
FE
FE I, FE II, FE III,
Center Supervisor
Health
Coordinator
Nutrition
Consultant
FE, FE III
Center Supervisor
Health
Coordinator
* FE – Family Educator
Within 90 days
of enrollment
BMI printout
3 times a year
BMI chart
15
1304.20(a) (1) (ii) continued – For each child enrolled in the Head Start program a medical screening consisting of a hearing
screening shall be completed. (E) Hearing
STRATEGY
All Head Start children will receive a hearing screening within 45
days of enrollment
All returning Head Start children will receive a hearing screening
yearly.
Screening will be completed by qualified professionals
Head Start staff will be trained on the use of the ERO Scan hearing
screener.
Any child failing a screening will be rescreened within 4 weeks
Any child failing a hearing screening a second time will be referred
to their primary physician or ENT Specialist for further evaluation
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Center Supervisor
Health
Coordinator
Health
Coordinator
FE I, FEII, FE III,
Center Supervisor
Health
Coordinator
Disability
Coordinator
TIMELINES
Within 45 days
of enrollment
Yearly
SUPPORTING
DOCUMENTATION
Hearing screening
results
SOAP
HSFIS
Yearly as needed Training Logs
Rescreen in 4
weeks.
SOAP
Referral
4 – 6 weeks after
initial screening
Release of information
with results physician
or ENT
SEE HEARING SCREENING FORM – NEXT PAGE
* ENT – Ear, Nose & Throat
* FE – Family Educator
* HSFIS – Head Start Family Information System
*SOAP – Subjective/Objective Assessment Plan
16
South Central Head Start
Hearing Screen
Pass / Fail
Name:
Center:
Date:
Puretone Hearing Test
Right Ear
Frequencies
500
1,000
2,000
4,000
500
1,000
2,000
4,000
Pass
Fail
25 db
Left Ear
25 db
Right Ear
Left Ear
1304.20(a) (1) (ii) continued – Dental Exam
STRATEGY
Every child entered into the program will receive a complete dental
exam within 90 days of enrollment.
If a child has received a dental exam within the program’s calendar
year, a new exam need not be done.
PERSON(S)
RESPONSIBLE
Dentist, FE
FE III, FA
Center Supervisor
Health
Coordinator
TIMELINES
Within 90 days
of enrollment
SUPPORTING
DOCUMENTATION
Dental exam
Any returning child that has had a dental exam and treatments
within the program’s calendar year need not have a new exam
A returning child may be requested to complete another dental
exam at the discretion of the Health Coordinator
A complete dental exam includes:
A) An initial exam for:
I Dental carries
II Malocclusions
III Crossbite
IV Mouth breathing
V Tongue Thrust
VI Gingivitis
VII Oral infection
VIII Crowding
IX Any potential problems
X Make recommendations for above
Two bitewing X-rays when needed
SEE HSFIS CHILD ORAL HEALTH ASSESSMENT
* FE – Family Educator
* FA – Family Advocate
Dentist
Health
Coordinator
Dentist
Health
Coordinator
FE III, FA
Upon
Notification of
Health
Coordinator
90 days from
enrollment
Dental exam results
19
Dental exam
Only those children enrolled in Head Start who are at risk for tuberculosis will receive a Tuberculosis screening.
STRATEGY
(1) A survey to determine if the child is at risk for tuberculosis will
be done prior to entry into the classroom. The child who is found
to be at risk for TB will be required to get a PPD by a medical
provider before entering a classroom
(2) If PPD shows an abnormal result, child will be referred to the
appropriate resources. (Primary physician/public health
department)
The screening test will consist of a PPD test to be read by the
health provider within 48-72 hours.
(3) Head Start services in the home will be provided during the
time the child is being tested.
(4) The child may return to class upon recommendation of PHD,
primary physician, nurse or a negative PPD or negative chest x-ray
PERSON(S)
RESPONSIBLE
FE, Center
Supervisor
Health
Coordinator
FE I, FE II, FE III,
Center Supervisor
Health
Coordinator
FE, Center
Supervisor
FE, Center
Supervisor
Health
Coordinator
TIMELINES
Prior to
classroom
attendance
Prior to
classroom
After negative
diagnosis is
determined
SEE TB SURVEY FORM – NEXT PAGE
(5) Children, staff and regular volunteers should be tested upon
returning from being out of the country. Follow physician’s
recommendations or call your local public health department.
SEE HANDOUT ON TUBERCULOSIS





PPD – Purified Protein Derivative – A Substance used in intradermal test for tuberculosis
TB – Tuberculosis
PHD – Public Health Department
CPE – Child/Parent Education Form
SOAP – Subjective/Objective Assessment Plan
SUPPORTING
DOCUMENTATION
TB survey form PPD,
x-ray results
SOAP documentation
SOAP documentation
TB survey form
PPD results
CPE, SOAP
documentation
Negative PPD results,
negative x-ray results,
letter from medical
provider.
20
SOUTH CENTRAL HEAD START
COLLEGE OF SOUTHERN IDAHO
P.O. Box 1238
Twin Falls, ID 83303-1238
(208) 736-0741
A survey to determine if your child is at risk for Tuberculosis
Child’s Name ____________________________
Center
Please circle yes or no.
Yes / No
My child has contact with adults who have infectious tuberculosis.
Yes / No
My child, the child’s parents, or other people living in the same
home as the child, are from regions of the world with a high
prevalence of tuberculosis.
Yes / No
My child is frequently exposed to farm workers who move from
place to place.
Yes / No
My child is frequently exposed to the following high risk adults such as…
individuals infected with TB, homeless persons, users of intravenous and
other street drugs
Yes / No
My child has been out of the United States within the last year.
Parent/Guardian
Date
Family Educator
Date
_____ A PPD is not indicated at this time.
_____ A PPD is indicated.
G:\Form|TB Survey
SOUTH CENTRAL HEAD START
COLLEGE OF SOUTHERN IDAHO
P.O. Box 1238
Twin Falls, ID 83303-1238
(208) 736-0741
Esta forma es para saber si su hijo(a) es propenso a tuberculosis
Nombre del niño(a)
Centro
Porfavor conteste si o no
SI / NO
Mi niño vive o ha vivido con adultos que tienen tuberculosis.
SI / NO
Mi niño, los padres de mi niño o otras personas viviendo en la
misma casa con el niño, son de paises que hay el virus de
tuberculosis.
SI / NO
Mi niño vive o ha vivido con trabajadores del campo que se
mueven de parte a parte.
SI / NO
Mi hijo esta propenso a encontrarse con jente que tienen estos
viruses: SIDA, personas sin hogar, personas que usan drogas.
SI / NO
Dentro del año, mi hijo a salido fuera del pais.
Padre/Guardián
Fecha
Family Educator
Date
_____ A PPD is not indicated at this time.
_____ A PPD is indicated.
G:\Form|TB Sur S.
1304.20(a) (1) (ii) A – For children who are not up-to-date on an age – appropriate schedule of well child care, grantee and
delegate agencies must assist parents in making the necessary arrangements to bring the child up to date.
STRATEGY
Families will be referred to local clinics and/or health professionals
in order to update immunizations.
See “late start” Immunizations schedule
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Center Supervisor
Health
Coordinator
Medical Provider
TIMELINES
Upon program
entry
SUPPORTING
DOCUMENTATION
SOAP, Physical exam,
Dental exam and
immunization records
* SOAP – Subjective/Objective Assessment Plan
23
1304.20(a) (1) (ii) A continued - Immunizations
STRATEGY
According to the South Central District Health Department Policy,
any child who has received their 4th (DPT/OPV) shots after they
are 4 years old need not have another booster.
Immunizations can be given at the time of the physical exam or the
child may be taken to the health department.
Parents will be encouraged by the Family Educator or on home
visits to utilize community recourses to keep their child’s
immunization status current.
a) Family Health Service
b) Health Department
c) Private physician
PERSON(S)
RESPONSIBLE
Health
Coordinator
FE, Center
Supervisor, Health
Coordinator
FE, Center
Supervisor, Health
Coordinator
TIMELINES
SUPPORTING
DOCUMENTATION
On going as
needed to update
Immunization record
As needed to
update shots
CPE, SOAP
Transportation may be arranged to clinic site. Parent should contact FE
AS needed
CPE, SOAP
their Family Educator
If a child’s immunization status is not current, the child will be
FE, FE III, Center Upon entering
Incomplete service
excluded from the classroom but Head Start services will be
Supervisor, Health program
agreement
provided in the home until immunizations are up to date.
Coordinator
A parent may refuse to update immunizations and sign an State of
FE, FE III, Center Parent may
State of Idaho
Idaho Certificate of Exemption school Immunization Requirement
Supervisor, Health notify refusal to certificate of
form with the understanding that their child will be excluded from
Coordinator
FE and sign
Exemption for School
the classroom if any communicable disease that children are
The exemption
Immunization
generally immunized against, occur.
form
Requirement
* FE – Family Educator
* CPE – Child\Parent Education Form
* SOAP – Subjective/Objective Assessment Plan
24
1304.20(a) (1) (ii) A continued - Immunizations
STRATEGY
Emphasize need for staff to document efforts and plans to complete
immunizations in our SOAP, as well as on HV forms during preservice and in-service training.
Monitor family files for compliance
* SOAP – Subjective/Objective Assessment Plan
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE, FE III, Center
Supervisor, Health
Coordinator
FE, FE III, Center
Supervisor, Health
Coordinator
* HV – Home Visits
TIMELINES
Twice a
month/as needed
SUPPORTING
DOCUMENTATION
Immunization record,
SOAP, CPE
Monthly and
yearly
*CPE – Child/Parent Education Form
25
School Immunization Law Requirements:
I.
Students enrolling in preschool, ungraded, and K-12th grades must show proof of
receiving the following immunizations before attendance in any Idaho public,
private or parochial school:
a. 4 or more doses of DTP, DT, DtaP or Td vaccine, unless fewer doses are
medically recommended;
b. 3 or more doses of polio vaccine, unless fewer doses are medically
recommended;
c. One dose each of measles/mumps/rubella vaccine, given after one year of
age; and,
d. 3 doses of hepatitis B vaccine for children born after November 22, 1991.
II.
A student’s parents may provide laboratory proof of immunity in lieu of receiving
any or all of the immunizations listed on I. Above.
III.
A student’s parents may claim an exemption to any of the required
immunizations for medical, religious or personal reasons by providing a signed
copy of DHW form Imm 062796 (or one with similar information) to school
officials.
NOTE:
For more details on the requirements of the Idaho School
Immunization Law, consult Idaho Code Section 39-4801 and
Manual Sections 2-15000 – 2-15999
"RIGHT START"
EARLY CHILDHOOD IMMUNIZATION DOSE COUNT TABLE
This table is to be used to check a child’s immunization record to see if the child is over due for vaccine.
It is based on the routine schedule recommended by the American Academy of Pediatrics and the Centers
for Disease Control of the U.S. Public Health Service. This table is for children who begin their
immunizations when they are less than one year of age. Refer to the "Late Start Early Childhood
Immunization Dose Count Table" for those who start immunization after one year of age. A health
professional should individually evaluate and certify completeness for any child whose immunizations do
not match the routine schedule. Use the recommended schedule for doses due now.
FIND
AGE OF
CHILD
------------------------------------------COUNT----------------------------------------
Total #
Total #
Total #
Total #
Total #
DTP*
Polio*
Hib*
MMR*
Hepatitis B
3 to 4 months
1
1
1
0
1 or 2~
5 to 6 months
2
2
2
0
2 or 3~
7 to 15 months
3
2
2 or 3**
0 or only
Measles***
2 or 3~
16 to 18 months
3
2
1-4**
1***
2 or 3~
19 mths to 6 yrs
4
3
1-4**
1***
3~
7 years
5~~
4
---
1 or 2****
3~
*
**
***
****
~
DTP = diphtheria, tetanus and pertussis vaccine; polio = poliovirus vaccine; Hib = Hemophilus b conjugate
vaccine; MMR = live measles, mumps and rubella vaccine.
Tbree different types of Hib vaccine are currently available. Each has a different dose regimen. The
Merck vaccine requires three doses optimally at 2, 4 and 12 months of age. The Lederle vaccine requires
four doses optimally at 2, 4, 6 and 15 months of age. The Connaught vaccine is not indicated for
use in infants less than 15 months of age. Since the records maintained by parents often do not specify the
type
of Hib vaccine used, the completeness of a child’s Hib immunization status should be certified by the
child’s health provider. Children over 5 years of age are not usually given Hib vaccine. If a child receives
only one dose of Hib, it must have been given at or after 15 months of age.
In areas where an outbreak of measles has occurred, single antigen measles vaccine (not MMR) is advised
by the health department at 6 months of age. These children should still receive MMR at or after 12
months of age. In some areas measles vaccine is routinely given at 12 instead of 15 months of age.
A second dose of measles vaccine or MMR is before school entry or at 11-12 years of age.
As of March, 1992, both the AAP and the CDC recommend universal immunization of infants against
Hepatitis B virus beginning at birth or at 1-2 months of age. The AAP also recommends immunization of
all adolescents whenever resources permit. Compliance with these recommendations will require a phasein period.
~~
The 5th dose of DTP and the 4th dose of polio vaccine are not necessary if the previous dose of the vaccine
was given after the fourth birthday.
The Immunization Dose Count Tables were developed by Susan S. Aronson, M.D., F.A.A.P. They were reviewed
by the Centers for Disease Control and the American Academy of Pediatrics in 1992. Check for annually with a
physician or your local health department.
“LATE START”
EARLY CHILDHOOD IMMUNIZATION DOSE COUNT TABLE
This table is to be used to check a child's immunization record to see if the child is over due for
vaccine. It is based on the schedule recommended by the American Academy of pediatrics and
the Centers for Disease Control of the U.S. Public Health Service for children who start
immunization after one year of age. A health professional must individually evaluate the record
of any child who has not been immunized according to the recommended schedule. Use the
recommended schedule for doses due now.
1. COMPARE DATE OF FIRST DOSE WITH TODAY’S DATE TO FIND THE
TIME IN YEARS AND MONTHS SINCE START OF IMMUNIZATION.
(Borrow 12 months from years if you must subtract larger number of months.)
Example:
Today’s Date
Date of First Dose
Time
Year Month
92… 1
-90… -7
START
+
Year Month
91..
13
-90.. -7
1 year 6 months
Borrow 12 months
from years; add to
months; subtract
months and years
2. COUNT THE TOTAL NUMBER OF DOSES OF EACH VACCINE THE CHILD
SHOULD HAVE RECEIVED BY:
TIME
FROM
START
------------------------------------------COUNT----------------------------------------
Total #
Total #
Total #
Total #
Total #
DTP*
Polio*
Hib*
MMR*
Hepatitis B
START
1
1
1
0 or 1***
1~
START + 3 months
2
2
1 or 2**
1***
2~
START + 5 months
3
2
1 or 2**
1***
2~
START + 17 months 4
3
1 or 2**
1***
3~
By age 7 years
4
1 or 2**
1 or 2****
3~
*
**
***
****
5
DTP = diphtheria, tetanus and pertussis vaccine; polio = poliovirus vaccine; Hib = Hemophilus b conjugate
vaccine; MMR = live measles, mumps and rubella vaccine. Hepatitis B = Hepatitis B vaccine.
A second dose of Hib vaccine is given only to children whose first dose was received before 15 months of
age. Children who have had their fifth birthday are not usually given Hib vaccine.
In areas where an outbreak of measles has occurred, some health departments may have different
recommendations. Consult a pediatrician or the local Department of Health for more specific
recommendations.
A second dose of measles or MMR vaccine is recommended either before school entry or at 11-12 years of
age. Consult a pediatrician or the local Department of Health for more specific recommendations.
~
The 5th DTP and 4th OPV are not necessary if the 4th DTP and 3rd OPV were given after the fourth birthday.
The Immunization Dose Count Tables were developed by Susan S. Aronson, M.D., F.A.A.P. They were reviewed
by the Centers for Disease Control and the American Academy of Pediatrics in 1992. Check for annually with a
physician or your local health department.
RECOMMENDED CHILDHOOD IMMUNIZATION SCHEDULE
UNITED STATES, JANUARY – DECEMBER 2005
Vaccines’ are listed under routinely recommended ages. BARS indicate range of recommended ages for immunization. Any dose not given at the
recommended age should be given as a “catch-up” immunization at any subsequent visit when indicated and feasible.
Indicate vaccines to be
given if previously recommended doses were missed or given earlier than the recommended minimum age.
AGE
VACCINE
HEPATITIS B
BIRTH
1
MO
HEP B
2
MO
4
MO
6
MO
HEP B
DIPHTHERIA,
TETANUA,
PERTUSSIS
H. influenzae
Type b
Polio
Measles,
Mumps,
Rubella
Varicella
Hepatitis A
DTaP
12
MO
15
MO
18
MO
24
MO
4-6
YRS
11-12
YRS
14-16
YRS
HEP B
DTaP
DTaP
Hib
Hib
Hib
IPV
IPV
DTaP
DTaP
Td
Hib
31
IPV
IPV
MMR
MMR
Var
Hep A-in selected areas
Approved by the Advisory Committee on Immunization Practices (ACIP), the American Academy of Pediatrics (AAP),
And the American Academy of Family Physicians (AAFP)
1304.20(a) (1) (ii) (B) – For children who are up to date on an age-appropriate schedule of well child care grantee and delegate
agencies must ensure that they continue to follow the recommended schedule of well child care .
STRATEGY
Parents will be encouraged to utilize community resources to keep
their child’s immunization status current.
a) Family Health Services
b) Health Department
c) Private Physician
Transportation will be available as needed to the clinic site.
See “Right Start” Immunizations schedule
* FE – Family Educator
* HV—Home Visitor
* SOAP – Subjective/Objective Assessment Plan
PERSON(S)
RESPONSIBLE
FE, HV, Center
Supervisor, Health
Coordinator
FE, Center
Supervisor
TIMELINES
Upon
notification of
need.
AS needed to go
to update
immunizations
* CPE – Child/Parent Education Form
SUPPORTING
DOCUMENTATION
CPE, SOAP
Immunization Record
CPE, SOAP
32
1304.20(a) (1) (ii)(c)– Grantee and delegate agencies must establish procedures to track the provision of health care services.
STRATEGY
Child health records will be maintained and used to:
 Individualize child’s health needs
 Identify needed preventative and corrective care; and
 Assure that such care is arranged
 In some cases, a child may need an IEP in order to individualize
the child’s medical needs while at Head Start (see health IEP)
Health records contain information of a confidential nature, and
therefore, are kept in a place not accessible to unauthorized persons.
Those portions of the health information providing helpful guidance
to staff are shared through reports and conferences that translate the
confidential health information into useful educational and
administrative recommendations.
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE, FE III, Center
Supervisor, Health
Coordinator
TIMELINES
Upon knowledge
that child needs
individualized
care
SUPPORTING
DOCUMENTATION
SOAP, Child file
FE, Center
Supervisor, Health
coordinator
Health IEP
FE I, FE II, FE III,
Center Supervisor
Health
Coordinator
SOAP, Child file,
Health Reports
* IEP – Individual Education Plan
33
* SOAP – Subjective/Objective Assessment Plan
1304.20 (a)(1)(iii) & (iv) – Obtain or arrange further diagnostic testing, examination and treatment by an appropriate licensed
or certified professional for each child with observable, known or suspected health or developmental problem and (iv) develop
and implement a follow up plan for any condition identified so that any needed treatment has begun.
STRATEGY
Every child entered into the program will receive a complete
medical exam within 90 days of enrollment.

PERSON(S)
RESPONSIBLE
Health Provider,
FE III, Health
Coordinator
TIMELINES
Within 90 days
of entering
program
SUPPORTING
DOCUMENTATION
Physical exam, Child
file, Center Supervisor
tracking book
If a child has received a medical exam within the program’s
calendar year, a new exam need not be done.
A Medical examination will include:
A) Examination of all systems or regions which are made
suspect by the health history or screening.
B) Search for certain defects in specific regions common or
important in this age group (skin, eye, ear, nose, throat,
heart, lungs and grain).
C) Blood pressure screenings
D) Referral to specific professionals or agencies when
specified.
E) Screening consisting of height & weight, Hematocrit, Lead,
Tuberculin and needed immunizations.
See State Recommendations
* FE – Family Educator
Within 90 days
34
90 days
90 days
Health provider,
FE III, FE, Health
Coordinator
State Immunization
Requirements
1304.20(b) (1) – Screening for developmental, sensory and behavioral concerns in collaboration with each child’s parent, and
within 45 calendar days of the child’s entry into the program, grantee and delegate agencies must perform or obtain
linguistically and age appropriate screening procedures to identify abilities and needs regarding a child’s developmental
sensory (visual and auditory), behavioral, motor, language, social cognitive, perceptual, and emotional skills (see 45
CFR1308.6(b)(3) for additional information). To the greatest extent possible, these screening procedures must be sensitive to
the child’s cultural background.
STRATEGY
The child will be screened for the following within 45 calendar
days of the child’s enrollment into the program.
 Developmental
a) perceptual motor
b) cognitive
c) gross motor
d) fine motor
 Speech
 Language
 Vision
 Hearing
 Behavior (social emotional)
 Oregon Assessment
 Mental health observation
 Height & weight
PERSON(S)
RESPONSIBLE
FE, FE III, Center
Supervisor,
Children’s
Services
Specialist,
Disability
Coordinator,
Health
Coordinator
TIMELINES
Within 45 days
SUPPORTING
DOCUMENTATION
Screening results
Twice a year
35
Oregon assessment
Mental Health
Consultant
3 times per year
3 times per year
Mental Health
observation form
BMI chart
1304.20(b)(2) – Grantee and delegate agencies must obtain direct guidance from a mental health or child development
professional on how to use the findings to address identified needs.
STRATEGY
The mental Health Consultant is available to:
1) Provide guidance for staff on the next steps to take should
screening results indicate a need for further assessment
2) Provide guidance on how to address children’s needs in the
program and in the home.
3) Assist staff in determining appropriate procedures for
developmental screening.

SOAP – Subjective/Objective Assessment Plan
PERSON(S)
RESPONSIBLE
Mental Health
Consultant
TIMELINES
45 days from
enrollment
Upon knowledge
that there is a
need after each
observation
All year as
needed. Privies
to development
screening
SUPPORTING
DOCUMENTATION
SOAP documentation,
Mental health
observation form.
Individual child goal
sheet
36
1304.20(b)(3) – Grantee and delegate agencies must utilize multiple sources of information on all aspects of each child’s
development and behavior including input from family members, teachers, and other relevant staff who are familiar with the
child’s typical behavior.
STRATEGY
A system ensures that staff and parent observations are a part of all
screening processes which include:
 Screening instruments
 Recorded observations of FE, HV and parents
 Collection of work by children, such as artwork, dictated stories
or tape recordings of language.
 Interviews of children
 Anecdotals
 Staff summaries of child’s progress as individual and in group
setting

Parent feedback when reviewing screening results, portfolios,
classroom anecdotals, discussing progress on goals, evaluating
parent – child activities on Home Visits
* FE – Family Educator
* HV – Home Visitor
*SOAP – Subjective/Objective Assessment Plan
PERSON(S)
RESPONSIBLE
FE
FE
TIMELINES
Daily
SUPPORTING
DOCUMENTATION
CPE screening
instrument
Child Anecdotals
SOAP Documentation
SPE
Child portfolios
FE
Anecdotals
37
FE I, FE II, FE III,
Center Supervisor,
Child Service
Specialist
CPE
* CPE – Child/Parent Education Form
1304.20©(1) & (2) – Extended follow up and treatment and (1) Grantee and delegate agencies must establish a system of
ongoing communication with the parents of children with identified health needs to facilitate the implementation of the follow
up plan (2) Grantee to assist parents to enable them to obtain prescribed medications, aids, or equipment for medical &
dental conditions.
PERSON(S)
RESPONSIBLE
FE, FE III, Center
Supervisor, Health
Coordinator
Parents of children with identified health needs will be assisted with FE, FE III, Center
transportation, and find assistance to pay for medications, aids or
Supervisor, Health
equipment and with communication with health professionals
Coordinator, FE
III
Resources will be found for further testing.
Children Service
Specialist
STRATEGY
Any concerns will be referred to appropriate professional, parent
and Health Coordinator informed.
Testing or treatment will take place, with parent approval.
An informal IEP will be implemented if child does not meet state
guidelines.
Appropriate goals will be included on goal sheet.
* IEP – Individual Education Plan
* FE – Family Educator
Disabilities,
Coordinator,
Health
Coordinator
FE, Health or
Disabilities
Coordinator
FE, Parents
TIMELINES
Sept. – May
SUPPORTING
DOCUMENTATION
SOAP/Child File
Sept. – May
SOAP/ Child File
Center supervisor
tracking book
As soon as
problem is noted
SOAP, Parental
permission testing
results.
Results from physician
As soon as
problem is noted
As soon as
problem is noted
Medical/Dental
informal IEP
As soon as
problem is noted
Medical/Dental
informal IEP
* SOAP 0 Subjective/Objective Assessment Plan
38
1304.20(c)(3)(i) – Dental follow-up and treatment must include: (i) Fluoride supplements and topical fluoride treatments as
recommended by dental professionals in committees where a lack of adequate fluoride levels has been determined for every
child with moderate to sever tooth decay.
STRATEGY
Effective dental hygiene is promoted through the use of fluoride.
Two types of fluoride treatments are:

Daily brushing with fluoride toothpaste, the best way to get
topical fluoride, which acts on teeth that have already erupted
through the gums.

Fluoride supplements, which may be recommended by dental
professionals when communities do not fluoridate their water.
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE, Center
Supervisor, Health
Coordinator
FE III
TIMELINES
Sept. – May
Every class day
Dentist, FE, Center Upon
Supervisor, Health recommendation
Coordinator
from public
health
department or
dentist
SUPPORTING
DOCUMENTATION
Lesson Plans
Toothbrushing chart
Dental exam,
treatment plan
39
1304.20(c) (3) (ii) – Other necessary preventative measures and further dental treatment as recommended by the dental
professional.
STRATEGY
The program shall average or obtain treatment and follow-up for all
dental problems detected during dental exams. For those children
not covered by medical card or private insurance. Authorization
and prioritization include:
A) Services required for relief of pain or infection
B) Restoration of decayed permanent teeth.
C) Pulp therapy for primary and permanent teeth as needed
D) Anterior restorations (8 teeth in front of mouth) on primary
teeth include
I.
5+ year olds – none extract if emergency condition
exists.
II.
3 – 5 years olds – restore only if infection threatens
the development of permanent teeth.
E) Cost factors: Stainless steel crowns rather than 3 or 4
Surface restorations.
F) Extractions on non-restorable teeth and replacement of space
maintainers if primary 1st or 2nd molars extracted
G) Prophylaxis: To be done daily in the classroom, authorize
dentist only if hard deposits present tartar and/or calculus.
H) Fluoride: Fluoride toothpaste treatment to be done daily in
the classroom
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE, FE III, Center
Supervisor, Health
Coordinator
Health
Coordinator
authorize
treatment
TIMELINES
Sept – May
Upon
notification of
needed service
SUPPORTING
DOCUMENTATION
Dental exam treatment
record
Dental treatment forms
40
Health
Coordinator
Lesson Plans
Dental treatment form
FE
Every class day
Tooth brushing chart,
Lesson Plans, Site visit
evaluation by Heath
Coordinator
* Prophylaxis – Cleaning, prevention of cavities by brushing teeth and using fluoride.
1304.20(c)(3)(ii) - continued
STRATEGY
Parents will be educated in their home and the center on the value
and low cost of proper home dental care. This will be completed
through:
A) Pamphlets
B) Books
C) Home Lessons
D) Parent Meetings
E) Newsletter Articles
F) Community Activities
G) Parent involvement in class education activities on value of
sugar free food by:
I.
Pamphlets
II.
Nutrition Program
III.
Parent Involvement
Children will be educated in the home and classroom on good
dental hygiene by:
A) Family Educator will be responsible to see that all children
are taught and monitored in daily toothbrushing at school
B) Family Educator will present or have someone present
structured dental activities at a minimum of 3 times per year.
C) One dental flossing lesson on a home visit
PERSON(S)
RESPONSIBLE
Home Visitor, FE
II, FE III, Center
Supervisor, Health
Coordinator
TIMELINES
Once a year
more often if
necessary
SUPPORTING
DOCUMENTATION
CPE, SOAP
41
FE I, FE II, FE III,
Center Supervisor,
Health
Coordinator
FE I, FE II, FE III
Center Supervisor
* FE – Family Educator
*CPE – Child/Parent Education Form
* SOAP – Subjective/Objective Assessment Plan
Daily
Lesson plans
Three times per
year
CPE, SOAP
1304.20(c) (3) (iii) – Other necessary preventative measures and further dental treatment as recommended by the dental
professionals.
PERSON(S)
RESPONSIBLE
Health
Coordinator
STRATEGY
Health Coordinator make the final decision of Head Start payment
for follow up dental care.
Family Educators will stress the importance of follow up care and
the need for child to complete treatment by:
A) Discussing on home visit
B) Providing direct or indirect services if needed.
C) Phone Calls
D) Reminders
E) Families that choose not to complete follow up dental service
will be asked to sign Incomplete Service Agreement.
* FE – Family Educator
*HV—Home Visitor
* SOAP – Subjective/Objective Assessment Plan
TIMELINES
Upon
Notification of
treatments
needed
FE, HV
Upon knowledge
that follow up
care is needed
* CPE – Child/Parent Education Form
SUPPORTING
DOCUMENTATION
Head Start medical
and dental
authorization for
follow-up form
CPE, SOAP
documentation
42
1304.20(c)(4) – Grantee and delegate agencies must assist with the provision of related services addressing health concerns in
accordance with the Individualized Education Program (IEP) and the Individualized Family Service Plan(IFSP).
STRATEGY
The Individualized Education Plan (IEP) or Individualized Family
Service Plan (IFSP) represents an agreed upon plan of action to
support the achievement of important developmental outcomes for
children including supports for families.
An informal dental Individual Education Plan will be completed on
all children with any of the following conditions:
A) More cavities than child’s age.
B) Any extractions or pulpotomy treatment.
C) Dentist recommendation of caries control.
D) Any signs or symptoms of gum disease or oral infections.
E) Any other child that is determined by Health Coordinator to
need an informal IEP< i.e.: (poor nutritional habits, poor
dental hygiene, etc.)
An informal IEP meeting will be completed on home visit by the
parent and Family Educator and may also include the Health
Coordinator, Center Supervisor, Nutrition Consultant or other.
An informal IEP will be written on Health & Dental IEP. Copies
will be given to parent and Family Educator for Child’s File and
Health Coordinator.
* IEP – Individual Education Plan
*HV—Home Visitor
PERSON(S)
RESPONSIBLE
TIMELINES
HV, FEIII, Center
Supervisor
Upon knowledge
of need
SUPPORTING
DOCUMENTATION
Dental IEP
43
HV, FEIII, Center
Supervisor
HV, FEIII, Center
Supervisor
*CPE – Child/Parent Education Form
Upon knowledge
of need
IEP, CPE
IEP, Child File
* FE – Family Educator
SOUTH CENTRAL HEAD START
Health IEP
Child’s Name
Center / FE
Long Range Goals:
Short Term goals
Date
Initiated
Educational
Intervention
Health
Intervention
Family Services
Intervention
Home
Activities
Community
Resource
Intervention
Date
Completed
Comments
44
1304.20(c)(5) - Head Start funds may be used for professional medical and dental services when no other source of funding is
available. When Head Start funds are used for such services, grantee and delegate agencies must have written documentation
of their efforts to access other available sources of funding.
STRATEGY
Utilizing the resource guide and community resources, the family
will locate resource for follow-up services needed.
 Medicaid, Early Periodic Screening Diagnosis and Treatment
(EPSDT)
 Public health service programs, Indian health, Migrant health,
maternal/child health services, special health care needs
services.
 Supplemental Nutrition Program for Women, Infants and
Children (WIC).
 Health Departments (State, Tribal, Local)
Head Start funds to be used for professional medical and dental
services when no other source of funding is available.
* FE – Family Educator
*HV—Home Visitor
PERSON(S)
RESPONSIBLE
HV, FE III, Center
Supervisor
TIMELINES
Upon knowledge
that such
services are
needed
SUPPORTING
DOCUMENTATION
Health & Special
needs follow up
authorization request.
45
HV, Center
Supervisor, Health
Coordinator
Upon knowledge
that such
resource is
needed when no
other resource is
available
Health & Special
needs follow-up
authorization request.
1304.20(d) – On going care. Grantee and delegate agencies must implement on going procedures by which Head Start staff
can identify any new or recurring medical, dental or developmental concerns so that they may quickly make appropriate
referrals.
STRATEGY
Staff will continue to assess the child’s physical, social, emotional
and cognitive development to ensure the quick identification of
health or developmental problems, as well as to be aware of the
child’s developmental progress.
 Document any changes in child’s file
 Address changes with parent
 If parental concern may meet with a consultant, coordinator or
specialist.
*HV—Home Visitor
* FE – Family Educator
PERSON(S)
RESPONSIBLE
HV, FE III, Center
Supervisor
TIMELINES
On going every
class day
SUPPORTING
DOCUMENTATION
SOAP documentation,
Child File
HV, FE I, FE II,
FE III, Center
Supervisor
When changes of SOAP
behavior or
health is noted
* SOAP – Subjective/Objective Assessment Plan
46
1304.20(e)(1) – In making all possible efforts to ensure that each child is enrolled in and receiving appropriate health care
services, grantee and delegate agencies must: (1) Consult with parents immediately when child health or developmental
problems are suspected or identified.
STRATEGY
Staff will communicate with parents about observations made by
them or others regarding the child’s behavior, developmental or
health concerns
PERSON(S)
RESPONSIBLE
HV, FE III, Center
Supervisor
TIMELINES
On Home visits
SUPPORTING
DOCUMENTATION
SOAP document, child
file, CPE
1304.20 (e)(2) – (2) Familiarize parents with the use of and rational for all health and developmental procedures administrated
through the program or by contract or agreement, and obtain in advance parent or guardian authorization for such
procedures. And ensure that the results of diagnostic and treatment procedures and on going care are shared with and
understood by the parents.
STRATEGY
The results of diagnostic and treatment procedures are shared and
discussed with parents on home visits.
PERSON(S)
RESPONSIBLE
HV, FE II, Center
Supervisor
Parental/guardian authorization will be obtained prior to all health
and developmental procedures.
HV, FE III, Center
Supervisor
*HV—Home Visitor
* FE – Family Educator
SUPPORTING
TIMELINES
DOCUMENTATION
Upon receiving
SOAP documentation
physical exam,
in child file
dental exam
results
On going
Head Start application
Upon application
* SOAP – Subjective/Objective Assessment Plan
47
1304.20 (e)(3) – Talk with parents about how to familiarize their children in a developmentally appropriate way in advance
about all of the procedures they will receive while enrolled in the program.
STRATEGY
Staff will orient parents about medical and dental screenings for
their children. And will explain to parents how to prepare children
for health procedures as well as prepare the children while in class.
 Dramatic play area
 Field trips to doctor/dentist
 Reads books to the children
 Show pictures of medical providers
 Talk about going to the doctor/dentist
*HV—Home Visitor
PERSON(S)
RESPONSIBLE
HV, FE III, Center
Supervisor
* FE III – Family Educator (Lead Teacher)
TIMELINES
Orientation
First 4 weeks of
class
SUPPORTING
DOCUMENTATION
Classroom, Lesson
plans
On Going
48
1304.20 (e)(4) – Assist parents in accordance with 45 CFR 1304.40(f)(2)( i ) and (ii) to enroll and participate in a system of
ongoing family health care and encourage parents to be active partners in their children’s health care process.
STRATEGY
 Introduce parents to existing health resources and help them to
become effective consumers of health care and to develop good
relationships with health providers, so that they will feel
comfortable utilizing managed care and fee for service systems,
making appointments, calling for information, and
communicating with the provider during visits
Encourage parents to take their children to health and
developmental appointments, and offering them access to safe
transportation and other needed resources
 Stressing the importance of keeping up-to-date health records in
a safe place.

 Promoting preventative health care for all family members
 Encouraging parents to participate on the Health Advisory
Committee
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE II, Child’s FE,
Center Supervisor,
Health
Coordinator
FE, FE III, Center
Supervisor
FE
FE
FE, Center
Supervisor
TIMELINES
Upon entering
program.
Ongoing
Upon entering
program as
needed
On going
Ongoing
Upon entering
program
SUPPORTING
DOCUMENTATION
CPE, SOAP
documentation
SOAP documentation
CPE, home visit
documentation, SOAP
in child’s file
SOAP documentation
Orientation
49
1304.20 (e)(5) – If a parent or other legally responsible adult refuses to give authorization for health services, grantee and
delegate agencies must maintain written documentation of the refusal.
STRATEGY
Staff obtain timely, informed and written parental consent for
authorization of all health services provided or arranged
When parents raise concerns about recommended procedures it is
necessary to talk about why they refuse procedures. Those refusals
need to be documented
*HV—Home Visitor
PERSON(S)
RESPONSIBLE
HV, FE III, Center
supervisor
HV, FE III
TIMELINES
Upon acceptance
into program
As needed
SUPPORTING
DOCUMENTATION
Child File
Incomplete service
agreement form, Child
File
* FE III – Family Educator III (Lead Teacher)
50
1304.20 (f)(1) – Individualization of the Program. Grantee and delegate agencies must use the information from the screenings
for developmental, sensory, and behavioral concerns, the on going observations, medical and dental evaluations and
treatments and insights from the child’s parents to help staff and parents determine how the program can best respond to
each child’s individual characteristics, strengths and needs.
STRATEGY
Building upon the results of the screenings, observations, and
evaluations, activities are tailored the curriculum adapted, and the
physical environment modified to support each child’s learning
style and to be responsive to differences in style.
Should a screening identify a child in need of further evaluation or
diagnostic testing, and the subsequent results indicate that the child
meets the eligibility criteria for disability requiring special
education services, an Individual Education Program (IEP) or
Individual Family Service Plan (IFSP) is developed and services
begin as soon as possible.
*HV—Home Visitor
PERSON(S)
RESPONSIBLE
HV, FE III, Center
Supervisor, Health
Coordinator,
Children Service
Specialist
Child’s HV, FE
III, Center
Supervisor,
Disabilities
Coordinator,
Health
Coordinator,
Children Service
Specialist, Family
Service Specialist
* FE III – Family Educator III (Lead Teacher)
* IFSP – Individual Family Service Plan
TIMELINES
On going upon
screening results
Upon screening
results
SUPPORTING
DOCUMENTATION
Lesson Plans
IEP, IFSP, Child File
51
* IEP – Individual Education Plan
1304.20 (f)(2)(i) - To support individualization for children with disabilities in their programs, grantee and delegate agencies
must ensure that they participate in the development of the individualized Education Plan (IEP) for preschool age children
with disabilities, consistent with the requirements of 45 CFR 1308.19.
PERSON(S)
STRATEGY
RESPONSIBLE
Following screening, evaluation and the determination that a child
Child’s HV, FEIII,
meets the eligibility criteria and has a disability, a plan to meet the
Center Supervisor,
child’s needs for special education and related services is developed Disability
Coordinator,
Children Service
Specialist, Family
Service Specialist
Health
 Also see Diabetes Plan
Coordinator,
Entitled
Special Needs
Roles and Responsibilities of School Personnel
Coordinator,
Student with Diabetes Mellitus
Health Coordinator, Special Needs Coordinator or Nutrition Nutrition
Consultant
Consultant will set up plan with appropriate staff, doctors,
nurses or public health.
*HV—Home Visitor
* FE III – Family Educator III (Lead Teacher)
TIMELINES
Upon screening
results
On going as
needed
Upon knowledge
of diabetic child
SUPPORTING
DOCUMENTATION
Individual Education
Plan
Diabetic Plan, Child
File, IEP
52
* IEP – Individual Education Plan
Roles and Responsibilities of School Personnel
Student with Diabetes Mellitus
Date of initial plan: ________________________
Student:__________________________________
Date of birth:______________________________
Physician:________________________________
Allergies:_________________________________
Parents’ names:_______________________________
____________________________________________
Age or date of diagnosed with diabetes:____________
Medications:_________________________________
In emergency call:_____________________________
Diabetes Mellitus is one of the most common serious illnesses of childhood. The diagnosis of
diabetes in children is not a rare occurrence, and the incidence of newly diagnosed children
appears to be increasing yearly.
The goal of treating diabetes is to help body overcome its problem of not able to use food for
energy. Treatment is based on keeping blood glucose (sugar) within an acceptable range.
Achieving this target range means that three things must be in careful balance:
1.
Food intake (food makes blood glucose go up)
2.
Insulin levels (insulin makes blood glucose go down)
3.
Physical activity (exercise makes blood glucose go down)
When a student with diabetes mellitus is identified at school, it is important for the student as
well as school personnel to think ahead and develop a plan of care. By understanding a student’s
special health needs and being alert possible complications, school personnel can create a
supportive, less stressful environment for both the student, the family and staff.
The following checklist may be used to assist the student, family and school personnel in
clarifying student needs as well as who will be responsible for monitoring each component.
Upon completion of the planning process, participants need to sign that they have read and
approve the plan.
Signature of
participant
Position
Parent or guardian
Classroom teacher
School lunch program representative
Comments or additional signatures
D
a
t
e
Basic Components of Care
I. Dietary Needs
Person(s) Responsible
for Monitoring
Date Discussed: ___/___/___
1.
Avoid scheduling the student for a very early or late
lunch period and try to ensure that meals and snacks
are eaten at close to the same time each day.
1.
2.
Clarify with parent if between-meal snacks are part of
the student’s daily meal plan and at what times they
should be eaten. If snacks are a needed part of the
daily meal plan, the student should help to decide how
to handle the snack. (i.e. at their desk, or in a more
private place).
2.
3.
Make arrangements with parent to supply the child
with the appropriate type of snack such as crackers,
cheese, chips, pretzels, fruit juice or milk.
3.
4.
Discuss importance of teacher having a few treats on
hand for unexpected parties.
4.
5.
Other:
5.
II. Blood Glucose Testing
Date Discussed __/__/__
1.
Does student need to do blood tests at school?
No
Yes (If “yes”, when?)
1.
2.
Discuss and identify place where student feels most
comfortable doing tests:______________________
2.
3.
Does student need help doing tests?
No
Yes (If “yes”, name of person
3.
4.
Blood test and dosage parameters for this student:
4.
Basic Components of Care Person(s) Responsible
for Monitoring
III. The Use of Insulin and Glucagon
Date Discussed:
__/__/__
1. Dose the student have any special needs regarding insulin
during school?
No
Yes (If “yes, review the
1.
following).
a. Make certain there is signed physician order for
medication given during the school day (school policy).
b. Proper dosage (See section II.5)
c. Does child need help with injection?
No
Yes
Name of Person ____________
d. Where will insulin and syringes be stored?
2. Will child have glucagon at school?
No
Yes(if “yes”, review the following).
2.
a. Make certain there is a signed physician order
for medication given during the school day (school
policy).
b. Who will give the injection?_________________
c. Where will glucagon be stored? _____________
3.
Sport events/school trips:
4.
Other issues:
3.
4.
IV. Hypoglycemia
Date Discussed __/__/__
1. Discuss with parent or guardian what symptoms the student
Usually shows when having a low blood glucose reaction
and what treatment is best. (See handout: “Hypoglycemia”.
2. Assure student it is okay to let teacher, classmate or other
School person know when (s)he is having symptoms of low
blood glucose.
3. Sports events/school trips:
4. Other issues:
Basic Components of Care
V. Miscellaneous
Person(s) Responsible
for Monitoring
Date Discussed: __/__/__
1. Remind student to take blood sugar level and to eat lunch or
a snack before physical education or sports as appropriate.
2. If blood sugar is over ______, check keytones and/or
administer insulin.
If blood sugar is under 250 participate, no insulin.
If blood sugar is under 100, snack, do activity and in 30
minutes check. If still sown, take 4 oz. Sports drink.
3. In-service to bus driver (if applicable) regarding special
needs or emergency interventions.
4. Inform parent of special activities (i.e. field trip or sports
activity) so that adjustments in treatment routine can be
made.
5. Allow student access to bathroom facilities as (s)he identifies
the need.
6. If you child participates in band, choir, drama, gymnastics,
Dance, swimming, athletics or other events that require an
overnight stay assign a responsible person such as roommate
or staff or chaperone who is knowledgeable concerning signs
and symptoms of hypoglycemia and what to do.
7. If you child participates in extra curricular activities (band,
Choir, drama, gymnastics, dance, swimming), would you like
a copy of the athletic handout?
8. Other:
1 Adapted from Stepien, C. (1994). Children with Diabetes: A guide for School Personnel (3 rd ed.)., University of
Michigan.
Diabetes Quick Reference
 Student’s Name: ___________________________________________________
 Emergency information:
Parent or guardian:
Father:_______________________________ Home #_____________ Work #___________
Mother:______________________________ Home # _____________ Work #___________
If not available, call: _____________________ Home # _____________ Work # ___________
Physician: ________________________________________________Work # ___________
 Care Routine:
1. Treatment of hypoglycemia
a. Give sugar or quick energy food immediately (for example: ½ cup fruit juice or
nondiet soft drink, 6-7 LifeSavers, or 2-3 glucose tablets)
b. Wait 15 minutes. Do not leave student.
c. If symptoms continue, repeat treatment with quick-acting sugar.
d. Wait 15 minutes. Do not leave student.
e. If symptoms continue, call parent or physician (if parent unavailable).
2.
Symptoms of hypoglycemia usually exhibited by this student:
_________________________________________________________________________
_____________________________________________________________________
3.
Emergency:
a. Do not give food or drink if the student is unconscious.
b. Give glucagon (if applicable)
c. Call for emergency help )i.e. 911).
d. Notify the parents or physician.
4. Food
Food




5.
6.
Time
Comments
Morning snack
Lunch
Afternoon snack
Exercise snack
Blood Test (if necessary at school)
Time
Insulin (if needed at school)
Time
Comments
Parameters
Comments
Tuberculosis
What Is Tuberculosis?
Tuberculosis (TB) is a disease that can damage a
person's lungs or other parts of the body and cause serious illness.
How is TB spread?
TB is spread when people who have active, untreated
TB germs in their lungs or throat cough, sneeze or
speak, and send their germs into the air. People who
breathe these germs into their lungs can become infected.
TB germs spread through the air.
People who breathe In TB germs usually have had very close, day-to-day, contact with someone who has the
disease. That's why most people get TB germs from someone they spend a lot of time with, like a family
member, friend or close co-worker.
You're not likely to get TB from someone coughing in the subway or at a restaurant. It is not spread by
dishes, drinking glasses, sheets or clothing.
What does having TB Infection mean?
Having TB infections means that the TB germs are in
the body but they are in an "inactive" state.
After TB germs enter the body, in most cases, body defenses control the germs by building a
wall around them the way a scab forms over a cut. The germs can stay alive inside these walls
for years in an inactive state. While TB germs are inactive, they can't do damage, and they
can't spread to other people. The person is infected, but not sick. He/she probably won't even
know that he/she is infected.
Millions of Americans have TB infection. For most of them, the germs will always be inactive.
South Central District Health
Partnerships for Healthy Communities
Inactive TB
germs can't hurt you now ...
What is TB disease?
Tuberculosis disease is a serious illness caused by active TB germs.
It is possible to get TB disease shortly after the germs enter the body if body defenses are weak.
It is also possible, even after many years, for inactive TB germs to become active when body defenses are
weakened. This may be due to aging, a serious illness, drug or alcohol abuse, or HIV infection (the virus
that causes AIDS).
When defenses are weakened and inactive TB germs become active, the germs can then break out of the
walls, begin multiplying and damage the lungs or other organs.
If people with TB disease do not take their medication, they can become seriously ill, and may even die.
But people with TB can be cured, if they have proper medical treatment and take their medication as
prescribed.
... When body defenses are weakened, inactive TB germs become active and break out
What is Drug Resistant TB?
Sometimes, TB germs are "resistant" to one or more of the TB medicines most often prescribed by doctors.
When this happens combinations of other TB medicines are given to the patient. Drug resistant TB can
take longer to cure than regular TB, but most patients can be cured.
Drug resistant TB develops when a person with active TB stops taking their medicine too soon, or if
they have not been given the right TB medicine. A person with untreated drug resistant TB of the
lungs or throat can transmit these resistant germs.
What are the signs of TB?
TB can attack any part of the body, but the lungs are the most common target. People with tuberculosis
disease may have some or all of the following symptoms:
a cough that hangs on weight loss constant tiredness
fevers
night sweats
loss of appetite
Sometimes a person with advanced TB will cough up blood streaked sputum.
People with active TB disease may have only mild symptoms. They may be spreading their germs to others
without even knowing that they have TB.
What are the tests for TB?
I.
2.
The tuberculin Mantoux PPD skin test shows if a person has been infected.
A chest X-ray is given if the Mantoux skin test shows that a person has been infected. The X-ray
shows if any damage has been done to the lungs.
3.
A sputum test shows if TB germs are in the thick liquid a person coughs up.
Common sites for Tuberculosis
Lymph Nodes
Spine
Lungs
Kidneys
Who should get tested for TB?
·
People who have symptoms of TB
·
People who have had close day-to-day contact with someone who has active TB
disease (this could be a family member, friend or co-worker)
·
·
People who have HIV infection, lowered immunity or certain medical conditions
People who are required to for employment or school
Can TB patients infect other people?
Usually, after a week or more of taking effective medication, most patients with TB disease will stop
spreading germs. A doctor will test the patient and then decide when the patient is no longer contagious.
Most TB patients live at home and can continue their normal activities as long as they are taking their
TB medicine.
How can we fight TB?
The best way to fight TB is to make sure that people who need medicine take it regularly. They include:
1.
People who are sick with TB. These people have active germs that can infect others. The only way
people with TB disease get well is to take medicine as directed.
2. People who are infected but are not sick. These people may not be sick now, but the TB germs can
become active later on in life and make them sick. Taking preventive medicine every day, as prescribed
by the doctor, is the best way to get rid of TB germs and prevent illness. In some instances, preventive
medicine may not be prescribed to some infected people because of their age or certain medical
conditions.
3 People who are close contact to infectious tuberculosis cases, regardless of age. These people should
take medicine to prevent TB as directed by the doctor.
For further information, please call one of the following
South Central District Health Department offices:
South Central District
Health Department Offices:
Sotirce:
Burley 678-8221
Rupert 436-7185
Jerome 324-8838
Gooding 934-4477
Blaine 788-4335
Twin Falls 734-5900
Columbia University School of Medicine
SCDHD:7/96
Tuberculosis
¿Qué es la tuberculosis?
La tuberculosis es una emfermedad que puede hacer mucho daño a los pulmones u otras partes del
cuerpo y que puede ser muy grave.
¿Cómo se propaga la tuberculosis?
La enfermedad se propaga a través del aire al pasaise las bacterias de la tuberculosis de los
pulmones de una persona a otra al toser, estornudar, o hablar. Las personas que inhalan estas
bacterias pueden infectarse.
Las bacterias de la tuberculosis se transmiten a través del aire.
Para contraer la tuberculosis debe haber generalmente contacio cercano diario con una persona que
tenga la enfennedad. Por esta razón, la mayoría contrae la enfermedad de personas con quienes
comparte mucho tiempo, como por ejemplo, miembros de la familiar amigos, o compañieros de
trabajo.
No es común contagiarse porque alguien tosa en el "subway" o en un restaurante, ni se transmits por
el uso de platos, vasos, sabanas o colchones utilizados por personas infectadas.
¿Qué significa tener la infección de la tuberculosis?
Tener la infección de la tuberculosis significa que las bacterias de la tuberculosis están en su cuerpo
pero que estan estado "inactivo".
En la mayoria de los casos, después de que las bacterias de la tuberculosis entran en el cuerpo, las
defensas del cuerpo las controlan creando una pared alrededor de ellas, de la misma forma que una
costra sobre una cortada en la piel. Las bacterias pueden permanecer vivas dentro de estas paredes
en una estado "inactivo" por añios. Mientras las bacterias que causan la tuberculosis estén
inactivas, ellas no pueden hacerle años, ni contagiar a otras personas. La persona está enfectada,
pero no enferma, probablemente ni siquiera sabe que está infectada.
Millones de estadounidenses tienen tuberculosis. Pero en la mayoría de los casos, las bacterias pennanecerán siempre inactivas.
Las bacterias de la tuberculos pueden hacerle ahora...
¿Qué es a la enfermedad de la tuberculosis?
La tuberculosis es una enfermedad grave causada por bacterias "activas".
Si las defensas del cuerpo están débiles, es posible enfermarse de tuberculosis inmediatamente
después de que las bacterias entren en el cuerpo.
También es posible que si las defensas del cuerpo están débiles, las bacterias inactivas se reactivan
aun después de muchos años y se produzca la enfermedad. Esto puede ocurrir debido a la edad, a
una enfermedad grave, al abuso de drogas o alcohol, o a la infección de SIDA.
Cuando las defensas del cuerpo están débiles, y las bacterias inactivas de la tuberculosis se
reactivan, las bacterias entonces pueden salirse de las paredes, comenzar a multiplicarse y dañar los
pulmones u otros órganos.
Si las personas que tienen tuberculosis no toman medicinas pueden enfermarse de gravedad y
quizás morir. Pero la tuberculosis puede curarse si estas personas tienen un tratamiento médico
apropiado y toman sus medicinas como se les prescribe.
... cuando las defensas del cuerpo están débiles, las bacterias inactivas de la tubearculosis se
reactivan y se salen de las Paredes.
¿Cuáles son los sintomas de la tuberculosis?
La tuberculosis puede atacar cualquier parte del cuerpo, pero los pulmones son el siyio más común. Las
personas con tuberculosis pueden presentar algunos de estos sintomas o todos ellos:
cansancio constante
pérdida de peso
tos persistente que no se quita por semanas
fiebre
sudores noctumos
pérdida del apetito
Si la tuberculosis está en estado avanzado, es posible que al toser haya manchas de sangre en el esputo.
¿Qué exámenes se hacen para saber si tiene tuberculosis?
I.
2.
3.
La prueba cutánea de la tuberculina por el método de Mantous PPD muestra si usted ha sido
infectado.
Si está infectado se le hará una radiografía (placa del tórax. Ésta mostrará si las bacterias han causado
algiún daño en los pulmones.
En un examen del esputo se verá si hay bacterias de la tuberculosis en el líquido espeso que una
persona bota al toser.
Sitios en donde se presenta comunmente la N6dulos linfdticos tuberculosis. Pulmones Columna
Vertebral, Riñones, nodulos, linfaticos.
¿Quiénes deben hacerse un examen para detectar la tuberculosis?
·
Personas que hayan tenido contacto diario muy cercano con alguien que tenga la enfermedad de la
tuberculosis activa. (Puede ser un miembro de la familiar un amigo o un compañero de trabajo).
·
Personas que tengan síntomas de tuberculosis
·
Personas a las que se lo exigen para un empleo o para la escuela.
Personas que tienen un sistema inmunológico débil
o clertos problemas de salud.
¿Cómo podemos combatir la tuberculosis?
La mejor manera de combatirla es asegurarse de que las personas que necesitan tomar medicians lo hagan
regularmente. En este grupo están:
I.
Las personas con tuberculosis. Estas personas tienen bacterias activas que pueden infectar a otros. La
única forma de que se curen es tomando la medicina como se la recten.
2.
Las personas que no están enfermas pero que han sido infectadas. Estas personas tienen bacterias
inactivas rodeadas con "paredes:. Es posible que no estén enfermas en la actualidad, pero las bacterias
de la tuberculosis pueden reactivarse y hacer que se enfermen en el futuro. La mejor manera de
deshacerse de las bacterias y prevenir la tuberculosis es tomando las medicinas todos los días como lo
recete el médico.
Las personas que estén en contacto cercano con alguien que tenga tuberculosis--sin importar la
edad--deben tomar medicinas para prevenir la tuberculosis, de acuerdo con las instrucciones del médico.
3.
¿Pueden los pacientes con tuberculosis infectar a otras personas?
La mayoría de los enfermos con tuberculosis dejan de propagar las bacterias después de tomar la medicina
por dos a tres semanas. Un médico le hará una prueba al .I paciente para saber si la enfennedad no seguirá
propagándose. Casi todos los pacientes viven en sus hogares y llevan a cabo sus actividades normales ya
que estan tomando su medicina para la tuberculosis.
Si usted, o algún conocido desean saber más acerca de la tuberculosis, pueden llamar a uno de los números
de teléfono de South Central District Health Department.
South Central District Health Department Offices:
Burley
Rupert
Jerome
Gooding
Blaine
Twin Falls
Source: Columbia University School of Medicine
SCDHD:7/96
678-8221
436-7185
324-8838
934-4477
788-4335
734-5900
Philosophy Statement for Children Services
South Central Head Start believes in the development of the whole child.
Cognitive, physical, and social-emotional development is key to a child’s
success. We see the parent as the first teacher. We work with them to
help prepare children for kindergarten and later years of education.
High/Scope is our main curriculum along with other supplemental
curricula. We work to provide a safe and nurturing environment that
fosters growth in all areas of development.
1304.21 (a)(1)(i)(a) Child Development and Education approach for all children. (1) In order to help children gain the social
competence, skills and confidence necessary to be prepared to succeed in their present environment and with later
responsibilities in school and life, grantee and delegate agencies’ approach to child development and education must: (i) Be
developmentally and linguistically appropriate, recognizing that children have individual interest, temperaments, languages,
cultural backgrounds, and learning styles;
PERSON(S)
RESPONSIBLE
SUPPORTING
DOCUMENTATION
PO/ Site Visit Form/
PQA
Site Visit Form/PQA
Site Visit Form/PQA
Anecdotal
Lesson Plans
Site Visit Form
Class Schedule
Lesson Plan
STRATEGY
TIMELINES
1. Materials, activities which are appropriately challenging for all
levels will be provided.
FE III, CSS
Aug/Jan
 Materials will be chosen
CS FE III CSS
Monthly
 Supply of materials will be monitored
2. When materials are no longer interesting they will be rotated,
FE’s
Daily
 Observe for level of involvement by children.
3. Opportunities will be provided for group and individual play.
FE’s, CSS
Aug - Monthly
 Materials and activities will be chosen for varied interests
and groups.
4. Differing modes of interacting with the environment will be
ascertained.
FE’s & Parents
Daily
Anecdotal, CPE, COR
 Observations will be made of children at “work”
FE’s
&
Parents
Daily
Anecdotal, CPE
 Conversations with child will determine interest and
feelings
5. The classroom environment will reflect the cultural background
and languages of all children.
On or Before
Application
FE’s, CS
#1Home Visit,
CPE
 Primary language will be determined.
Weekly
Lesson Plan
 Parents will be asked for items representing their culture for
Site Visit Form
the classroom.
Daily
Dual
Language
Policy
 Labeling will be done in all languages represented in the
classroom
 When possible books & songs in primary language will be
included
* PO – Purchase Order
* FE – Family Educator
* CS – Center Supervisor
* CSS – Children Services Specialist
* CPE – Child/Parent Form/PQA
* PQA – High/Scope Program Quality Assessment
65
1304.21 (a) (1) (i ) Continued
6. Parents will be supported and encouraged in their role as
“primary educator” Home visits will focus on parents
Children will be reinforced to recognize parent as “teachers”
 Parents will be invited to all training’s
FE’s
FE’s - All Staff
FE’s & CS
Weekly
Daily
Weekly
CPE
Site Visit Form
Training Log, CPE
1304.21 (a) (l) (ii) Be inclusive of children with disabilities consistent with IEP
STRATEGY
1. Staff will be familiar with IEP.
 Will attend IEP meetings when possible
 Will document goals
2. Materials will be varied and will support growth
 Child goals and interests will be addressed
 Will choose materials according to goals and interests.
 Will assist families to understand IEP objectives
* SOAP – Subjective Objective Assessment Plan
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE
FE
Sept/May
Sept.
SOAP
Child Goal Sheet
FE’s
FE III
Daily
Aug/Sept
Sept.
Goal Sheet
Goal Sheet SOAP
66
1304.21 (a) (1) (iii) Provide an environment of acceptance that supports and respects gender, culture, language, ethnicity
and family composition
STRATEGY
1. All materials, language, and behavior will be free of age,
gender, ability, cultural and racial stereotypes or slurs.
 Materials will reflect the ethnic background of children.
 Parents will be invited to share cultural experiences with
children and staff.
 Parents will be asked to provide “found” materials to extend
the learning experiences for children.
 Materials will reflect various family configuration and
conditions.
2. Efforts will be made to make accommodations for children who
speak a language other than English.
 An effort will be made to find a translator for an individual
child
 When several children speak another language, one FE will
interact with them in that language.
3. Activities will be child-initiated and supported by adults.
 Activities will show individual recognition such as picnics,
literacy bags, individual child recognition days.
 Experiences in the classroom are supported with materials
which provide an inclusive environment.
* FE III – Family Educator III (Lead Teacher)
Addendum – Children Services Policy
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE’s & CS
FE’s
Sept. Daily
On Home Visits
Site Visit Form, PQA
CPE, Daily Schedule
FE’s
On Home Visits
CPE
FE’s & CS
Sept. Daily
Site Visit Form, PQA
Dual Language Policy
67
CS & FE III
At Acceptance
FE’s
Daily
CSS, CS, FE III
Ongoing
CSS & CS
Daily
* CS – Center Supervisor
In-Kind Sheet, Time
Sheet
Site Visit Form, PQA
Dual Language Policy
Site Visit From
Holiday/Celebration
Activity Policy
PQA
* Children Services Specialist
1304.21 (a) (1) (iv)
Provide a balanced daily program of child – initiated and adult – directed activities, including individual
and small group activities;
1.


2.
3.
4.
STRATEGY
Classrooms are arranged to include at least blocks, art, toy and
house areas.
Classrooms are arranged in a developmentally appropriate
manner.
Materials are purchased which meet the interests and needs
of all children.
Children’s learning is extended.
 Problem solving is encouraged and guided.
 Open ended questions are used.
 Descriptive language is used
Parents will be encouraged to use home as a learning
environment.
 Child development information will be shared
 Assistance will be given in the use and acquisition of
materials
Conflict resolution skills will be encouraged
 Adults will model
 Successful resolution will be recognized
 High/Scope 6 Step Problem Solving Approach
 Second Step/FLIP IT/Positive Supports
* CSS – Children Services Specialist
PERSON(S)
RESPONSIBLE
TIMELINES
All FE’s
Sept.
CS, CSS, & FE’s
Aug/Jan
All FE’s
All Staff
All Staff
Daily
Daily
Daily
SUPPORTING
DOCUMENTATION
PQA
Site Visit Forms
Activity Reports
Site Visit Forms
Site Visit Forms
Lesson Plans
PQA & Site Visit
Forms
68
FE
FE
Bi-weekly/
Monthly
Child Goal Sheet
CPE & Perm Orders
Weekly
All staff
FE
* CS – Center Supervisor
Daily
Daily
* FE – Family Educator
PQA, Site Visit
Forms, Anecdotals,
Lessons Plans
1304.21 (a)(2 (i)(2) parents must be: Invited to become integrally involved in the development of the program’s curriculum
and approach to child development and education;
STRATEGY
1. An educational advisory committee will be established.
 Elections will be held to select members during parent
meeting.
 Meetings will be held two times a year.
2. Parents will set child goals.
 Will receive input on screenings and observations.
 Will receive information on child growth and development.
3. Parents will have the opportunity to attend trainings pertinent to
curriculum development.
 Parent will have input into training content.
 Parents will be invited to all staff training’s.
4. Parents will take part in annual self – assessment.
 Parent participation will be invited.
 Training will take place.
* OM—Operations Manager
* CSS – Children’s Service Specialist
PERSON(S)
RESPONSIBLE
TIMELINES
CS
Children Services
Specialist
Sept.
Nov/March
FE
FE
HV #3
Monthly HV
HV
FE & CS
OM & CSS
Monthly
Jan -Apr
Feb
SUPPORTING
DOCUMENTATION
Activity Report
Center Report,
Education Advisory
Minutes
CPE
Policy Council
Minutes, Newsletters
CPE – Training Plans
Enter Report/Parent
Meeting Minutes
PRISM sign-in sheets
CPE – Center Report
Training Log
69
1304.21 (a) (2) (ii) Provided opportunities to increase their child observation skills and to share assessments with staff that
will help plan the learning experiences;
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1. Parents will be encouraged and guided in observing their child.
HV
2 Times A Year
DECA
 Explanations will be provided
Parent
On Going
CPE
 Anecdotals may be kept.
Daily
COR
2. Child goals will be developed
FE III
HV - Parent
HV #3
Child Goal Sheet, CPE
 Information will be shared from home and classroom
Nov, Feb.
Daily Lesson Plan
 Information will be updated as goals are met
April, June
1304.21 (a) (2) (iii) Encouraged to participate in staff – parent conferences and home visits to discuss their child’s
development and education;
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1. Home visits will be scheduled at a time most convenient for
parents and staff.
Ongoing
HV
Bi-weekly/
CPE
 Parent’s input will be solicited
&
Parent
Monthly
CPE & SOAP
 The expectation is that visits be kept
2. Parent will be given information about home visits
CPE, Center
HV
At Enrollment
Committee Calendar
 Information on the importance and validity will be shared
3. Information sharing may take place other than on home visits
HV & FE III
2 X Year
Sign-in Sheet, SOAP
 Parent-Teacher Conference
HV & Parent
Monthly
CPE
 Unscheduled meetings may occur
HV
&
Parent
Monthly
CPE & SOAP
 Formats other than home visits may be utilized on occasion
MHC
As
Scheduled
CPE, Individual MHO,
 Behavioral observations will be available.
FBA, DECA-C
* HV – Home Visitor
* MHC – Mental Health Consultant
* FEIII – Lead Teacher
* MHO—Mental Health Observation
*FBA—Functional Behavior Assessment
* DECA-C—Clinical
* DECA—Devereaux Early Childhood Assessment
70
1304.21 (a)(3)(i)(A) Grantee and delegate agencies must support social and emotional development by: (i)
development which enhances each child’s strengths by: (a) Building trust
STRATEGY
1. A schedule will be established
 A schedule demonstrating High Scope philosophy will be
posted
 Variations will be introduced gently and explained
2. Staff will be observant of the unease or fear of children.
 Reasons of fearful reactions will be ascertained.
 Children will be helped and supported in adjusting.
3. A safe and consistent environment established
 Adults will be available to comfort and reassure children
 Changes in the environment will be gradual and infrequent
4. Honesty will be practiced by all participants
5. A standardized social and emotional assessment will be used
 The DECA will be implemented
 Build resiliency in children (attachment, self-control,
initiative)
* DECA – Devereaux Early Childhood Assessment
PERSON(S)
RESPONSIBLE
TIMELINES
FE
Daily
FE
Daily
FE
FE
Daily
Daily
All Staff
FE III (Lead
Teacher)
All Staff
FE III, Parents,
HV
All Classroom
Staff
Daily
Monthly
Daily
2 Times a Year
Daily
Encouraging
SUPPORTING
DOCUMENTATION
Lesson Plan
Site Visit Form
PQA
PQA, DECA
Anecdotals
Site Visit Form
PQA
DECA Classroom
Checklist, Site Visit
Form, Lesson Plan
Site Visit Form
Observation Form
Lesson Plan
Attachment
* PQA – High/Scope Program Quality Assessment
71
1304.21 (a)(3)(i)(b) Fostering independence
STRATEGY
1. Materials will be placed so that children can choose own
supplies.
 Containers will be on low shelves
 All interest areas and materials are labeled.
 Labels are of many types, understood by children (words,
tracings, photographs, actual objects).
2. The environment will provide for and encourage problem
solving.
 Open ended materials will be used
 Adult questions extend and enhance learning
3. Self help skills will be required throughout the day
 Children will take care of toileting needs
 Spills will be wiped up by children
 Children will be expected to button and zip with adult
assistance when needed.
 Competency will be encouraged
* CS – Center Supervisor
* FE – Family Educator
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE’s
FE’s
Sept.- Daily
Sept. - Daily
PQA
Site Visit Form
CS & FE
FE
Daily
Daily
PQA
Site Visit Form
FE
FE
FE
Daily
Daily
Daily
PQA
Site Visit Form
FE
Daily
72
1304.21 (a)(3)( i )(c) Encouraging self – control by setting clear, consistent limits, and having realistic expectations;
1.
2.
3.
4.
STRATEGY
A Daily schedule will be established
 Schedule will be consistent but flexible
 Schedule will be posted where children can see
 Pictures will depict the day chronologically on the schedule
Class rules will be developed
 Children and adults will write no more than four rules
 Rules will be posted
 Children will be referred to rules and reminded that they
helped create them.
Age appropriate behavior will be expected
 Staff will be trained in understanding normal behavior of
young children
 Expectations will be explained to children
 Inappropriate behavior will be anticipated where possible
and redirected
Mental Health Consultant may provide aid and support
 Behavioral steps will be established
 Consistent plan will be implemented in class and at home
with DECA & Positive Supports included.
* MHC – Mental Health Consultant
* CSS – Children Services Specialist
PERSON(S)
RESPONSIBLE
FE’s
FE’s
FE’s
Daily
Daily
Sept.
SUPPORTING
DOCUMENTATION
PQA
Lesson Plan
Lesson Plan
Site Visit Form
FE’s
FE’s
FE’s
Sept
Sept
Daily, Ongoing
Lesson Plan
Site Visit Form
Site Visit Form
MHC, CSS
Pre-service / Ongoing
Training Log
Site Visit Form
Lesson Plan
Site Visit Form
FE’s
FE’s
MHC, FE’s
FE’s, Parents
TIMELINES
Sept./ Daily
Sept./ Daily
On-going
Daily
* SOAP – Subjective Objective Assessment Plan
* PQA – High/Scope Program Quality Assessment
SOAP
CPE, SOAP, DECA
73
1304.21 (a) (3) ( i ) (D) Encouraging respect for the feelings and rights of others
STRATEGY
1. Children’s feelings are acknowledged and accepted
 Children are encouraged to talk about their feelings
 Dramatic play is used as a means of sharing feelings (i.e.
Second Step curriculum)
2. Inappropriate behaviors will be discouraged
 Adults will model positive behaviors
 Children’s behavior will be anticipated by adults
 Positive reinforcement will encourage appropriate behavior
PERSON(S)
RESPONSIBLE
TIMELINES
FE’s
FE’s
Daily
Daily
All staff
FE’s
FE’s
Daily
Daily
Daily
SUPPORTING
DOCUMENTATION
DECA
Lesson Plan, PQA,
Site Visit Form, PQA
DECA
Lesson Plan
1304.21 (a) (3) ( i ) (E) Supporting and respecting the home language, culture, and family composition of each child in ways
that support the child’s health and well being
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1. Each child’s home language will be respected
FE III / Classroom Sept.
 Labeling will be done in languages represented in the
Staff
Site Visit Form
classroom
FE’s
Daily
Dual language Policy
 Child’s first language will be supported while learning
English
FE’s / Classroom
On-going
 Each adult will learn a few words in each language
Staff
2. All family configurations and ethnicity will be celebrated
Site Visit Form
Books, pictures, clothing and puzzles will honor all families
FE III
Daily
Lesson Plan
and individuals
CPE, PQA, Site Visit
FE’s
Weekly
Form, Parent Interest
 All families will be asked to share their culture with the
Sheet, Dual Language
center
Policy
* PQA – High/Scope Program Quality Assessment
74
1304.21 (a) (3) (ii)
Planning for routines and transitions so they occur in a timely, predictable and unrushed manner
according to each child’s needs
STRATEGY
1. Children will be prepared for transitions
 The schedule is posted and referred to frequently
 Staff will remind children and explain the next activity or
site.
 Staff will observe children to determine those needing
additional support.
2. Transitions will be planned for:
 Transitions will be structured
 All staff will participate
 A variety of techniques will be employed to move children
from one place to another with choices for the child.
* PQA – High/Scope Program Quality Assessment
PERSON(S)
RESPONSIBLE
FE III /Classroom
Staff
FE’s
TIMELINES
Sept. & Daily
Sept. & Daily
SUPPORTING
DOCUMENTATION
PQA
Site Visit,
Lesson Plan,
Anecdotals
Daily
FE’s
FE III
FE’s
FEIII / Classroom
Staff
Site Visit Form
Weekly
Daily
Weekly
Lesson Plan
Site Visit Form
75
1304.21 (a)(4)(i) Grantee and delegate agencies must provide for the development of each child’s cognitive and language skills
by: ( i ) Supporting each child’s learning, using various strategies including experimentation, inquiry, observation, play and
exploration;
STRATEGY
1. The environment will support and encourage experimentation,
discovery, trial and error and problem solving.
 Materials will be selected
 Adults will act as participants in learning
 All children’s attempts ideas and suggestions will be
accepted
 All children will be challenged
2. Language will be encouraged
 Adults engage children in conversation
 Idea’s are discussed
 Descriptive language used
 Dictation is taken
* CSS – Children Services Specialist
* FE – Family Educator
PERSON(S)
RESPONSIBLE
TIMELINES
CSS, FE’s
FE’s
FE’s
FE’s
Aug/Jan
Daily
Daily
Daily
FE’s
FE’s
Daily
Daily
FE’s
Daily
SUPPORTING
DOCUMENTATION
Order Forms
Site Visit Form
Site Visit Form
Site Visit Form
Lesson Plan
PAQ
Site Visit Form
Site Visit Form
Anecdotals
Site Visit Form,
Anecdotals, COR
* PQA – High/Scope Program Quality Assessment
76
1304.21(a)(4)(ii) Ensuring opportunities for creative self – expression through activities such as art, music, movement, and
dialogue;
STRATEGY
1. A wide variety of materials will be available in the art area.
 Materials will be purchased and found materials provided
 Observations will determine new materials
 Children will be encouraged and their efforts will be shown
appreciation.
2. Children will be encouraged to express themselves in ways
which fulfill them
 Music will be available on records, tapes, and CD’s
 Musical instruments will be available
 Space will be available for creative movement
 Writing,telling stories and dramatization will be
demonstrated and encouraged
* FE III – Family Educator III (Lead Teacher)
* PQA – High/Scope Program Quality Assessment
PERSON(S)
RESPONSIBLE
CS, FE III, &
Parents
FE’s
FE’s
Sept. & Weekly
Weekly
Daily
FE’s
FE’s
FE’s
FE’s
Daily
Daily
Daily
Daily
* FE – Family Educator
TIMELINES
SUPPORTING
DOCUMENTATION
PQA
Site Visit Form
Lesson Plan,
Education
PQA
Site Visit Form
Lesson Plan
77
* CS – Center Supervisor
1304.21 (a)(4)(iii) Promoting interaction and language use among children and between children and between children and
adults;
STRATEGY
1. Children’s language skills will be extended
 Adults will listen to children
 Time will be given for conversation between children and
between children and adults.
 Opportunities for story-telling, dramatization and reading
will be provided.
 The home language of all children will be respected and
supported.
 Appropriate language will be modeled.
 Adults will use descriptive language
* PQA – High/Scope Program Quality Assessment
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
PQA
Site Visit Form
Site Visit Form
FE’s & All Staff
FE’s & All Staff
Daily
Daily
FE III
Daily
FE’s & All Staff
Daily
Lesson Plan, Site Visit
Form, Daily Schedule
Site Visit Form
FE’s & All Staff
FE’s
Daily
Daily
Site Visit Form
Site Visit Form
78
1304.21 (a)(4)(iv) Supporting emerging literacy and numeracy development through materials and activities according to the
developmental level of each child.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1. Literacy and numeracy activities are available throughout the
classroom.
PQA
FE III
Daily
Site Visit Form
 Books representing many cultures and family
Site Visit Form
configurations are included.
FE III
Daily
Lesson Plan
 Books are read to and by children.
FE
III
Daily
Site Visit Form
 Writing materials are available and children are encouraged
to write notes and messages.
FE’s
Sept.
Site Visit Form
 Materials are labeled.
FE’s
Daily
Site Visit Form
 The alphabet is posted and the names and sounds of letters
are included in the general classroom procedures. (letter
walls) and name tags (letter – links; Fee, Fie, Phoenemic)
Daily
Site Visit Form
 Numbers are included in classroom materials and activities. FE’s
FE’s
Daily
Site Visit Form
 Comparison, estimating and problem solving are
encouraged.
2. Literacy activities are extended into the homes and
communities.
PQA
Weekly On
CPE
 Families are given information and support for establishing FE’s
Home Visits
opportunities in literacy and numeracy.
FE’s, Bus Drivers 1 Time Monthly, Lesson Plan
 Field trips to community sites are utilized to enrich the
CSS
Others by
Monthly Overview
experiences of children.
FE’s, CS
Approval
Lesson Plan
 Community members are invited to read to children and
Monthly
share their experiences.
* FE III – Family Educator III (Lead Teacher)
* CPE – Child Parent Educational Form
* FE – Family Educator
* CS – Center Supervisor
* CSS – Children Service Specialist
* PQA – High/Scope Program Quality Assessment
79
1304.21 (a)(5)( i )(5) In center – based settings, grantee and delegate agencies must promote each child’s physical development
by:
(i) Providing sufficient time, indoor and out door space, equipment, materials and adult guidance for active play and
movement that support the development of gross motor skills;
STRATEGY
1. Staff will be given information on the importance of physical
development.
 Information will be distributed
 Training or classes will be available
 I am Moving, I am Learning will be implemented
2. At least 30 minutes a day will be planned for gross motor
activity.
 Daily schedule will allow for gross motor
 Indoor space will be available during inclement weather
 There will be a planned activity along with unplanned time
on the playground
3. Materials will be safe and appropriate
 Equipment will provide opportunities for climbing, riding;
and creative representation.
 Space will be available for individual and group activities.
 Equipment will be checked for safety

Repairs will be made as needed
* CSS – Children’s Services Specialist
* PQA – High/Scope Program Quality Assessment
* CPI—Certified Playground Inspector
PERSON(S)
RESPONSIBLE
TIMELINES
CSS, CS
CSS,
Resource Center
Oct.
Aug./Oct.
FE III
CS, FEIII
Daily
Nov. Through
March
SUPPORTING
DOCUMENTATION
Activity Report
Registration, Training
Log
PQA, Site Visit Form
Lesson Plan, Daily
Schedule
Lesson Plan
Center Observation
80
CS, CSS, & FE III
CS, FE III
CS, Facilities
Coordinator, CPI
CS, Facilities
Coordinator, CPI
Sept.
Lesson Plan
Site Visit Form
Sept.
Site Visit Form
1st of each month Monthly Activity
Monthly
Report
As needed
Monthly Activity
Report
* CS – Center Supervisor
1304.21 (a) (5) ( i ) (5) Continued
STRATEGY
4. Children will be supervised at all times during physical
activities.
 At least two adults will be with children during gross motor
time.
 Adults will involve themselves in children’s play
 Each physical endeavor will be supported and encouraged
7. Parents will be assisted in understanding physical development
 All trainings will be open to parents
 One home visit will be devoted to physical development
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE III
Daily
Site Visit Form
FE III
FE III
Daily
Daily
Site Visit Form, PQA
Site Visit Form
CS, FE’s
On going
Training Log
CPE
1304.21 (a) (5) (ii)
Providing appropriate time, space, equipment, materials and adult guidance for the development of fine
motor skills according to each child’s development level;
1.
2.
STRATEGY
Materials will be available which develop fine motor skills.
 Needs of children will be ascertained
 Materials will be included which challenge all children
Adults will support children’s learning
 Time will be available for children to practice.
 Adults will be co-learners with children.
 Self – help skills will be encouraged
PERSON(S)
RESPONSIBLE
TIMELINES
FE’s
FE’s
Daily
FE III
FE’s
FE’s
Daily
Daily
Daily
Parents will receive information on fine motor skills.
FE’s
Monthly
 Classroom volunteers will receive instructions.
FE’s
 Information will be taken into the home.
 Child activities on home visits will include using materials Home Visitor
found in the home.
* FE III – Family Educator III (Lead Teacher)
* PQA – High/Scope Program Quality Assessment
SUPPORTING
DOCUMENTATION
Anecdotals
Site Visit Form, PQA
PQA
Lesson Plan, Daily
Schedule
Site Visit Form
Site Visit Form
3.
Lesson Plan
CPE
CPE
81
1304.21 (a) (5) (iii) Providing an appropriate environment and adult guidance for the participation of children with special
needs;
1.
2.
3.
STRATEGY
The developmental level of special needs children will be
ascertained upon enrollment;
 Screening will be completed
 Diagnostic test results will be requested
 A copy of the existing IEP will be requested
Materials and equipment will be adapted as needed
 Space will allow for mobility
 Materials will be provided for cooperative involvement
 Adjustments and additions will be made when necessary
Parents will be included in any plan for the child
 Parent knowledge and observation will be included in goals
 Parents will be consulted on possible materials and
accommodations.
PERSON(S)
RESPONSIBLE
FE’s
FE’s
FE’s
CS, FE’s,
Facilities Coor.
FE’s
CS, FE’s
TIMELINES
SUPPORTING
DOCUMENTATION
In 45 Days
Child File
Upon Enrollment Request for Info. Form
Upon Enrollment Request for Info. Form
As Needed
Site Log
Site Visit Form
FE III, HV
On Going CPE, Child Goal Sheet
HV
On Going CPE, Parent/Teacher
Conferences
* FE III – Family Educator III (Lead Teacher)
* FE – Family Educator
* HV – Home Visitor
* CS – Center Supervisor
82
1304.21 (a)(6) In home – based settings, grantee and delegate agencies must encourage parents to appreciate the importance of
physical development, provide opportunities for children’s outdoor and indoor active play, and guide children in the safe use
of equipment and materials.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1. On home visits parents will be encouraged to support the
physical development of their children.
HV
On Going
CPE
 Guidance on the safe use of equipment will be discussed
HV
On Going
CPE
 Opportunities for gross motor activities will be explored
HV
2
Times
a
CPE
 Materials from the home will be utilized to develop physical
Month/
Monthly
skills
1304.21 (C)(i) Child development and education approach for preschoolers. (i) Grantee and delegate agencies, in
collaboration with the parents, must implement a curriculum.
1.
2.
STRATEGY
The research-based curriculum, High/Scope.
 A clear consistent schedule will be established
 Plan, do, review will occur daily
 Adults will be co-learners with children
 Anecdotals will be taken
 Emergent ideas will be supported
 Staff will receive ongoing training in the curriculum
Parents will be involved in the ongoing curriculum building.
 Will be represented on the Education Advisory board.
 Reports will be made to Policy Council for input
 Parents will set goals for children
PERSON(S)
RESPONSIBLE
CSC
FE III
FE III
FE III
FEs
FEs
Daily
Daily
Daily
Weekly
Daily
Site Visit Form
Lesson Plans
Site Visit Form
Anecdotal Sheet, COR
Site Visit Form
CSS, CS
CS, CSS
HV, FE III
Twice a Year
Monthly
On Going
ED. Advisory Minutes
PC Minutes
CPE’s
Child Goal Sheet
* FE III – Family Educator III (Lead Teacher) * FE – Family Educator
* CSS – Children’s Services Specialist
* HV – Home Visitor
TIMELINES
SUPPORTING
DOCUMENTATION
* Center Supervisor
* SCS-Children Services Coordinator
83
1304.21 ( c )(1) ( i )
1.
2.
Supports each child ‘s individual pattern of development and learning.
STRATEGY
Children will be encouraged to develop individuality
 Opportunities will be available to develop varied skills and
interests
 Space will be available for cooperative learning
 Staff will observe closely so that follow up support can be
supplied
 New and repetitious tasks will be provided
 Open ended questions will be asked
At least 45 to 60 minutes a day will be planned as work time
 Children can make choices
 Choices will be supported
 Materials will be added and delegated as interactions
change
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE’s
Daily
FE’s
FE’s
Daily
Daily
FE’s
FE’s
Daily
Daily
Lesson Plan, Daily
Schedule
Site Visit Form
Site Visit Form
Lesson Plan
Evaluation Form
Lesson Plan
FE’s
FE’s
FE III
Daily
Daily
Monthly
Site Visit Form
Anecdotals, COR
Lesson Plan
84
1304.21 (c)(1)(ii) Provides for the development of cognitive skills by encourage each child to recognize his or her experiences,
to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving and decision making
skills which form a foundation for school readiness and later school success;
STRATEGY
1. Materials will be provided which interest and challenge all
children.
 Developmental levels and learning styles of children will be
determined
 Materials will meet the needs of each individual child
2. Children will be engaged in the plan – do – review process
 Daily plans will be made
 Plans will be followed through during work time or plan’s
changed
 Recall of events will occur
3. Open ended materials will be available
 Children will be encouraged to make choices
 Adults will extend learning by encouraging estimation and
evaluation
4. Children will be able to express themselves creatively
 Dramatic play will be available daily
 Music and instruments will be accessible
 Art materials will be plentiful, varied and on low shelves
 A writing area will be included in each classroom
5. Appropriate reading materials will be placed in all areas
 Books, magazines and newspapers will be displayed
 Children will have the opportunity to read to themselves and
be read to.
* SVF—Site Visit Form
* LP—Lesson Plan
PERSON(S)
RESPONSIBLE
TIMELINES
FE’s
Sept.
FE’s
Daily
FE’s
FE’s
Daily
Daily
FE’s
Daily
FE’s
FE’s
Daily
Daily
FE’s
FE’s
FE’s
FE’s
Daily
Daily
Daily
Sept
FE
FE
Daily
Daily
SUPPORTING
DOCUMENTATION
Screenings, CPE’s,
Anecdotals, COR
Child Goal Sheet
Anecdotals
Lesson Plan
Daily Schedule
Lesson Plan
Site Visit Form
Lesson Plan
Site Visit Form &
Lesson Plan
Site Visit Form &
Lesson Plan
85
1304.21 (c)(1) (ii)
continued
6. Children will be encouraged in problem solving
 Adults will refrain from solving children’s dilemmas too
quickly.
 Open ended questions will be used to explore options and
alternatives.
 Adults will use the 6 Step Problem Solving Approach by
High/Scope
FE’s
Daily
FE’s
Daily
FE’s
Daily
Site Visit Form
Lesson Plan
Site Visit Form
Lesson Plan
Site Visit Form
Lesson Plan
86
1304.21 (c)(1)(iii)
activities;
1.
Integrates all educational aspects of the health, nutrition, and mental health services into program
STRATEGY
Good health habits are encouraged.
 Instruction in hand washing is provided and monitoring
occurs.
 Tooth brushing is practiced at least one time daily.

Children are checked for symptoms daily. (Health Checks)
PERSON(S)
RESPONSIBLE
TIMELINES
FE III, FE II
FE III, FE II
FE III, FE II
Daily
Daily
Daily
FE III
Center Supervisor
Daily
FE III, FE II
Sept, Oct
FE III, FE II
Sept, Oct
CS
Sept, Oct

2.
3.
Children who are symptomatic will be cared for in a
separate environment.
Preparation for dental and physical visits will occur in
classroom.
 Dramatic areas representing dentist and physician offices
will be established.
 Dental books and videos describing medical visits will be
available.
 Visits from dental and medical professionals will occur.
A variety of food and eating experiences will occur.
 Food experiences will be incorporated regularly.
 Children will prepare food items
 Meals will include foods from many cultures and of
different appearance and texture
* FE III – Family Educator III (Lead Teacher)
* CS – Center Supervisor
FE III, FE II,
One or two times
Food Service
a month
Manager
One or two times
FE III, FE II, Food a month
Service Manager,
Daily
CS
* FE II – Family Educator II
* SOAP – Subjective Objective Assessment Plan
SUPPORTING
DOCUMENTATION
Lesson Plan
Site Visit Form
Lesson Plan
Site Visit Form, Tooth
Brushing Chart
Lesson Plan
Site Visit Form
Health Check Form,
SOAP
Lesson Plan,
Site Visit Form
Site Visit Form
Lesson Plan,
Overview
Overview
Lesson Plan
Lesson Plan
Menu
87
1304.21 ( c ) (1) (iv)
relationships;
Ensures that the program environment helps children develop emotional security and faculty in social
STRATEGY
Adults will interact in a positive and supportive manner with all
participants.
 Respect for children and adults will be displayed.
 Friendship skills will be modeled.
 Language will evidence courtesy and thoughtfulness.
The environment will encourage good social skills
 Space and materials will provide for cooperative play.
 Materials will be plentiful.
Children will be supported in conflict resolution and problem
solving.
 Children’s feelings will be acknowledged
 Adults will act in an advisory capacity
 Children will be encouraged to use language
 Alternatives and options will be pointed out
 High/Scope 6 Step Problem Solving Approach will be used
* CS – Center Supervisor
* FE – Family Educator
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
All Adults
All Adults
All Adults
Daily
Daily
Daily
Site Visit Form, PQA
Site Visit Form, PQA
Site Visit Form, PQA
FE’s
Daily
FE’s, CS
Daily
Lesson Plan, PQA
Site Visit Form, PQA
Site Visit Form, PQA
FE’s
FE’s
FE’s
FE’s
Daily
Daily
Daily
Daily
Anecdotals, PQA
Site Visit Form, PQA
Site Visit Form, PQA
Anecdotals, PQA
* PQA – High/Scope Program Quality Assessment
88
1304.21 (c)(1)(v)
Enhances each child’s understanding of self as an individual and as a member of a group:
STRATEGY
1. Each child will have an assigned personal space for belongings.
 Space will be chosen and identified with picture, name and
High/Scope letter line.
PERSON(S)
RESPONSIBLE
FE III, Center
Supervisor,
Classroom Staff
TIMELINES
August
2. Children will have time set aside during the day for cooperative
play activities which help children express feelings and respect
others.
FE III, Classroom Daily throughout
Staff
the Head Start
 Materials and activities will be chosen for varied interests
program year
and groups.
 All staff will participate in children’s play.
3. The classroom environment will reflect photos, drawings, etc. of
children and families.
FE III, H.V.,
Daily throughout
Classroom
Staff
the Head Start
 Materials will reflect the ethnic background of children.
program year
 Materials will reflect family composition of each child.
 Children’s art & emergent writing will be displayed.
4. Adults will model respect and help children demonstrate their
respect for others and help assist children in recognizing their
strengths.
FE III, Classroom Daily throughout
Staff
the Head Start
 Respect for children and adults will be demonstrated.
program year
 Friendship skills will be modeled.
 Language of courtesy and thoughtfulness will be used.
*FE III – Lead Teacher *H.V. - Home Visitor *PQA- Program Quality Assessment (High/Scope)
*DECA- Devereux Early Childhood Assessment
SUPPORTING
DOCUMENTATION
Assigned Space and
Letter Link Nametag,
Site Visit Form, PQA
Daily Lesson Plan and
Attachment, DECA,
Second-Step
89
PQA, Site Visit Form
Dual Language Policy
PQA, Site Visit Form
1304.21 (c)(1) (vi) Provides each child with opportunities for success to help develop feelings of competence, self-esteem, and
positive attitudes toward learning: and
STRATEGY
1. Adults will encourage children’s self help skills and provide
opportunities for them throughout the day.
 Materials and activities will be provided
 Adults will use positive reinforcement with children
2. Adults will increase and broaden children’s experiences by
joining their play when appropriate.
 All staff will participate down at the child’s level
 Staff will extend children’s language
 Adults will support children’s ideas and use of materials
3. Children will be provided experiences to develop more complex
thinking and skills.
 Materials and activities will be provided
 Opportunities will occur during the daily routine
Children will be challenged to acquire new skills which will
increase their self-confidence and self-worth.
 Children will be partners in conversations
 Children will be given opportunity to lead and have input
into activities
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE III, Classroom
Staff
Daily throughout
the Head Start
Program year
PQA, Site Visit Form,
DECA, Second-Step
FE III, Classroom
Staff
Daily throughout
the Head Start
Program year
PQA, Site Visit Form,
DECA, Second-Step
FE III, Classroom
Staff
Daily throughout
the Head Start
Program year
PQA, Site Visit Form,
DECA, Second-Step
FE III, Classroom
Staff
Daily throughout
the Head Start
Program year
PQA, Site Visit Form,
DECA, Second-Step
*FEIII- Lead Teacher *PQA- Program Quality Assessment (High/Scope) *DECA- Devereux Early Childhood Assessment
*Second-Step- Anti-violence curriculum
90
1304.21 (c)(1)(vii) Provides individual and small group experiences both indoors and outdoors.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1. The classroom will have individual and group areas
August
PQA, Site Visit Form
 Areas will include the block area, art area, book area, house CSS, CS, FE III
area, toy area, etc.
2. Small group will be provided each day between 15-20 minutes
 Adults support each child’s ideas and use of materials
CSS, FE III,
Daily throughout
 Adults plan experiences around the interests of individual
the Head Start
PQA, Site Visit Form
children, new and unexplored materials, key developmental Classroom Staff
program
year
Lesson Plan
indicators, and local traditions
Daily Schedule
 Activities will build on children’s strengths
3. Large group will be provided each day between 15-20 minutes
 Adults will plan experiences around children’s interests
 Adults will plan around music and movement key
CSS, FE III,
Daily throughout PQA, Site Visit Form
developmental indicators
Classroom Staff
the Head Start
Lesson Plan
 Adults will participate with children
program
year
Daily Schedule
 Adults will plan around cooperative play and projects along
with events currently meaningful to children
 Adults will modify activities to fit children’s development
4. Small and large group activities will be provided outside as an
extension of the classroom.
CSS, FE III,
Daily throughout
 Adults will provide materials outside for games and
Classroom Staff
the Head Start
PQA, Site Visit Form
activities
program year
Lesson Plan
 Adults will participate with children
 Equipment and space will be provided for individual and
shared activities, at least 75 square feet per child
*FEIII- Lead Teacher *PQA- Program Quality Assessment (High/Scope) *CSS-Children’s Services Specialist
*CS-Center Supervisor
91
1304.21 (c)(2) Staff must use a variety of strategies to promote and support children’s learning and developmental progress
based on the observations and ongoing assessment of each child
STRATEGY
1. Adults will observe and record children’s behavior and progress
to help support and design activities for a range of
developmental levels
 Adults will take anecdotes for each child
 Adults will plan and review from the daily lesson plan
and anecdotes
2. Adults will know each child’s capabilities to provide
individually appropriate activities
 Children will be screened for development, speech and
language, social/emotional, height/weight, vision, and
hearing
 Children will be assessed on an ongoing basis with the
Child Observation Record
3. Parents will be included in the ongoing assessment
 Parents will be encouraged to take anecdotes at home
 Adults will share the COR parent guide with parents
 Adults will develop child goals with the parent
 Adults will share the COR family report with the parent(s)
PERSON(S)
RESPONSIBLE
TIMELINES
FE III, Classroom
Staff
Daily throughout
the Head Start
program year
FE III, Classroom
Staff
FE III, HV
*Within 45 days
of enrollment
date
*Daily and
reported three
times
Dec/Mar/June
August, October,
April,
Throughout the
Head Start
program year
SUPPORTING
DOCUMENTATION
PQA, Site Visit Form,
Daily Lesson Plan,
Attachment Sheet,
COR
ESI*R, Fluharty-2,
DECA, COR
92
Parent/Teacher Conf.,
Child Goals, CPE,
COR Parent Guide
4. Adults will use observations and ongoing assessment
information into curriculum planning
FE III, Classroom Daily throughout Daily Lesson Plan,
Staff
the Head Start
COR
 Adults will evaluate and plan for the next day
program year
 Adults will use the COR for evaluation and planning
*COR- Child Observation Record *ESI*R- Early Screening Inventory Revised *Fluharty-2- Speech/Language Screener
Children Services Policy
8/19/04
Holiday/Celebration Activity Policy
In accordance with best practices in Early Childhood Education, the South Central Head Start Program is committed to providing an
inclusive environment free of bias; an environment in which language, gender, culture, ethnicity and religion are respected and
supported.
The program will provide a balance of child-initiated and adult directed activities that are developmentally appropriate for young
children. Activities and materials utilized within the program will be free of stereotypes that may limit a child’s or family’s ability to
fully participate.
Guidance
Classroom – Avoid holiday activities directed by adults in the classroom. If it is a child-initiated experience (such
as wrapping a present), introduce materials for the child to wrap that are not focused on a holiday theme.
Graduation – We believe that there should be individual recognition for every child. Keeping in line with early
childhood best practices we would refrain from caps, gowns, sitting to sing more than two or three songs and
encouraging an atmosphere of performance. Use activities such as individual child recognition days, picnics,
literacy bags, and/or activities including movement and fun for the child and adult.
93
Water Play Policy
Precautions will be taken to ensure that communal water play does not spread infectious disease.
1.
All children must wash their hands before and after playing in the water table and after
shared water play.
2.
Children with open sores/wounds on their hands are not permitted to participate in
communal water play.
3.
Fresh potable water will be changed between each group of children.
4.
Water will be drained after communal water play is completed.
5.
If fresh potable water can flow freely through the water play table and out through a drain in
the table this can be used as an alternative.
6.
The policy for the water table also needs to be followed during outside and playground use.
7.
Children should not be allowed to drink from the water table.
94
95
Late Child Pick-up Policy
 Please assign one person to make calls starting with the most senior staff (Center Supervisor, FE III,
FE II, ect.)
 If in Double sessions, late classes need to set up communication for the bus driver to call the Center
Supervisor or FE III to meet them at the center and begin process for calling.
Staff Will:
1) Call emergency contact person within 5 minutes after your child’s posted closing time.
2) Contact center supervisor, immediate supervisor or Central Office for an update.
3) Try to call emergency contact numbers – again.
(Steps 1, 2, and 3 may take up to 15 minutes)
4) Call the local sheriff or Department of Health & Welfare’s office for assistance.
 Identify themselves as Head Start staff, describe the situation, what steps have been
taken, that the center has closed for the evening and that a child has been left in our care –
ask for their assistance. Ask if there have been any reported accidents or recent incidents
that could affect the child being picked up in a timely manner. (If so, follow their
instructions)
 Leave a notice in a visible area stating that: the center closes at _______, the staff left at
_______, the child who remained is in the care of:
*the emergency contact person you listed
*the Department of Health and Welfare – list phone #
*local Sheriff – list phone #
*Other -
 The next day please SOAP in child file and make contact with the family.
96
(Post in a visible place in the center)
Late Child Pick-up Policy - It is our program’s procedure to:
1) Call phone numbers listed on your emergency card, five minutes after the posted closing
time, to have child picked up immediately.
2) If unsuccessful in reaching an authorized adult, staff will contact the local sheriff or
Department of Health & Welfare office for assistance.
97
3) Leave center supervisors and/or FE III’s phone number and information about where the
child is being cared for in a visible location for the parent/guardian.
If possible, please let us know if you are delayed by an emergency situation, so that
arrangements can be made.
PC approved 3/26/09
1304.22 (a)(1) – Health emergency procedures - Grantee and delegate agencies operating center-based programs must
establish and implement policies and procedures to respond to medical and dental health emergencies with which all staff are
familiar and trained. At a minimum, these policies must include: (1) Posted policies and plans of actions for emergencies that
require rapid response on the part of staff (e.g. a child choking) or immediate medical or dental attention.
STRATEGY
The emergency treatment plan will be posted in each classroom and
at each fire extinguisher site, first aid kit site.
Whenever there is an injury or illness the child’s family educator
will provide the necessary first aid and is responsible for
description of injury or illness.
Center staff will be certified in child first aid and CPR
 FE’S, CS, Support Staff
First Aid and CPR training will be available several times a
year. Any staff member that works with children (classroom
staff, center staff and central office staff) will be certified in
First Aid and CPR. In the event that their First Aid/CPR
certification lapses, the staff member will be removed without
pay from working with the children until certification is
completed.
Track First Aid and CPR training.
First Aid and CPR will also be made available to central office
staff and to parents.
Volunteers will review the Health & Safety check list and FEIII or
center supervisor will review emergency procedures
New center staff and paid substitutes who do not meet these
requirements must obtain certification within 30 days of hire.
PERSON(S)
RESPONSIBLE
FE III, Center
Supervisor, Health
Coordinator
FE III, Center
Supervisor
Center Supervisor,
FE I, FE II, FE III,
FA
TIMELINES
At all times
Upon knowledge
of injury or
illness.
First Aid
Certification
every 2 years.
SUPPORTING
DOCUMENTATION
Emergency Treatment
Plan
SOAP, Child File,
child incident report,
First Aid & CPR
Certification Card
CPR Certification,
First Aid Card
98
CPR
Certification
yearly
Human Resources
Coordinator
Center Supervisor, On going as
FE III
needed
Center Supervisor, Within 30 Days
Human Resources
Coordinator
* FA – Family Advocate * FE – Family Educator * SOAP – Subjective/Objective Assessment Plan* CPR
Volunteer Health &
Safety checklist.
CPR Certification,
First Aid Card
1304.22 (a)(2) – Posted locations and telephone numbers of emergency response systems up to date family contact information
and authorization for emergency care for each child must be readily available.
STRATEGY
Emergency cards will be filled out at the time of orientation or
enrollment.
 The cards will be on each bus and in each center where
appropriate staff have access to them
 Update emergency cards when families move address or there is
a change in child’s health needs
PERSON(S)
RESPONSIBLE
FA, FE III, Center
Supervisor
FA, FE II, FE III,
Center Supervisor
TIMELINES
Upon entering
program
On going
Upon
notification of
change
SUPPORTING
DOCUMENTATION
Emergency Cards
Emergency Cards
1304.22(a)(3) – Posted emergency evacuation routes and other safety procedures for emergencies (e.g. fire or weather related)
which are practiced regularly .
99
STRATEGY
Emergency evacuation routes and safety procedures will be posted
in each classroom and each section of the building as well as first
aid sites and exits.
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
FA
Center Supervisor
TIMELINES
At all times
SUPPORTING
DOCUMENTATION
Emergency evacuation
map (fire exits)
Emergency producers,
First Aid Kit, First Aid
Plan, Dental
Emergency First Aid
Plan, Emergency
Treatment Plan.
See Attached
* FA – Family Advocate
* FE III – Family Educator III (Lead Teacher)
1304.22(a)(3)
EMERGENCY TREATMENT PLAN
Emergency Cards: Emergency cards will be filled out at the time of orientation or enrollment.
The cards will be on each bus and in each center where appropriate staff have access to them.
Staff members and all children must have emergency cards. Know where your center’s cards are
kept!
Minor Injuries/Illness: When a child is involved in an accident resulting in an injury at school,
parents need to be informed an that same day the accident occurred. Children involved in an
accident/minor injury will be treated and then a note or telephone call made to the parents by the
child’s Family Educator. The child’s Family Educator is responsible to bring the child to the
office for treatment and description of the accident or sickness. The Family Educator will check
the child’s individual emergency card for special needs and procedures the parents want
followed in case of injury or illness. Documentation in child’s folder is needed on SOAP by the
Family Educator the day of the accident.
Emergency Injury/Illness: The child’s Family Educator will provide the necessary first aid until
emergency personnel arrive. Other adult present is responsible for contacting emergency
personnel, parent, Center Supervisor and Central Office, in that order, along with checking
child’s emergency card for parents’ emergency action preferences. Unless the child’s individual
emergency card indicates different, the child will be taken to the hospital emergency room if the
family doctor can not be contacted. Family Educator will accompany the injured child.
Descriptive notes and accident reports can wait until emergency is taken care of.
Field Trips: If the child is injured or becomes seriously ill during a field trip, the child’s Family
Educator will use the bus radio to contact emergency personnel and their radio base with
instructions to contact parents of injured child. Transportation will be provided by Head Start
bus, private vehicle or ambulance. The child’s Family Educator will accompany child to
emergency services. Remaining adult will use appropriate methods to return remaining children
to center.
Bus Emergencies: Remove everyone from immediate danger. Bus Driver will use the bus radio
to contact emergency personnel. Bus Rider will take charge of emergency cards, take head count
and keep all children together in a group. If the radio is not working, flag down a passing
motorist to go for help. If above not possible one adult will stay with children, one adult will go
for help. Remember to keep calm. Reassure children and provide first aid measures when
appropriate.
REMEMBER TO PRACTICE EMERGENCY DRILLS! HAVE A ROUTINE BEFORE AN
EMERGENCY!
1304.22(a)(3)
Convulsions:

Keep calm. The most important thing that should be done for the child during an attack
is to protect him from bodily injury.

Lay the child on his side in an open area on the floor. Do not restrain movement.

Turn the head to one side with face downward to prevent choking.

If jaws are clenched and the child is breathing clearly, do not force something into the
mouth.

Clothing around the neck should be loosened.

Try to prevent injury by gently supporting head.

Allow the child to rest quietly, placing him on abdomen or side with face downward.
Observe carefully for changes in color.

Call 911
Secondary Shock: Any injury or severe pain may result in some degree of shock.
Symptoms:
Pale or grayish appearance
Cold sweat on face
Shallow or irregular breathing
Weakness




Dizziness
Cold, clammy hands
Nausea
Rapid, feeble pulse
Have child lie down, elevate feet and legs.
The child’s injury should receive attention.
Do not apply external heat or cause sweating. Do need to cover with blanket.
Reassure child and take him to doctor.
FIRST AID KIT
Emergency Blood Spill Kit
Bandages
Gauze roller bandages 2”, 3” and 4” sizes
Sterile gauze pads 4” x 4”
Scissors
Tape 1” or 2”
Safety Pins
Mouth Piece Barrier
Cotton Balls
Triangular Bandages
Tweezers
Flashlight
Blanket
Bicarbonate of Soda
Latex or Vinyl Gloves – Gloves should be worn when cleaning wounds, controlling bleeding or
any contact with body fluids.
1304.22(a)(3)
FIRST AID
First aid is immediate care given to a person who has been injured or has been suddenly taken ill.
It includes self-help and home care if medical assistance is not available or is delayed. It
includes well-selected words of encouragement, evidence of willingness to help and promotion
of confidence by demonstration of competence.
Remember in all accident cases:
1.
One designated person to stay with injured child
2.
One designated person to be in charge of classroom
3.
One designated person to make emergency telephone calls
DENTAL EMERGENCY FIRST AID PLAN
In the event of accident to the tongue, lips, cheek or teeth: “REMEMBER TO USE GLOVES”
1.
2.
3.
4.
5.
6.
7.
8.
Attempt to calm the child: All incidents should be handled quietly and calmly, a
panicked child is likely to create problems for treatment and may cause further trauma.
Check for bleeding.
If child is bleeding:
a.
Wash affected area with clean water.
b.
Apply ice pack or ice wrapped in a towel for swelling. Direct skin contact with
ice may cause tissue necrosis.
If tooth is fractured
a.
Staff can do little for a fractured tooth except calm the child.
b.
Bring the child immediately to a dentist for treatment.
If a tooth is knocked out (extruded):
a.
Recover tooth.
b.
Rinse mouth with tap water. Place tooth in milk or water. Do not rinse tooth, its
viability for reimplantation will be greatly reduced.
c.
If possible, replace tooth in socket. Take the child to the dentist immediately. It
is most important that the tooth be replaced within 30 minutes by the dentist.
If a tooth or teeth are loosened in an accident:
a.
Rinse out child’s mouth.
b.
Do not attempt to move teeth or jaw.
c.
Take the child to the dentist immediately.
If tooth is knocked into the gums (intruded):
a.
Do not attempt to move teeth or jaw.
b.
Rinse out the child’s mouth.
c.
Take the child to the dentist immediately.
If injury to tongue, cheek or lips occur:
a.
Rinse affected area.
b.
Apply ice pack to control swelling. Not directly to skin, as in 3.b above.
Bring child to dentist or physician if bleeding continues or wound is large
1304.22(a)(4) – Methods of notifying parents in an event of an emergency involving their child.
STRATEGY
An accident, injury or illness should be documented. This
information is used to communicate to the parent what happened to
the child and what has been done to care for the child.
Use emergency card list. Call person listed (usually parent). If
unable to locate, call next person listed.
Also, document that notification was made to parents and parents’
response to the notification
* HV – Home Visitor
* FE – Family Educator
PERSON(S)
RESPONSIBLE
Child’s HV, FE I,
FE III, Center
Supervisor
TIMELINES
Upon knowledge
of injury or
illness
Child’s HV, FE I,
FE II, FE III,
Center Supervisor
The day that the
injury or illness
occurs
SUPPORTING
DOCUMENTATION
SOAP, Child File
SOAP, Child File,
Accident report
* SOAP – Subjective/Objective Assessment Plan
103
1304.22(a)(5) - Established methods for handling cases of suspected or known child abuse and neglect that are in compliance
with applicable Federal, State or Tribal Laws.
STRATEGY
Head Start plays an important role in working with families to
prevent child abuse and neglect. Head Start staff help to identify
risk factors for abuse, work with the family to clarify appropriate
expectations enhance emotional support and resources.
 Staff will be trained to identify and report suspected child abuse
and neglect.



PERSON(S)
RESPONSIBLE
TIMELINES
FE III, HV, Center Upon knowledge
Supervisor, Family of suspected
Service Specialist
abuse/neglect
Center
Supervisor,
Staff will report to Center Supervisor regarding a suspected case
Family Service,
of abuse and neglect
Center Supervisor,
Family Service
Family Educator will contact the individual(s) suspected of
Specialist
abuse or neglect, when appropriate ,while maintaining
confidentiality
Staff will allow the parent to report the incident while in their
presence, the call/report to be made within the time indicated by
state law.
Please see complete Child Abuse and Neglect Policy in Family
Services Plan 1304.40(b)(1)(ii)
SUPPORTING
DOCUMENTATION
Child abuse/neglect
SOAP form, Child File
104
IDAHO
Idaho Code § 16-1619(a) (Supp. 1998)
INDIVIDUAL RESPONSIBILITY
Any mandated reporter having reason to believe that a child under the age of 18 years has been abused, abandoned or neglected or who observes the child being
subjected to conditions or circumstances which would reasonably result in abuse, abandonment or neglect, shall report or cause to be reported within 24 hours
such conditions or circumstances to the proper law enforcement agency or the Department of Health and Welfare.
PROFESSIONAL RESPONSIBILITY
The Department of Health and Welfare shall be informed by law enforcement of any report made directly to it.
When the attendance of a physician, resident, intern, nurse, day care worker, or social worker is pursuant to the performance of services as a member of the staff of a hospital or
similar institution, he shall notify the person in charge of the institution or his designated delegate who shall make the necessary reports.
* HV – Home Visitor
* FE III – Family Educator III (Lead Teacher)
* SOAP – Subjective/Objective Assessment Plan
105
1304.22(b)(1) Conditions of short-term exclusion and admittance. Grantee and delegate agencies must temporarily exclude a
child with a short-term injury or an acute or short-term contagious illness, that cannot be readily accommodated from
program participation in center based activities or group experiences.
STRATEGY
Temporarily excluding a child from classroom participation
protects the health of the affected child, other children and staff.



A child that is not fully immunized, and those whose parents
have signed a “wavier” for immunizations will be excluded
from the classroom if any communicable disease that children
are generally immunized against occur.
A child demonstrating signs of illness whether it seems
contagious or not, if a child is not comfortable due to feeling ill,
the child will be removed from the classroom and family
notified to pick-up
A child with possible contagious illness may be excluded from
classroom.
 Fever
 Vomiting
 Pain
 Red, watery matted eyes
 Chronic coughing or wheezing
 Contagious rashes, (chicken pox)
 Head Lice
 Diarrhea
* HV – Home Visitor
PERSON(S)
RESPONSIBLE
Child’s HV,
Center Supervisor,
Health
Coordinator
Child’s HV, FE
III, Center
Supervisor, Health
Coordinator
* FE III – Family Educator III (Lead Teacher)
TIMELINES
When a
communicable
illness occurs in
the classroom
Upon knowledge
of child being ill
SUPPORTING
DOCUMENTATION
Immunization record,
State of Idaho
Certificate of
Exemption
Health Check Guide
106
Health Check Guide
1304.22(b)(1) – Conditions of short-term exclusions and admittance – continued
PERSON(S)
STRATEGY
RESPONSIBLE
HV,
FE III, Center
 A child with a chronic illness that is at risk for contagious
Supervisor, Health
children’s illnesses that may have been exposed at the center
Coordinator
should be excluded from classroom.

A child with a chronic illness/condition that is no longer
comfortable in a classroom setting after reasonable
accommodations have been made may be excluded from the
classroom
TIMELINES
Upon knowledge
of an illness in
the classroom
SUPPORTING
DOCUMENTATION
SOAP,
recommendation from
physician
Upon knowledge
of child not
feeling
comfortable
SOAP, Child File,
notification from
physician
See specific plans:
 Policy on head lice, no nit policy
 AIDS policy
 Immunization policy
 Outdoor play policy
 Biting Policy
* HV – Home Visitor
* FE III – Family Educator III (Lead Teacher)
107
* SOAP – Subjective/Objective Assessment Plan
1304.22(B)(1)
SOUTH CENTRAL HEAD START
HEALTH CHECK GUIDANCE
Health checks will be done on all children daily. Mark down and SOAP any abnormal or
frequent signs or behaviors. Below is a list of areas and things to look for. Add any you wish.
A.
HEAD
1.
Eyes
watery, inflamed, swollen, red, itching, pink eye
2.
Ears
cauliflower, crusted, bloody, bruises, child pulls at them
3.
Nose
frequent nosebleeds, foreign objects, chronic, runny,
wheezing
4.
Throat
red, swollen glands, spots, hoarseness of voice
5.
Face
swelling, bruises, bumps, flushed, warm, pale
6.
Head
Lice and/or eggs, hair loss, cuts, bruises, bumps, crusted
scalp glands on back of neck
B.
BODY
bruises, bumps, spots, burns, localized tenderness, change
in skin color, pale, flushed, clammy, frequent urination, pain,
burning with urination
C.
EXTREMITIES
bruises, spots, burns, cuts, bite marks (teeth marks), limping,
clumsy, localized tenderness
D.
PERSONALITY
CHANGES
lethargic, restless, withdrawn, starring spells, poor
coordination, appetite changes
Note any pertinent direct quotes from children.
SOUTH CENTRAL HEAD START
HEAD START POLICY ON HEAD LICE
1. All children will be checked daily by Family Educators during health check for head lice.
2. If lice are present, the child will be taken home and parent instructed on how to correctly
use the “Lice Shampoo Kit” recommended by their pharmacist. The kit should contain
instruction, shampoo, (enough for each family member) and a fine toothcomb to remove
any remaining nits attached to the hair shaft.
3. If the parent can not afford to buy shampoo, Head Start will provide a kit for the child.
The FE should call for P.O. and send letter to home.
4. The child will be allowed to return to school after correct shampooing is completed and
all nits are removed.
5. Children and parents will be treated with respect and dignity and it is the Family
Educator’s Responsibility to see that the parent is educated in the correct procedure to
eliminate the problem.
6. If a child continually comes to school with head lice, please make a referral to your
public health nurse for “in-home” teaching.
7. May need referral to FHSC or physician for kwell shampoo if head lice does not resolve
with the over the counter medicine.
8. Advise parents/children may be resistant or become resistant to a certain “brand” so alert
parents of potential need to change brands.
No Nit Policy
Head Lice is defined as a non-reportable communicable disease. Head Lice does not come from
poor hygiene and is a very common nuisance among young children. Outbreaks may occur once
or several times per year. In an effort to decrease these outbreaks, South Central Head Start is
enforcing a “nit free” policy that indicates any child found to have lead lice or their nits (eggs)
will be excluded from the classroom until proper shampooing has been done and nits removed.
Parents will be given instructions on treatment of head lice, removal of nits and techniques to
eliminate lead lice in the living environment. If needed, a purchase order will be given for a
pediculocide shampoo for the Head Start child.
If a child returning to class is found to have lice or nits, the child will be sent home. If this
condition persists and causes absenteeism the Family Educator will review the treatment plan on
the next home visit. If needed, a referral to a physician will be made.
SOUTH CENTRAL HEAD START
College of Southern Idaho
PO Box 1238
Twin Falls, Idaho 83303-1238
Phone: (208) 736-0741
Fax: (208) 734-3832
E-mail: schs@spro.net
Dear Parents,
A case of head lice has been identified in your center. To help prevent an outbreak, please
examine your child’s head and scalp. Look for tiny white eggs on the hair shaft and tiny wingless
insects.
If you find head lice or nits in the hair shaft near the scalp, you may purchase over the counter
shampoo. Ask the pharmacist what he would suggest. If your child has Medicaid insurance, you
may need to contact you child’s physician and get a prescription for head lice shampoo.
Medicaid will pay for it.
If you do not have Medicaid insurance and this purchase presents a problem for you, Head Start
can cover the cost for your child. Please let your Family Educator or Center
Supervisor know.
Thank you,
Family Educator
SOUTH CENTRAL HEAD START
College of Southern Idaho
PO Box 1238
Twin Falls, Idaho 83303-1238
Phone: (208) 736-0741
Fax: (208) 734-3832
E-mail: schs@spro.net
Estimados padres,
Hemos encontrado un caso de piojos en el centro Head Start. Para prevenir que se desparramen,
por favor examine a su nino(a).
Busque los huevos o piojos entre el pelo serca al cranio. Si encuentra que su nino(a) tiene piojos
compre champu para los piojos. Pregunte en la farmacia que se le recomienda.
Si su nino(a) tiene tajeta medicaid, usted podria obtener el champu para los piojos sin costo.
Tendra que llamar al doctor para que le den una reseta para el champu.
Si usted no tiene el dinero para comprar el champu, Head Start puede pagar el champu para su
nino(a). Porfavor informe a su maestra o a la supervisora del centro.
Si tiene otras preguntas por favor hable con su maestra, su doctor o el departamento de salud.
Gracias,
Family Educator
OUTDOOR POLICY
1. Ordinarily children will be going outside everyday, so please have your children dress for the
weather, including coats, mittens, hats and boots as needed.
2. If your child becomes ill at the center, you will be called to pick him/her up. If you feel your
child is too ill to go outside, then he/she should be kept at home since we don’t have
sufficient staff to stay inside with children. Fresh air is beneficial for children and we will
not stay out long on windy or very cold days.
3. Special circumstances can be reviewed on an individual basis.
Sunscreen and Bug Spray Permission Form
Permission to apply sunscreen (______________________________)
Brand name and active ingredients
**Sunscreen must contain at least SPF 15**
SPF
Child’s Name
( ) I give permission to the staff of CSI/South Central Head Start to apply
sunscreen on my child when outdoors, field trips and water activities.
( ) I do not give permission to the staff of CSI/South Central Head Start to apply
sunscreen on my child when outdoors, field trips and water activities.
Date _________________ Parent Signature
Permission to apply bug spray (______________________________)
Brand name and active ingredients
I do not want deet as an active ingredient in the bug spray.
I wish to have deet as an active ingredient in the bug spray.
Child’s Name
( ) I give permission to the staff of CSI/South Central Head Start to apply bug
spray on my child when outdoors, field trips and water activities.
( ) I do not give permission to the staff of CSI/South Central Head Start to apply
bug spray on my child when outdoors, field trips and water activities.
Date _________________ Parent Signature
Water Play Policy
Precautions will be taken to ensure that communal water play does not
spread infectious disease.
8.
All children must wash their hands before and after playing in
the water table and after shared water play.
9.
Children with open sores/wounds on their hands are not
permitted to participate in communal water play.
10. Fresh potable water will be changed between each group of
children.
11. Water will be drained after communal water play is completed.
12. If fresh potable water can flow freely through the water play
table and out through a drain in the table this can be used as an
alternative.
13. The policy for the water table also needs to be followed during
outside and playground use.
14. Children should not be allowed to drink from the water table.
HEPATITIS B POLICY
WHAT IS HBV?
Hepatitis B virus (HBV) is a potentially life-threatening Bloodborne pathogen. Centers for
Disease control estimates there are approximately 280,000 HBV infections each year in the U.S.
Approximately 8,700 health care workers each year contract hepatitis B, and about 200 will die
as a result. In addition, some who contract HBV will become carries, passing the disease onto
others. Carriers also face a significantly higher risk for other liver ailments which can be fatal,
including cirrhosis of the liver and primary liver cancer.
HBV infection is transmitted through exposure to blood and other infectious body fluids and
tissues. Anyone with occupational exposure to blood is at risk of contracting infection.
Employers must provide engineering controls; workers must use work practices and protective
clothing and equipment to prevent exposure to potentially infectious materials. However, the
best defense against hepatitis B is vaccination.
The following information is courtesy of the Pediatric Center Twin Falls
HEPATITIS B VIRUS (HBV)
Hepatitis B The Disease
This form of hepatitis was previously called serum hepatitis which refers to the most common
method by which it is transmitted, i.e., blood products. It can also be transmitted by skin contact,
or mucus membrane contact, which includes sexual transmission. It is highly contagious and can
be spread by inoculation of small amounts of blood when blood comes from a carrier of hepatitis
B virus. Blood transfusions can transmit this, but blood transfusions are now screened for
hepatitis B.
If a mother is a chronic carrier of hepatitis B her children are likely to be infected at the time of
delivery. About 90% of these children become chronic carriers of hepatitis B, and they are at
risk of developing chronic liver disease and liver cancer later in life.
HEPATITIS B VACCINE
Although effective vaccines against hepatitis B virus have been available, the past decade saw no
overall decrease in the incidence of HBV, in spite of campaigns to vaccination high risk groups.
To eradicate this disease, both the Immunization Practices, Advisory Committee (ACIP) of the
Centers for Disease Control (CDC), and the American Academy of Pediatrics (AAP), have
recently recommended universal childhood immunization against HBV. The groups’
recommendations have two primary purposes. The first is:
1. To protect high risk infants, such as those born to HBV infected mothers, and those who live
in environments where HBV infection is endemic. Maternal transmission of HBV results in
carriage of the virus in up to 90% of the infants: Over 25% of carrier infants die from
primary hepatocellular carcinoma or sclerosis of the liver during adult life.
2. The second purpose of universal childhood immunization strategy is the eventual elimination
of HBV; however, this may not be accomplished for 25 or more years.
RECOMMENDATIONS
Infants born to mothers who carry the hepatitis virus:
These infants should receive HBV vaccine and hepatitis immuneglobulin within 12 hours of
birth.
Infants born to mothers who do not carry the virus:
These infants may be vaccinated according to one of two schedules: Before hospital discharge,
age 1-2 months, and age 6-18 months; or at 2, 4, and 6 to 18 months of age.
Infants born to mothers who do not know if they carry or do not carry the virus:
When the mother’s hepatitis B surface antigen status is known the infant should be determined as
soon as possible. If she is positive for hepatitis B surface antigen, immuneglobin for hepatitis B
should be administered immediately to the infant provided the child is less than one week of age.
ADVERSE EFFECTS
Pain at the infection site (3% - 29% incidence) and a temperature greater than 101 F. (1% - 6%
incidence) are the most frequently reported side effects associated with HBV vaccines, which
have been in use since 1986.
UNIVERSAL PRECAUTIONS
As protection against the blood related modes of transmission, health and childcare workers
should use universal precautions when coming in contact with the blood of all clients, or bodily
fluids containing blood.
Staff members should adhere to the following universal precautions:
Wear latex gloves when coming into contact with blood, skin and mucous
Membrane cuts, or any open skin lesion.
Use gloves only for the care of one child, then discard the gloves.
Wash hands after discarding the gloves.
Properly dispose of contaminated materials exposed to blood, such as
needles.
Strict adherence to universal precautions prevents exposure to bloodborne pathogens
including HIV and hepatitis B.
For the policy recommendations for children attending Head Start class and adults in the
work place, refer to the Aids Policy recommendations: Follow the same plan as Aids Policy.
PEDIATRIC AIDS
WHAT IS AIDS?
AIDS stands for Acquired Immunodeficiency Syndrome. It is believed to be caused by a
virus identified as HTLV-III or LAV, which has only recently been isolated. The virus
causes immune depression, which then opens the body to both typical and unusual kinds
of infections and diseases (called opportunistic infections).
The reader should note that the HTLV-III virus is one of a group called retroviruses. A
retrovirus is large compared to a regular virus such as a flu virus. This means that it is
heavy and cannot be carried in the air. This is one important reason the AIDS is not
passed between and among people who are next to each other, for example, in the same
room.
The term AIDS is used to describe this disease at the stage when a patient suffers the
symptoms of the AIDS itself and also has been getting the opportunistic infections. The
two diseases or opportunistic infections most frequently seen with adult AIDS are: (1)
Kaposi’s Sarcoma, a rare form of skin cancer, and (2) pneumocystis carinii pneumonia
(PCP), a rare pneumonia. It was the opportunistic diseases, particularly Kaposi’s
Sarcoma that first brought doctors’ attention to AIDS in 1981. In that year, young,
homosexual men who were ill with skin lesions of this rare cancer were seen in hospitals
in disproportionately high numbers. Doctors discovered immune suppression in these
patients. It is presumed that AIDS came to this country about 4 years before it was
actually identified in 1981.
What further complicates the understanding of AIDS is the fact that full-blown AIDS, as
described above, is only one of three forms of the disease. The other two are: (1) what is
sometimes referred to as AIDS related complex (ARC), and (2) asymptomatic
seropositive individuals.
ARC means there is presence of the disease in a less virulent form. Patients with ARC
may develop full-blown AIDS or they may not.
The term asymptomatic seropositive means that blood tests of these individuals reveal the
antibody to the virus HTLV.III. These individuals have been exposed to the virus,
probably do have the virus in their systems and show no sign of symptoms of the disease,
i.e., are asymptomatic.
Although there are medical and clinical differences in definition between adult and
pediatric AIDS in all its forms, for our purposes it is sufficient to say that pediatric AIDS
is AIDS in a child under the age of 18.
WHAT ARE THE SYMPTOMS OF AIDS?
An AIDS patient will have any combination of these persistent symptoms: weight loss, diarrhea,
swollen glands, fatigue, fevers and coughing. After a period of time, which may be, months or
years after an individual is infected with the virus, one or more of the opportunistic infections
can develop. It is the cancer, pneumonia or other infection, which eventually causes death.
Seventy percent (70%) of patients with full-blown AIDS die within three years of diagnosis.
The symptoms of AIDS and ARC differ. AIDS victims are very ill indeed, and the feel very ill.
These patients get frequent and varied opportunistic infections. ARC victims may have some of
the symptoms of AIDS like swollen lymph nodes or mild weight loss, etc., but they are not
extremely ill. They do not get opportunistic infections as easily as those people with full-blown
AIDS.
The third group, individuals whose blood tests are positive (seropositive) for the antibody to the
HTLV.III virus, are without symptoms and probably will not know that they contracted the virus.
It should be noted that researchers suspect that only 5% to 20% of ARC and asymptomatic
seropositive individuals will eventually develop full blown AIDS.
In 1981 it appeared to investigators that AIDS was mostly confined to communities of gay men
and recently arrived Haitian immigrants. As new high risk groups have been discovered and as
we learn more about the diseases, we begin to see what the other high-risk groups are. Ninetyfour percent (94%) of the 13,921 adult cases of AIDS in the United States have occurred in the
following groups:
Percent of
Known Cases
Group
73%
Sexually active homosexual and bisexual men
with multiple partners
17%
Present or past abusers of intravenous drugs
1%
Persons with hemophilia or other multiple
coagulation disorders, requiring transfusions
1%
Heterosexual contacts of someone with AIDS, or
at risk for AIDS
2%
Persons who have had transfusions with blood or blood
Products
AS of October 11, 1985, the Centers for Disease Control had received reports of 13,921 adult
cases of AIDS in the United States. In addition, 204 pediatric cases have been reported among
persons under age 13, with 124 deaths. These numbers represent all cases reported since 1979.
It is not known how many cases of ARC and asymptomatic seropositive individuals there are.
HOW IS AIDS TRANSMITTED?
AIDS is known to be transmitted by intimate sexual contact, transfer of body fluids or direct
transfusion with blood or blood products that contain the AIDS virus. There is a test for AIDS
antibodies (not the virus) that has a high accuracy rate for detecting contaminated blood supplies.
It is now becoming increasingly unlikely that patients requiring blood transfusions run the risk of
contracting AIDS.
AIDS is probably not spread by casual contact. It can and should be thought of as primarily a
venereal disease. The assumption that AIDS is not transmitted by casual contact is strengthened
by:
 No family member of an AIDS patient who has not already been in one of the at risk
categories has ever contracted the virus-either AIDS, ARC or asymptomatic seropositive;
 Among all tested health care workers in continuous contact with AIDS patients, there is
evidence in only two cases of probable occupational transmission of the virus. In both cases,
there had been a history of multiple needle stick injuries from AIDS contaminated needles.
One real danger is that individuals with ARC or who are asymptomatic seropositive are able to
transmit the disease even though they are not ill. Since there may well be many thousands of
such people in the population, everyone must learn to take the precautions necessary to remain
healthy.
SUMMARY
AIDS is a fatal disease. There is reason to fear it. There are reasons to take precautions in
situations, like preschool, where individuals may come in contact with body fluids of children.
However, as more and more is learned about this disease, it is likely that we can take more active
precautions against it. It is possible that changes in sexual behaviors, already widely noted in the
gay community, could begin to slow down the spread of AIDS. Hopefully with increased
research activity in the medical community, this disease will soon no longer be a threat.
AVOIDING SKIN CONTACT WITH BODY FLUIDS
In many instances, unanticipated skin contact with body fluids may occur in situations where
gloves may be immediately unavailable. In these instances, hands and other affected skin areas
of all exposed persons should be routinely washed with soap and water after direct contact has
ceased. Clothing and other non-disposable items that are soaked through with body fluids should
be rinsed and placed in plastic bags. If presoaking is required to remove stains, use gloves to
rinse or soak the items in cold water prior to bagging. Clothing should be sent home for washing
with appropriate direction for laundering. Contaminated disposable items should be handled as
with disposable gloves.
HOW SHOULD SPILLED BODY FLUIDS BE REMOVED FROM THE
ENVIRONMENT?
Most schools have standard procedures already in place for removing body fluids (e.g., vomitus).
These procedures should be reviewed to determine whether appropriate cleaning and disinfecting
steps have been included. Many schools stock sanitary absorbent agents specifically intended for
cleaning body fluid spills. Disposable gloves should be worn when using these agents. The dry
material is applied to the area, left for a few minutes to absorb the fluid and then vacuumed or
swept up. The vacuum bag or sweepings should be disposed of in a plastic bag. Broom and
dustpan should be rinsed in a disinfectant. No special handling is required for vacuuming
equipment.
HANDWASHING PROCEDURES
Proper hand washing requires the use of soap and water, and vigorous washing under a stream of
running water for approximately 10 seconds.
Soap suspends easily removable soil and microorganisms allowing them to be washed off.
Running water is necessary to carry away dirt and debris. Rinse under running water. Use paper
towels to thoroughly dry hands.
DISINFECTANTS
An intermediate level disinfectant should be used to clean surfaces contaminated with body
fluids. Such disinfectants will kill vegetative bacteria, fungi, tubercle bacillus and viruses. The
disinfectant should be registered by the U.S. Environmental Protection Agency (EAP) for use as
a disinfectant in medical facilities and hospitals.
Various classes of disinfectants are listed below. Hypochlorite solution (bleach) is preferred for
objects that may be put in the mouth.
1. Ethyl or isopropyl alcohol (70%)
2. Phenolic germicidal detergent in a 1% aqueous solution (e.g., Lysol*)
3. Sodium Hypochlorite with at least 100 PPM available chlorine (1/2 cup household
bleach in 1 gallon water needs to be freshly prepared each time it is used)
4. Quaternary ammonium germicidal detergent in 2% aqueous solution (e.g., Tri-quart*,
Mytar* or Sage*)
5. Iodophor germicidal detergent with 500 PPM available iodine (e.g., Wascodyna*)
The following guidelines are meant to provide simple and effective precautions against
transmission of disease for all persons, including pregnant women, potentially exposed to the
blood or body fluids of any student. No distinction is made between body fluids from students
with known disease or those from students without symptoms or with an undiagnosed disease.
WHAT SHOULD BE DONE TO AVOID CONTACT WITH BODY FLUIDS?
When possible, direct skin contact with body fluids should be avoided. Disposable gloves
should be available in at least the office of the custodian, nurse or principle. Gloves are
recommended when direct hand contact with body fluids is anticipated. If extensive contact is
made with body fluids, hands should be washed afterwards. Gloves used for this purpose should
be put in a plastic bag or lines trash can, secured and disposed of daily.
The body fluids of all persons should be considered to contain potentially infectious agents
(germs). The term “body fluid” includes: blood, semen, drainage from scrapes and cuts, feces,
urine, vomitus, respiratory secretions and saliva.
TABLE I
TRANSMISSION OF CONERNS IN THE SCHOOL SETTING
BODY BLUID SOURCE OF INFECTIOUS AGENTS
BODY FLUID SOURCE
ORGANISM OF CONCERN
TRANSMISSION
CONCERN
Blood
-cuts/abrasions
-nosebleeds
-menses
-contaminated
needles
Hepatitis B virus
AIDS virus
Cytomegalovirus
Blood stream
inoculation
cuts/abrasions
on hands
Direct blood
stream
*Feces
-incontinence
Salmonella bacteria
Shigella bacteria
Rotavirus
Cytomegalovirus
Respiratory
-secretions
-saliva
-nasal discharge
Mononucleosis virus
Common cold virus
Influenza virus
AIDS virus
Oral inoculation
from contaminated
hands
Bloodstream and oral
inoculation from contaminated hands
Oral inoculation from
contaminated hands
through cuts and
abrasions on hands;
bites
*Vomitus
Gastrointestinal Viruses
Semen
Hepatitis B virus
AIDS virus
Gonorrhea
Oral inoculation from
contaminated hands
Sexual contact
(intercourse)
*Possible transmission of AIDS and Hepatitis B is of little concern form these sources. There is
no evidence at this time to suggest that the AIDS virus is present in these fluids.
SOUTH CENTRAL HEAD START
AIDS POLICY STATEMENT
AIDS
Acquired Immunodeficiency
Syndrome, An illness
caused by HIV which
and allows infections to
make people sick.
HIV Human Immunodefieciency
virus. It is the virus
that causes AIDS. Just
infected does not mean
he/she had aids.
The definition of AIDS in children
A child is given the diagnosis of AIDS when certain symptoms, infections, or problems develop
that mean the HIV infection has progressed to a certain point. The Center for Disease Control
(CDC) has developed certain criteria for AIDS in children. If a child develops these problems or
infections, they are diagnosed as having the syndrome of AIDS. In some cases, the infections
indicate that the immune system is no longer working, such as for Pneumocystis cartinii
pneumonia (PCP), and candida (thrush) infections in the esophagus. In others, the brain and
nervous system are badly affected, such as with progressive encephalopathy. It is important to
know that the definition or criteria of AIDS continues to change, with most recent definitions
dating from 1987, and a revised definition for children expected in 1992. Whether a child has
AIDS is important for agencies tracking the number of children with AIDS and for social service
reasons such as determining whether the child is eligible for various entitlements, including
Supplemental Security Income (SSI). However, for those treating children and assessing their
progress, it is more important to know their exact medical condition and problems, and how their
immune system is functioning than whether or not they have AIDS. Depending on the AIDS
defining problem, children may live for a number of years after receiving an AIDS diagnosis.
The Center for Disease Control (CDC) reported that, as of June 30, 1992, there were 3,8988
children known with AIDS in the United States. Aids is the most severe manifestation of the
Human immundeficiency virus, so the reported number of AIDS cases greatly underestimates the
extent of the HIV epidemic. Experts estimated the total number of children with HIV infection
in the country to be three to six times the number with AIDS or between 10,000 and 20,000.
Reported cases of AIDS have occurred disprotionately among children from United States ethnic
minorities, particularly African-Americans and Hispanics. Although African-Americans
children constitute just 15% of all the nation’s children, they comprise 53% of reported
childhood Aids cases. Hispanic children represent just 10% of all children under 13 in the
country, but they account for 25% of the total number of childhood AIDS cases.
HIV Statistics
In 2005, 430 cases of HIV infection (not AIDS) in children were newly reported.
Of the estimated 6,792 children living with HIV/AIDS in the United States today, 90%
were exposed perinatally (before birth).
In 2005, 93 AIDS cases in children were newly reported.
CDC, HIV/AIDS Surveillance Report 2005, Volume 17
______________________________________________________________________________
For More information concerning HIV refer to www.pedaids.org/AboutPediatricAIDS
POLICY RECOMMENDATIONS
1. Each case will be approached on an individual basis using child’s physician(s) and Head
Start consulting physician(s) assessment as guidance. Decisions on the type of educational
and care setting for HIV infected children should be based on the behavior, neurologic
development, and physical condition of the child and the expected type of interaction with
others in that setting. The child with neurological handicaps who lacks control of his/her
body secretions or who has uncoverable oozing lesions should be handled in a more
restrictive environment than a Head Start program can provide. The child’s physician in
each case must determine whether an infested child is well enough to attend a preschool
Head Start program, and should be able to provide reasons why the Head Start Program
would be more beneficial to the child than another more personalized program which could
better limit the child’s exposure to infections.
2. HIV infected children will be allowed to attend Head Start classroom experiences provided:
a. They have been approved by their physician and the Head Start consulting physician
following discussion of the case as delineated above under #1.
b. They are toilet trained, and have control of their secretions.
c. They have no uncoverable sores or skin eruptions.
d. They do not exhibit evidence of biting behavior.
At any time the above conditions are not met, the child will be excluded from Head Start
classroom experiences until the conditions are met again.
3. Parent will be informed that the child cannot attend class when he is acutely ill and/or has a
fever, cough, or diarrhea. If the child comes to class with these symptoms, he/she will be
temporarily removed.
4. The Center Supervisor will monitor the Head Start Center for diseases such as measles and
chicken pox. The Center Supervisor informs all parents of the presence of these conditions.
The need to remove the child with HIV will be determined by the parents, child’s physician
and the Head Start consulting physician.
5. The Head Start program should be informed of the child’s condition. The Director, Center
Supervisor, Coordinators, specific classroom staff, and specific bus drivers will have
knowledge of the child’s condition. The Executive Director will be informed that a Head
Start child has the HIV infection but no names(s) will be revealed. Staff members breaking
the confidentiality of the client will be terminated.
6. The Health Coordinator will work with the parents and the child’s physician to deal with
issues concerning the child’s attendance.
a. If the child’s condition worsened, Head Start would require the child to be re-evaluated
by his/her physician.
b. Attendance will be monitored monthly by the Family Educator. When a child cannot
attend the Head Start classroom, educational materials and services will be provided to
the family through home visits.
7. The Health Coordinator will assist in problems that may arise, and serve as a liaison with the
child’s physician.
8. Asymptomatic adults infected with HIV may care for children provided that they do not have
seeping skin lesions or conditions that would allow contact with their body fluids. Providing
approval, an employee with known or suspected infectious diseases should be seen by their
private physician for a complete medical evaluation to be submitted to the Head Start
program. Their private physician and the Head Start consulting physician will render a
determination as to whether the employee is capable of performing his current work
schedule.
The determination will consider whether:
The employee’s current work assignment presents possible complications to the
employee’s condition.
The type or degree of infection is any way endangers the health of other employees or
clients in the work place.
The employee’s condition adversely impacts on the work itself to the service of the
program.
On the basis of available data, there is no reason to believe that HIV affected adults will
transmit HIV in the course of their normal Head Start activities.
9. The AIDS information statement shall become part of the AIDS POLICY STATEMENT.
EXPOSURE CONTROL PLAN
The purpose of this written exposure control plan is to ensure that South Central Head Start is in
compliance with the OSHA Bloodborne Pathogen Standard, 1910.1030. The plan will be
maintained at the Central Office in Twin Falls and will be included as an attachment to the
Health Component Plan will be reviewed and updated, at least annually, or whenever new tasks
and procedures affect occupational exposure.
EXPOSURE CONTROL PLAN
A. EXPOSURE DETERMINATION
In the Head Start center, DESIGNATED FIRST-AID RESPONDERS are the Family Educator II
and Bus Drivers, who are considered exposed, or will potentially be exposed, to blood and/or
body fluids. At Central Office the Designated First-Aid Responders will be the Health
Coordinator and another individual who is trained in CPR and first aid.
B. METHODS OR COMPLIANCE
1. Body Substance Isolation
ALL HUMAN BODY FLUIDS WILL BE TREATED AS IF KNOWN TO BE INFECTIOUS
FOR BLOODBORNE PATHOGENS.
2. Engineering and Work Practice Controls
The Head Start centers and Central Office are not health care facilities but are parent and child
centers and an administrative office. Universal precaution will be taken and personal protective
equipment will be available.
On the occasional time away from centers of office where hand-washing facilities are not
available, antiseptic toweletts or antiseptic cleanser with clean paper towels will be provided.
Employees must wash their hands with soap and running water as soon as they can.
If a bee sting kit or an insulin syringe is used, the uncapped syringe should be placed in a needle
container, the container taped shut and taken to the nearest hospital or clinic for disposal.
3. Personal Protective Equipment
The following personal protective equipment will be included in each first aid kit: Disposable
gloves; disposable pocket masks for CPR; goggles, and disposable paper masks.
4. Housekeeping
Everything disposable that is used during first aid or CPR will be placed the red plastic bags
provided. These bags will ONLY be used for contaminated waste and will be disposed of
properly. It is the responsibility of the Health Coordinator in each area to designate where each
center and Central Office disposes of the red bags.
If you need to wash down an area or equipment which has blood or other body fluids on it, use
gloves and household bleach diluted with water, or about 1 cup of bleach to 1 gallon of water
(1:10dilution).
C. INFORMATION AND TRAINING
Information and training will be provided at no cost to the employees designated as first-aid
responder and will be done during regular working hours. Training will be given when an
employee is designated as a first-aid responder plus every year after that.
South Central Head Start Deputy Director will be responsible for securing a qualified trainer and
will keep all centers informed.
THE FOLLOWING LIST MAY BE A USEFUL SOURCE FOR SPEAKERS WHO ARE
QUALIFIED TO PROVIDE INFORMATION AND TRAINING CONCERNING
BLOODBORNE PATHOGENS:
1. BSU SAFETY AND HEALTH
CONSULTATION PROGRAM
1910 UNIVERSITY DRIVE
BOISE, IDAHO 83706-9987
(208) 385-3283
COST:
FREE OF CHARGE
2. AMERICAN RED CROSS
6520 WEST NORWOOD
BOISE, IDAHO 83702
(208) 375-0314
COST:
$24 (approximately)
D. HEPATITIS B VACCINATIONS; POST-EXPOSURE EVALUATION AND
FOLLOW UP
1. Hepatitis B Vaccination
South Central Head Start will make the Hepatitis B Vaccination series available and ensure the
vaccine’s administration to all designated first-aid responders (also referred to as “employee”).
South Central Head Start will focus on the post hepatitis B vaccine, as our facilities are not
considered to be high-risk work places. Post exposure evaluations and follow up will be
available to all employees who have had an exposure incident. The Hepatitis B vaccination and
the post-exposure evaluation and follow up will be provided by South Central Head Start:
a. At no cost to the employee;
b. Made available during the employee’s regular work hours;
c. Performed by or under the supervision of a licensed physician or other licensed health
care professional;
d. Provided according to current recommendations of the U.S.
Each center will designate a hospital or lab and that will be the facility used for all laboratory
tests, which will be provided at no charge to the employees.
The Hepatitis B vaccine will be offered within 10 working days of being designated as a first-aid
responder.
ONLY the employee may accept or decline the Hepatitis B vaccination series.
If the employee (designated first-aid responder) accepts the vaccine, the employee needs to be
evaluated by a physician or qualified health care provider, e.g. the public health nurse, as to
whether or not the Hepatitis B vaccination series is indicated for the employee.
The public health nurse in the locale of the center or the employee’s personal physician will
provide this evaluation. If the need for the hepatitis B vaccine is indicated, the employee will
choose the course of action.
South Central Head Start will obtain a written copy of the opinion and provide the employee
with a copy within 15 days of the evaluation’s completion.
If an employee declines the vaccination series, the employee MUST sign a declination form that
contains mandatory language. The employee may change his/her mind to receive the shots at
any time, and then will go through the acceptance procedure above.
If booster shots are later required by the U.S. Public Health Service, South Central Head Start
will make them available and in accordance with the initial vaccination series.
2. Post-Exposure Evaluation and Follow Up
If a first-aid responder is exposed to blood or body fluids, South Central Head Start will take the
employee to the clinic or hospital nearest the center for a complete medical evaluation and
follow up. South Central Head Start will provide the health care facility with a copy of the
Bloodborne Pathogens rule, 1910.1030; a description of what the exposed; and any medical
records of the exposed employee regarding Hepatitis B vaccine status.
The clinic or hospital will provide us with a written opinion of the evaluation; we will give the
exposed employee a copy of the written opinion within 15 days.
E. RECORD KEEPING
1. Medical Records
South Central will establish and maintain an accurate record for each employee with
occupational exposure. South Central will ensure that the medical records as described above
are KEPT CONFIDENTIAL and ARE NOT DISCLOSED OR REPORTED WITHOUT THE
EMPLOYEE’S EXPRESS WRITTEN CONSENT to any person within or outside the work
place except as required by law.
South Central Head Start will maintain those records for the employee’s duration of employment
PLUS 30 years in accordance with 29 CFR 1910.20. These records will be made available to
OSHA representatives upon request.
2. Transfer of Medical and Exposure Records
If South Central Head Start ceases to do business, we will inform our current employee’s of their
access rights to these records at least 3 months in advance. We will also notify the Director of
the National Institute of Occupational Safety and Health (NIOSH) in writing at least 3 months
prior to disposing our records. If we sell our business to someone else, we will provide the new
owner with all employee medical and exposure records.
HEPATITIS B VACCINATION DECLINATION FORM
DIRECTIONS: Use this form if the designated first-aid responder chooses NOT to receive the
Hepatitis B vaccination series. Maintain the form in your records.
EMPLOYEE NAME____________________________________________________________
SOCIAL SECURITY NUMBER___________________________________________________
I understand that due to my occupational exposure to blood or other potentially infectious
materials I may be at risk of acquiring hepatitis B virus (HBV) infection. I have been given the
opportunity to be vaccinated with hepatitis B vaccine, at no charge to myself. However, I
decline hepatitis B vaccination at this time. I understand that by declining this vaccine, I
continue to be at risk of acquiring hepatitis B, a serious disease. If in the future I continue to
have occupational exposure to blood or other potentially infectious materials and I want to be
vaccinated with hepatitis B vaccine, I can receive the vaccination series at no charge to me.
EMPLOYEE SIGNATURE
______________________________________________________________________________
DATE
HEALTH CARE PROFESSIONAL’S WRITTEN OPINION
FOR HEPATITIS B VACCINATION
DIRECTION: This form needs to be filled out by the health care professional and returned to
the employer when a designated first-aid responder accepts to receive the Hepatitis B vaccination
series. The employer needs to maintain a copy of this form PLUS give the employee a copy
within 15 days.
EMPLOYEE NAME:
_________________________________________________________
SOCIAL SECURITY NUMBER: _________________________________________________
________________Hepatitis B Vaccination IS indicated for this employee; vaccination received.
________________Hepatitis B Vaccination IS indicated for this employee; vaccination not
received.
________________Hepatitis B Vaccination IS NOT indicated for this employee; vaccination
not received.
HEALTH CARE PROVIDER’S SIGNATURE
DATE
POST-EXPOSURE AND FOLLOW UP
(SAMPLE FORM)
DIRECTIONS: This form needs to be filled out if a designated first-aid responder has an
accidental exposure to blood/body fluids. The doctor or other health care professional you send
them to needs a copy of this information and you need to maintain a copy in your records.
EMPLOYEE NAME: _______________________________________________________
SOCIAL SECURITY NUMBER: ______________________________________________
I.
ROUTE(S) OF EXPOSURE:
________________________________________________
________________________________________________________________________
________________________________________________________________________
(Ex: Eyes, break in skin, nose, mouth, skin pierced by sharp object)
II.
CIRCUMSTANCES SURROUNDING THE EVENT (including use of engineering
controls, work practices, personal protective equipment): _________________________
________________________________________________________________________
________________________________________________________________________
(EX: Employee was cut by a saw and severed an artery. The responder went directly
to the aid of the person since he worked nearby, and did not grab the first aid
kit which contained goggles and gloves. The responder started applying pressure
to the severed artery when blood splashed into his eyes; the responder also had
cuts and scratches on his hands.)
III.
EXPOSED EMPLOYEE
BLOOD TAKEN: _____________(Y/N)
DATE TAKEN:__________________
WRITTEN/ORAL CONSENT GIVEN FOR:________HIV TESTING
(circle one or both)
(Y/N)
WRITTEN/ORAL CONSENT GIVEN FOR:________HBV TESTING
(circle one or both)
(Y/N)
BLOOD BEING HELD FOR 90 DAYS, OR UNTIL_________________________.
PENDING EMPLOYEE REQUEST/PERMISSION
IV.
HEALTH CARE PROFESSIONAL
NAME:_____________________________ADDRESS:_______________________
PHONE NUMBER:___________________
MATERIAL PROVIDED TO HEALTH CARE PROFESSIONAL
(Dated provided:____________________)
______
Copy of 1910.1030,Occupational Exposure to Bloodborne Pathogens.
______
Description of exposed employee’s duties as described on page _____.
______
Documentation of route(s) of exposure and surrounding circumstances
(see paragraph I above)
______
All relevant medical records maintained by the employer, including
hepatitis B vaccination status.
WRITTEN OPINION FROM HEALTH CARE PROFESSIONAL
______
Provided written opinion (Y/N)
Dated received:_____________
V.
SOURCE INDIVIDUAL
Name: _____________________________________________________________
BLOOD TAKEN:________________(Y/N)
DATE TAKEN:____________
WRITTEN/ORAL CONSENT GIVEN FOR:_______________HBV TESTING
(Circle one or both)
(Y/N)
WRITTEN/OTHER CONSENT GIVEN FOR:______________HIV TESTING
(Circle one or both)
(Y/N)
RESULTS MADE AVAILABLE TO EXPOSED EMPLOYEE: __________(Y/N)
DATE MADE AVAILABLE:___________________________________________
HEALTH CARE PROFESSIONAL’S WRITTEN OPINION
FOR POST-EXPOSURE EVALUATION AND FOLLOW UP
DIRECTIONS: This form needs to be filled out by the health care professional following
an exposure incident and returned to the employer. The employer needs to maintain a
copy of this form PLUS give the employee a copy with in 15 days.
EMPLOYEE NAME: _____________________________________________________
SOCIAL SECURITY NUMBER:____________________________________________
_________(Y/N)
The employee has been informed of the results of the evaluation.
_________(Y/N)
The employee has been told about any medical conditions resulting
from exposure to blood other potentially infectious materials which
require further evaluation or treatment.
HEALTH PROVIDER’S SIGNATURE
DATE
POLICY & PROCEDURES FOR BITING
STEP I - Immediate Action
1. Comfort the child who was bitten.
2. Assess and clean the wound (soap, water, etc.) using universal precautions.
3. Discipline the child who bit. Use appropriate discipline for this child. See Mental Health Plan
for Aggressive Behavior Policy.
STEP II – Notify Parents Immediately
1. Notify the parent of the child that was bit. Let parent know comfort measures given and how
child is now.
If the bite pierced the skin, there may be risk of contamination from bacteria or viruses in the
mouth. Recommend to the parent that it would be advisable to take the child to their personal
physician. The immediate action taken in cleaning the wound will be very helpful in preventing
infection. A copy of the incident report will accompany the child to the doctor if the parent
chooses to take the child to the doctor.
2. Notify the parent of the child who did the biting. Tell parent the events that lead up to the
incident and discipline measures that were taken after the incident. Ask parent if the child has
had a problem with biting. Contact parent to develop a written plan to help prevent the child
from biting again. The plan needs to be in place prior to the day the child comes to class
again.
3. Give information on biting to both parents.
STEP III - Develop a Plan of Action
The first incident of biting does not require a plan of action meeting, unless the parents request it,
but a meeting will happen if this is a reoccurring problem.
1. The planning meeting will be prior to the day the child is expected in class and shall include
any or all of the following: Parent, FE III, Family Advocate or Home Visitor, Center
Supervisor, Health Coordinator, Children Service Specialist, Disabilities Coordinator, Mental
Health Consultant, or other staff that were involved in the incident and any other person
requested by the parents to attend.
2. The purpose of the planning meeting is to develop a plan to prevent the reoccurrence of the
biting. Consider circumstances that led up to the incident. Consider the needs and concerns of
the child who bit and of the child who got bit. Consider the activity the class was
participating in at the time. What could be done differently?
3. The written plan becomes a part of this document and will be also soaped in the child's file.
4. Evaluate plan in two weeks.
STEP IV – Documentation
1. Document in each child's file the incident, the plan, conversations with parents and any
follow up.
2. Complete the incident report if the bit pierced the skin. A copy of this will accompany the
child to the doctor if the parent chooses to take the child. The original will stay on file in the
center and a copy sent to the Health Coordinator.
STEP V - Follow Up
1. The following day ask the parent of the child who was bit how the child is doing. Explain
that you had a planning meeting and that a plan was made to prevent it from happening
again.
2. After two weeks, the team will meet again to re-evaluate progress. If the behavior is not
decreasing, it will be considered aggressive behavior and the team will follow through with
that policy.
Written Plan of Action:
In signing this agreement, I hereby agree to the plan of action as stated above.
_________________________________________________________________________
Center Supervisor Signature
Date
______________________________________________________________________________
Parent Signature
Date
1304.22(b)(2) – Grantee and delegate agencies must not deny program admission to any child nor exclude any enrolled child
from program participation for a long term period, solely on the basis of his/her health care needs or medication requirements
unless keeping the child in care poses a significant risk to the health or safety of the child or anyone in contact with the child
and the risk cannot be eliminated or reduced to an acceptable level through reasonable modifications in the grantee or
delegate agency policies, practices or procedures or by providing appropriate auxiliary aids which would enable the child to
participate without fundamentally altering the nature of the program.
STRATEGY
A child requiring special health care needs or medication will have
a written individual plan. The plan will include specific procedures
and state which responsible adult will be administering the
medication or special health care need with parents permission

Medication administration form must be filled out and signed
by both the physician and parent. Along with specific
instructions on administrating medication.

A medication log will be kept with date/time/person
administering and route administered (oral, rectal, im, iv)

Specific written instructions from parents and health care
providers on how best to care for the child, in order to protect
his/her health, as well as the health of the other children and
staff.
The privacy (confidentiality) of the affected child/family will be
considered whenever possible.
Also see 1304.22© (1) & (2) Medication administration


* HV – Home Visitor
PERSON(S)
RESPONSIBLE
Child’s HV, FE
III, Center
Supervisor, Health
Coordinator
HV, FE III, Center
Supervisor, Health
Coordinator
HV, FE III, Center
Supervisor, Health
Coordinator
HV, FE III, Center
Supervisor, Health
Coordinator
* FE III – Family Educator III (Lead Teacher)
TIMELINES
Upon knowledge
of necessity
Upon dispensing
of medication
Prior to
dispensing
medication at
Head Start
At all times
SUPPORTING
DOCUMENTATION
Medication
administration form,
medication log, Child
File, SOAP
Medication log
Medication
administration form
* SOAP – Subjective/Objective Assessment Plan
141
1304.22(b)(3) – Grantee and delegate agencies must request that parents inform them of any health or safety needs of the child
that the program may be required to address. Programs must share information, as necessary, with appropriate stuff
regarding accommodations needed in accordance with the program’s confidentiality policy.
STRATEGY
When filling the enrollment application, parents are asked about
specific health and safety needs or concerns of the child
Plans to accommodate a child’s health or safety needs are in place
before services to a child begin or as soon as possible after the need
is identified.
Parents are reassured that disclosing such information is voluntary
and that parents only need to share sufficient information to
accommodate the child.
PERSON(S)
RESPONSIBLE
HV, Center
Supervisor
HV, FE III, Center
Supervisor
FE I, FE II, FE III,
HV, Center
Supervisor, Health
Coordinator
Process to share information (confidentiality) is on a need to know
basis
* HV – Home Visitor
TIMELINES
Upon enrollment
* FE III – Family Educator III (Lead Teacher)
SUPPORTING
DOCUMENTATION
Child enrollment,
Child File
Child File
Upon enrollment
Child File
142
1304.22(c)(1) & (2) – Medication Administration
Grantee and delegate agencies must establish and maintain written procedures regarding the administration, handling and
storage of medication for every child. Grantee and delegate agencies may modify these procedures as necessary to satisfy state
or Tribal Laws, but only where such laws are consistent with Federal Laws.
STRATEGY
(1) Labeling and storing medication under lock and key and
refrigerating if necessary all medications, including those
required for staff and volunteers

PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Center Supervisor,
Health
Coordinator
All medication will be kept locked unless, needing refrigeration.
(2) Designating a trained staff member(s) or school nurse to
administer, handle and store child medications
 The child’s family educator will be the person dispensing
medication
 The child’s family educator will contact a hospice nurse or the
child’s doctor to dispense medication.
 See Diabetic Plan
 See Individual Education Plan
* FE – Family Educator
FE I, FE II, FE III,
Center Supervisor,
Health
Coordinator
* IEP – Individual Education Plan
TIMELINES
At all times
before and after
administrating
medication
At all times
SUPPORTING
DOCUMENTATION
Medication log,
medication
administration form
Medication
administration form
Upon knowledge Medication
that a child needs administration form,
medication while Medical log, Child
at Head Start
File, Medical
individual Education
Plan (IEP)
143
1304.22(c)(3) – Obtaining physicians’ instructions and written parent or guardian authorizations for all medications
administered.
STRATEGY
A medication administration form will be filled out by the child’s
physician.
The form includes:
 Instructions on handling and storing of medication.
 Dosage amount.
 Route administered (oral, topical)
 Time to be given
 Special instructions including adverse reactions
 Parents permission for staff to dispense medication to child
 Name of staff person that will administer medication
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Center Supervisor,
Health
Coordinator
SUPPORTING
TIMELINES
DOCUMENTATION
If child will be
Medication
taking
Administration Form,
medication while Child File
at Head Start
144
SOUTH CENTRAL HEAD START
COLLEGE OF SOUTHERN IDAHO
P.O. Box 1238
Twin Falls, Idaho 83303-1238
Phone: 208-736-0741
Fax: 208-734-3832
TOLL FREE: 1-877-736-0741
E-mail: schs@spro.net
PHYSICIAN’S MEDICATION ORDERS FOR SCHOOL ADMINISTRATION
It is the policy of South Central Head Start to maintain signed orders for each prescription or
non-prescription drug that school personnel are asked to dispense to students during school
hours. This must be renewed each school year. The following form must be completed,
signed, and returned to the child’s school office before any medication can be dispensed.
Child’s Name: _____________________________
Birth Date:________________
Diagnosis (or Reason For Medication):_____________________________________
Physician’s Name:___________________________
Office Phone:_______________
Medication:______________________________________________________________
Route of admission: _______Oral
_____Topical
_____Injection
____Drops
How Often (or Times):
Possible side effects (If significant):
Special Information (i.e., Double-Blind Study)
Physician Signature ______________________________
Date__________________
Parent/Guardian Signature________________________
Date__________________
SOUTH CENTRAL HEAD START
MEDICATION ADMINISTRATION & HANDLING PROCEDURES
All medication, whether over the counter or prescription, is to be kept out of the child’s
reach. All medications which do not require refrigeration should be stored in a cabinet with
locked doors located out of the child’s reach.
Ideally, all medications should be given at home. If medications are to be given during Head
Start/Child Care hours, requirements need to be followed to avoid any legal liability for
mishaps associated with the administration of the medication. These requirements are:
1. Written instructions from parents and/or physicians will detail the name of the drug,
Dosage, time interval the medication is to be taken, proper storage of medication, i.e.,
refrigerate, contraindications for drug usage, i.e., not to be given with milk products,
given on an empty stomach, etc.
2. Written permission will be provided by the parent or legal guardian requesting the
medication be given.
3. Medication will be brought to the center in a container appropriately labeled by a
physician or pharmacist and clearly inscribed with the child’s name.
4. One member of the staff will be designated to handle medication.
5. Non prescription medications will not be given without prior written permission of
parent or legal guardian.
MEDICATION ADMINISTRATION FOR NON-PRESCRIPTION MEDICATION
______________________________
Date
_______________________________
Child’s Name
__________________________________
Parent’s Name
_______________________________
Name of medication
___________
Dosage
________________________________
Storage of medication
__________________________________
Special instructions
________________
Times to be given
I request and give permission for _______________________________________________
Head Start/Child Care Provider
To administer to my child, ____________________________________________________
Child’s Name
Parent/Guardian Signature_____________________________________________
1304.22(c)(4) – maintaining an individual record of all medications dispensed, and reviewing the record regularly with the
child’s parents.
STRATEGY
A medication log will be kept on each child. This log will be kept
close to the medication to include name of drug/date time given,
dose amount given/ name of person dispensing medication any
behavior changes or reactions.
A copy of the log will be put in the child’s file
The medication log should be reviewed with parent monthly and as
necessary
PERSON(S)
RESPONSIBLE
FE Dispensing
medication
FEI, FEII, FEIII
HV, FEII, FEIII,
Center Supervisor,
Health
Coordinator
TIMELINES
Every time
medication is
administered
Monthly
Monthly as
necessary
SUPPORTING
DOCUMENTATION
Medication log
Medication log,
Child’s File
147
1304.22(c)(5) – The medication log should be reviewed by the child’s parents.
PERSON(S)
STRATEGY
RESPONSIBLE
The medication log should be kept with the medication, a copy at
HV, FEII, FEIII,
the end of the month to be placed in the child’s file and reviewed by Center Supervisor,
parents at least once a month
Health
Coordinator
* HV – Home Visitor
* SOAP – Subjective/Objective Assessment Plan
TIMELINES
At the time that
medication is
dispensed
SUPPORTING
DOCUMENTATION
Medication log, SOAP
documentation,
Child’s File
1304.22(c)(6) – Ensuring that appropriate staff members can demonstrate proper techniques for administering, handling and
storing medication, including the use of any necessary equipment to administer medication.
STRATEGY
The child’s family educator, under the guidance of the child’s
physician using the “delegated authority,” properly trained and able
to demonstrate proper administration to the child’s physician or
Registered Nurse, may administer medication with parental
permission.
If the child’s Family Educator is unable to perform the task of
administering medication or the use of equipment, the following
may be delegated to perform the necessary,
 A hospice nurse
 The nurse of the doctor who prescribes medication/treatment
 A parent or grandparent or an adult relative with parental
permission
 FE III or Center Supervisor with parental permission.
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE, FE III, Center
Supervisor, Health
Coordinator
FEI, FE II, FE III,
Center Supervisor,
Health
Coordinator,
Medical provider.
* SOAP – Subjective/Objective Assessment Plan
TIMELINES
Upon knowledge
that a child has
need for this
service
Upon knowledge
that FE is not
able to perform
task
SUPPORTING
DOCUMENTATION
Medication
Administration Form,
SOAP in file, Medical
I.E.P.
Medication
Administration Form,
Medical I.E.P.
148
* IEP – Individual Education Plan
1304.22(d)(1)&(2) – Injury Prevention
Grantee and delegate agencies must: (1) Ensure that staff and volunteers can demonstrate safety practices and (2) Foster
safety awareness among children and parents by incorporating it into child and parent activities.
STRATEGY
Center staff and volunteers will receive monthly safety meetings on
different issues.
 See training directory
Family Educators will present safety lessons in class as well as on
Home Visits
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
Center Supervisor,
Health
Coordinator
FE assigned to
child, Home Visit
TIMELINES
Monthly
At least three (3)
times per year
SUPPORTING
DOCUMENTATION
Training directory,
monthly safety
meetings log
SOAP, Home Visit
form, C.P.E. (child,
parent education)
149
1304.22(e)(1) & (2) – Hygiene - Staff, volunteers and children must wash their hands with soap and running water at least at
the following times.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Staff, volunteers, children wash their hands with soap and running
FE I, FE II, FE III, On going daily
Hand washing
water:
Center Supervisor,
Observation
(i)
After diapering or toilet use
Health
(ii)
Before food preparation, handling, consumption or any
Coordinator
other food-related activity. (setting table)
(iii) Whenever hands are contaminated with blood or other
body fluids.
After handling pets or animals.
Staff and volunteers must wash their hands with soap and running
FE I, FE II, FE III, On going daily
Observation
water:
Center Supervisor,
(i)
Before and after giving medications.
Health
(ii)
Before and after treating or bandaging a wound. (use
Coordinator
gloves if there is blood or blood containing body fluids)
(iii) After assisting a child with toilet use.
(iv)
Before entering the classroom
1304.22(e)(3) – Nonporous gloves must be worn by staff when they are in contact with spills of blood or other visible bloody
bodily fluids.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Gloves are available to staff and volunteers.
All Staff and
On going as
Observation
volunteers
needed
They are not required to be used during routine diapering or wiping
noses unless child has diarrhea or a bloody nose.
150
* FE – Family Educator
1304.22(e)(4) – Spills of bodily fluids (urine, feces, blood, saliva, nasal discharge, eye discharge or any fluid discharge) must be
cleaned and disinfected immediately in keeping with professionally established guidelines standards of Occupational Safety
Health Administration, U.S. Dept. of Labor.
STRATEGY
Any tools and equipment used to clean spills must be cleaned and
disinfected immediately, Other blood-contaminated materials must
be disposed of in a plastic bag with a secure tie.
Using gloves,
 Clean soiled area, then disinfect with a solution of ¼ cup bleach
to one-gallon water mixed daily.
 Dispose of waste and contaminated materials (diapers, rags) in a
plastic bag with a tie.
 Keep cleaning materials away from areas used by children; a
locked closet or under kitchen sink with lock. Not to be left
unattended
* FE – Family Educator
PERSON(S)
RESPONSIBLE
FE I, FE II, FE III,
All staff,
volunteers, Center
Supervisor, Health
Coordinator
TIMELINES
Upon spills of
contaminated
body fluids
At all times
SUPPORTING
DOCUMENTATION
151
1304.22(e)(5) – Grantee and delegate agencies must adopt sanitation and hygiene procedures for diapering that adequately
protect the health and safety of children served by the program and staff. Grantee and delegate agencies must ensure that
staff properly conduct these procedures.
STRATEGY
If a child requires diapering:
 Make certain that the child is safely secured at all times
 Diaper on an elevated non-porous surface used only for
diapering
 Should be close to a water source.
 Use precautions, (gloves, hand washing)
 Properly disinfect area, use ¼ cup bleach and water.
If a child that is potty trained, has an accident:
 Talk to the child in order to calm him.
 Do not make a big deal about it.
 Assist the child, use precautions.
 Document if child has loose stool and review with parents.
 Notify parent about accident.
* FE – Family Educator
PERSON(S)
RESPONSIBLE
Volunteers, All
staff, FE I, FE II,
FE III, Center
Supervisor
Volunteers, All
staff, FE I, FE II,
FE III, Center
Supervisor
* SOAP – Subjective/Objective Assessment Plan
TIMELINES
If child requires
diapering
If child has a
toilet accident
SUPPORTING
DOCUMENTATION
SOAP in child’s file
152
1304.22(f)(1) – First Aid Kits
(1) Readily available, well supplied first aid kits appropriate for the ages served and the program size must be maintained at
each facility and available on outings away from the site. Each kit must be accessible to staff members at all times, but
must be kept out of the reach of children.
STRATEGY
The first aid kit will contain:
 Emergency Blood Spill Kit
 Bandages
 Gauze roller bandages 2”, 3”, 4” sizes
 Sterile gauze pads 4” X 4”
 Scissors
 Tape 1” or 2”
 Safety pins
 Mouth piece barriers
 Cotton balls, triangular bandages
 Tweezers, flashlight
 Blanket, bicarbonate of soda
 Latex or vinyl gloves – to be worn when cleaning wounds,
controlling bleeding or any contact with body fluids
The first aid kept must be kept in a visible and accessible area for
adults but not within children’s reach at the center and one in the
bus.
* HV – Home Visitor
* FE – Family Educator
PERSON(S)
RESPONSIBLE
All staff, FE I,
HV, FE II, FE III,
Center Supervisor
TIMELINES
Whenever center
is in operations
SUPPORTING
DOCUMENTATION
First Aid Kit,
Emergency first aid
plan
153
All staff, FE I, FE
II, FE III, Center
Supervisor, Bus
Driver
When center is
in operation
When bus is in
use.
First Aid Kit
FIRST AID KIT
Emergency Blood Spill Kit
Mouth Piece Barrier
Bandages
Cotton Balls
Gauze roller bandages 2”, 3”, 4” sizes
Triangular Bandages
Sterile gauze pads 4” x 4”
Tweezers
Scissors
Flashlight
Tap 1” or 2”
Blanket
Safety Pins
Bicarbonate of Soda
Latex or Vinyl Gloves:
Gloves should be worn when cleaning wounds, controlling bleeding, or any contact with
body fluid
SOUTH CENTRAL HEAD START
EMERGENCY FIRST AID PLAN





1. Minor cut/scrape: Cleanse with soap and water and apply Band-Aid or sterile gauze.
2. Minor burn: Apply cold water or ice compresses until pain subsides. Do not apply ice
directly on skin. Do not open blisters. If blister breaks, cover the area with sterile gauze.
3. Moderate-server burns:
 If clothing catches fire, smother the flames with a coat, blanket or rug. If no such material
is available, have child lie down while you help to smother the flames.
 Keep child lying down and treat him for shock. Keep him in horizontal position with
head down.
 Do not attempt to remove clothing that sticks to burned area.
 Take child to hospital immediately, keep the child warm but not hot.
4. Moderate-severe bleeding: Apply direct pressure until bleeding stops. Cover wound
with dressing and apply pressure directly with fingers or hand. Raise the bleeding part
higher than the rest of the body, if possible. (i.e., raise a leg)
5. Puncture wound: Cleanse, apply dressing, consult physician about possible tetanus.
6. Bites and stings: Bites and stings could be caused by insects to which the child is
allergic. Such injuries are potentially serious.
 Cleanse wounds thoroughly with soap and water.
 If you know that the sting was made by a bee, wasp or hornet, apply a small amount of
bicarbonate of soda immediately to neutralize the acid—but do not get bicarbonate in the
child’s eyes.
 Rinse with clear water and apply sterile dressing. Ice or ice water compresses give relief
from insect bites and stings.
7. Choking: Immediate attention open airway.
8. Eye injury: cover with sterile dressing and transport to physician.
9. Fractures, Head & Back injuries: Call ambulance. Keep child lying down and cover
with blanket.
10. Poisoning: Know the poison! Contact poison control center, (1-800-632-8000), or call
your local physician, Follow their directions.
11. Nosebleeds:
Most nosebleeds stop in a few minutes. If bleeding persists, however, keep child as quiet as
possible in a sitting position with the head tilted forward.
Adult place hand over child’s, have child apply firm pressure over bleeding nostril against
middle portion of the nose for five minutes. (Use gloves)
Applying an ice pack to the nose may also help stop bleeding. The cold feeling may frighten
some children and make them u uncooperative.
Loosen tight collar or clothing around child’s neck. Keep child quiet for a while. Have child
avoid blowing nose for several hours.
If bleeding persists, consult a doctor.






12. Fainting:
If child feels faint, have him lie flat on the floor. This will prevent falling and possible
injury.
Keep child in flat position, head turned to the side and keep mouth clear.
Loosen tight clothing.
Do not give child anything to ingest or to inhale.
If child does not respond within a short time, medical attention is necessary.
If child has repeated fainting spells, consult a doctor.
SOUTH CENTRAL HEAD START
EMERGENCY NUMBERS
AMBULANCE
____________________________
HOSPITAL
_____________________________
POLICE
_____________________________
HIGHWAY PATROL
_____________________________
FIRE
_____________________________
POISON CONTROL CENTER
______________________________
SOUTH CENTRAL HEAD START
COLLEGE OF SOUTHERN IDAHO
PO Box 1238
Twin Falls, Idaho 83303-1238
Phone: 208-736-0741
Fax: 208-734-3832
E-mail: schs@spro.net
Volunteer Health & Safety Checklist
Date & Initial
Emergency card. (placed with staff’s).
Review of Universal Precautions
Use of the fanny pack.
Review of Emergency procedures from component plan.
TB test if volunteering regularly (1x/week)
Know where First Aide Kit is.
Review the “Emergency Information, “Where to Find”
Review of Exposure Control Plan.
Introduction to Inkind documentation.
Know where all Fire Extinguishers are.
Know where Exit signs are.
____________________________Date
Signature
____________________________
Date if TB test

____________________________Date
Center Supervisor
____________________________
Result of TB test
Volunteer. Includes parent, community people, Green Thumbs and Foster Grandparents
assisting in the center.
SOUTH CENTRAL HEAD START
APPENDIX X
SMOKE FREE POLICY
The Head Start program supports a smoke-free environment to promote a healthy lifestyle
and to prevent disease for participating families and for staff. The Head Start program has
the mission of promoting the healthy development of the children and families it serves.
Head Start will strive to eliminate exposure to tobacco smoke to children, staff and parents.
Information will be provided and/or trainings will be offered to staff and parents regarding
the hazards of smoking and of passive smoking (breathing second hand smoke).
Smoking will be prohibited at all times in all space utilized by the Head Start program.
This includes classrooms, staff offices, kitchens, rest rooms, parent and staff meeting
rooms, hallways, outdoor play area, and vehicles.
During home visits and group socialization activities staff will refrain from smoking while
parents will be encouraged not to smoke when Head Start activities are taking place.
Where Head Start parents are unable to refrain from smoking during Head Start activities,
a private area away from the view of children will be established with private funding.
Where Head Start shares a building with other occupants, Head Start will take steps to
reduce children’s exposure to smoke from other sources in the building, for example, by
modifying ventilation, altering traffic patterns, and/or establishing a “smoke-free zone”
around the Head Start site.
A smoke free environment policy will be posted in all Head Start buildings.
Staff and parents will be provided with information in variety of formats about the smoke
free environment policy.
Head Start centers will develop or utilize resources in their community to offer stop
smoking programs for interested staff and parents.
SOUTH CENTRAL HEAD START
NUTRITION
TABLE OF CONTENTS
Nutrition Philosophy
1304.23
Child Nutrition
a) Identification of Nutritional Needs
1304.23(a)(2)
Family Eat Patterns, Cultural Preferences, Dietary
Requirements.
1304.23(a)(4)
Community Nutritional Issues
1304.23(b)(1)
Nutritional Services
Food Experiences
1304.23(b)(1)(i-iv)
USDA Services
1304.23(b)(3)
Dental
1304.23(b)(4)
Community Agencies
1304.23(c)
Meal Service
1304.23(d)
Family Assistance
1304.23(e)(1)
Food Safety & Sanitation
APPENDICES
APPENDIX I
Management of Overweight Child in Head Start
APPENDIX II
MyPyramid.gov
Portion sizes/calorie intake for children age 3-5
APPENDIX III
Experiences
Using Food to Provide a Variety of Learning
APPENDIX IV
Summary Sheet (Sanitation Laws)
SOUTH CENTRAL HEAD START
NUTRITION PHILOSOPHY
The knowledge of the relationship of nutrition and health to an integrated part of the child’s
every day experiences is one of the program’s goals. Parents, staff and children are provided
with information and experiences to help increase this knowledge. When healthy food practices
become part of the daily flow of events, the basis for development of long-term food habits
begin.
Children in the program are provided with a variety of foods, which not only meet nutritional
standards, but reflect local cultural and ethnic practices.
The menus are planned to use both hot and cold foods, seasonal items and correlate with cultural
education in the classroom.
Classroom activities and meal times are planned to include food experiences that are a part of the
child’s total experience. Opportunities are provided for tasting new foods, for making choices
and for participating in meal preparation.
Foods are modified for children with special dietary needs.
We serve food low in salt and fat, high in vitamins and iron. Foods we serve will be sugar free
or low in sugar to promote good physical and dental health.
Not only do we serve these foods to the children during the school day, but we encourage the use
of these foods at all Head Start functions and share many recipes and ideas with each parent.
1304.23 – Child Nutrition
(a) Identification of nutritional needs. - Staff and families must work together to identify each child's nutritional needs, taking
into account staff and family discussions concerning:
STRATEGY
(1) Any relevant nutrition – related assessment data (height,
weight, hemoglobin/hematocrit) to assess the nutritional needs
of the individual children and their families information will be
obtained and shared
1) Height and weight, hemoglobin or hematocrit will be
obtained
2) Child’s nutritional history obtained with the application
3) Children whose BMI are at/above 95th % or at/below 5th %
will be referred to A) Dietician B) Medical Provider
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
FE III, HV
With in 90 days
BMI Chart
HV, CS
Up on
completion of
Application
3 times a year
Application
FE III
162
BMI Chart
4) 2nd, and 3rd Ht & wt obtained and chart
5) Presence of low hematocrit (<34) or hemoglobin (<11) will
indicate a nutritional problem and appropriate action taken:
a) Consult medical professional for repeat screening and
follow up.
b) Help parent find resources to obtain vitamins with iron.
c) Educate the parent on “anemia” & foods high in iron.
Encourage food with iron in the home.
d) Serve food high in iron at the Head Start Center.
e) Repeat hematocrit/hemoglobin as required by provider.
Health Provider
Physical Exam
HV
CS
HC
CPE, SOAP
* FE – Family Educator
*HV—Home Visitor
* CS—Center Supervisor
* HC—Health Coordinator
* CPE – Child/Parent Education Form
* SOAP – Subjective/Objective Assessment Plan
1304.23 - Child Nutrition
(a) continued
STRATEGY
6) Information will be shared with center staff and placed in
child’s file.
7) Information concerning children with special nutritional
needs will be posted in kitchen with plan of action for cook
to see. This will be posted prior to start of child
participating in meals at the Head Start Center.
PERSON(S)
RESPONSIBLE
FE
FSM
TIMELINES
SUPPORTING
DOCUMENTATION
Child’s File
Special Diet Statement
163
* FE – Family Educator
*FSM—Food Service Manager
1304.23(a)(2) - Information about family eating patterns, including cultural preferences, special dietary requirements for
each child with nutrition-related health problems and the feeding requirements of infants and toddlers and each child with
disabilities
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
To assess family eating habits and special dietary needs,
information will be obtained and shared.
1) Center Supervisor or Family Advocate will help family
Center Supervisor, Upon completion Child Nutrition Needs
complete nutrition assessment and goals.
NC
of application
Assess.
2) Family Educator will observe child’s eating habits during
HV
class.
3) Abnormal eating habits will be documented and assessed.
HV
Plan and action taken.
Upon Need
SOAP
4) Special dietary needs of the children are identified and met at FA, Health
center level, especially the needs of handicapped children.
Coordinator
IEP
This could be done by:
Special Diet
a) Special diet, such as softer foods, food substitutions or
Cook
Statement
additional foods.
HV
Medical IEP
b) Specialized eating utensils.
First week of
c) Food Service Manager is informed of special plan to help HV
class
in carrying out action.
Kitchen Chart
d) Other children informed of special plan to help in
HV
carrying out action.
HV
After first
e) See Appendix I (Management of Overweight Child).
NC
height/weight is SOAP
f) Nutrition consultant informed of special needs and
FE, HC
taken
CPE, IEP
involved in plan for child.
* HV – Home Visitor
* FE – Family Educator
*NC—Nutrition Consultant
*FSM—Food Service Manager
*HC—Health Coordinator
* SOAP – Subjective/Objective Assessment Plan
* IEP – Individual Education Plan
* CPE – Child/Parent Education Form
164
1304.23(a)(4) – Information about major community nutritional issues, as identified through the community assessment or by
the Health Services Advisory Committee or the local health department.
STRATEGY
Information on community problems will be obtained yearly from
these sources:
1) Extension nutrition program
2) WIC, women, infant and child, nutrition program
3) Health & Welfare (food Stamp)
4) Public Health Department
5) Nutrition Consultant
PERSON(S)
RESPONSIBLE
HC
NC
TIMELINES
At the time of
Health Advisory
Meeting
Upon
Notification of
community
nutrition concern
SUPPORTING
DOCUMENTATION
Health Advisory
minutes
Program Newsletter
165
1304.23(b)(1) – Nutritional Service
PERSON(S)
STRATEGY
RESPONSIBLE
Monthly cycle menus will be utilized with input from centers taking NC
special note of the following:
FSM
1) Both hot and cold food used.
2) They meet USDA food requirements of quality and quantity
* USDA – United States Department of Agriculture
*NC—Nutrition Consultant
TIMELINES
Every class day
SUPPORTING
DOCUMENTATION
USDA Reports
Site visit report
*HC—Health Coordinator
1304.23(b)(1) – Nutritional Services. Grantee and delegate agencies must design and implement a nutrition program that
meets the nutritional needs and feeding requirements of each child, including those with special dietary needs and children
with disabilities. Also, the nutrition program must serve a variety of foods, which consider cultural and ethnic preferences
and which broaden the child’s food experience.
STRATEGY
For individual children with special medical or dietary needs,
substitutions can be made in meal patterns if a supporting statement
signed by a recognized medical authority is on file.
Substitution or modifications in the standard meal patterns for
children who are unable to consume program meals due to mental
or physical disabilities that limit one or more mayor life activities.
Children who arrive early, stay late, or simply are hungry may
require an additional snack or meal. If CACFP or other funding
sources will not provide reimbursement, Head Start funds may be
used.
The menu is designed to reflect the children’s cultural background
and to allow all the children to eat an inviting, colorful and
nutritious meal.
Food experiences are used to allow the children to taste different
foods and to learn about where they are grown or where they come
from.
* FE – Family Educator
*CS—Center Supervisor
PERSON(S)
RESPONSIBLE
FE
FSM
NC
TIMELINES
Upon need of
special dietary
need
SUPPORTING
DOCUMENTATION
Special Diet Statement
FE
FSM
NC
FE
FSM
NC
CS
FSM
NC
Upon need of
special dietary
need
If child arrives
early, stays late
or is hungry
Special Diet Statement
Medical IEP
Annually
Menu
FE
Monthly
Lesson Plans
*FSM—Food Service Manager
*NC—Nutrition Consultant
* CACFP – Child & Adult Care Food Program
166
1304.23(b)(1)(i) – Child Nutrition. All Early Head Start and Head Start grantee and delegate agencies must use funds from
USDA food and consumer services, child nutrition programs as the primary source of payment for meal services. Head Start
funds may be used to cover those allowable costs not covered by the USDA.
STRATEGY
The USDA Child and Adult Care Food Program (CACFP) is
the primary source of reimbursement for meals for Head Start
Children
Head Start can claim reimbursement for a daily maximum of
two meals and one snack, or two snacks and one meal, for each
child in attendance.
Children with special medical or dietary needs substitutions can
be made without approval from USDA if a supporting
statement is signed by a recognized medical authority is on file.
Children who require an extra snack (because they are hungry
or arrived early or stayed late). If USDA will not provide
funding, then Head Start funds may be used as a last resort
*FSC—Financial Services Coordinator
* USDA – United States Department of Agriculture
PERSON(S)
RESPONSIBLE
Director
Administrative
Assistant
Director
FSC
Director
Administrative
Assistant
NC
Director
FSC
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
USDA Annual
Agreement
Monthly
Reimbursement
claim form
Upon
Diagnosed Need
Special Diet
Statement
Upon Need
*NC—Nutrition Consultant
* CACFP – Child & Adult Care Food Program
167
1304.23(b)(1)(ii) – Each child in a part-day center-based setting must receive meals and snacks that provide at least 1/3 of the
child’s daily nutritional needs.
STRATEGY
The quantities of food served to children in a part day program
reflect at least 2/3 of the USDA daily nutritional needs.
PERSON(S)
RESPONSIBLE
NC
FSM
HC
1) The child will receive breakfast, snack and lunch or lunch
and snack during each class day.
2) Meals and snack periods are scheduled appropriately.
a) A minimum of 3 hours must elapse from beginning of
Breakfast to beginning of lunch
b) Snacks will be at least 1 ½ hours after lunch or before
dinner.
c) Meal times will be posted in each center in the
classrooms and kitchen.
d) Any changes in meal times will be posted in each center
And notify Central Office.
TIMELINES
Every Class Day
SUPPORTING
DOCUMENTATION
Menu
Production records
Every Class Day
CS
FSM
Classroom Schedules
168
CS
Menu
CS
AA
Monthly
Cycle menus will be utilized with input from centers taking special
note of the following:
1) Both hot and cold food used
Nutrition Consultant
Report
UDSA Reports
NC
FSM
2) They meet USDA food requirements of quality and quantity.
(Three colors and a crunch)
See Appendix II(Child Care Food Program)
*AA—Administrative Assistant
*CS—Center Supervisor
*HC—Health Coordinator
*FSM—Food Service Manager
*NC—Nutrition Consultant
1304.23(b)(1)(v) – For 3 to 5 year olds in center-based setting, the quantities and kinds of food served must conform to
recommended service sizes and minimum standards for meal patterns recommended in the USDA meal pattern or nutrient
standard menu planning requirements outlined in 7CFR parts 210, 220, 226.
STRATEGY
1) Seasonal foods utilized – fresh produce when available and the
use of unsweetened canned fruits.
2) Food reflects local cultural and ethnic practice
PERSON(S)
RESPONSIBLE
FSM
3) Low/No sugar foods & foods low in fat and salt will be served.
CS
FSM
FE
4) Menus will be modified for children with special dietary needs.
NC
TIMELINES
Every Class Day
SUPPORTING
DOCUMENTATION
Menus
Newsletter
5) Children’s allergies posted in kitchen and alternate food used.
6) Menus will be posted in lunchroom, classroom and monthly
newsletter.
HC
FE
FSM
NC
7) Menu will reflect balanced diet in basic food groups, color,
texture and variety of foods.
NC
8) Recipes will accompany menu and be available to parent upon
request.
9) Menus will include non-meat main dishes.
FSM
NC
NC
Kitchen
Menus
Desserts shall be nutritious (sugar free or low in sugar) and promote Medical/Dental
Menu
good dental health. Desert shall be served with the meal.
informal IEP
If sugar foods are served (parent sends treats) they will be served at Medical/Dental
the meals just prior to tooth brushing.
informal IEP
* FE – Family Educator
*FSM—Food Service Manager
*NC—Nutrition Consultant
*HC—Health Coordinator
* IEP – Individual Education Plan
169
1304.23(b)(1)(iii) All children in morning center-based settings who have not received breakfast at the time they arrive at the
Head Start Center must be served a nourishing breakfast.
STRATEGY
Breakfast is generally served to children 30 minutes after arrival.
If a child has not eaten, a small snack may be given until breakfast
is served. (Generally a child will only have to wait 30 minutes)
PERSON(S)
RESPONSIBLE
FSM
FE
NC
FE
FSM
NC
TIMELINES
Every Class Day
SUPPORTING
DOCUMENTATION
Menu Production
sheets
170
* FE – Family Educator
*FSM—Food Service Manager
*NC—Nutrition Consultant
1304.23(b)(1)(vi) Child Nutrition
For 3 – 5 year olds in center based settings or other Head Start group experiences, foods served must be high in nutrients and
low in fat, sugar and salt.
STRATEGY
Everyday meals will be high in nutrients and low in fat sugar and
salt.
 Providing low-fat milk and cheese for children older than two
years of age.
 Reduce salt in cooking
 Avoid adding sugar to cereal Sweeten them by using fresh fruit
 Avoid the placement of additional sugar, salt, butter or
margarine on tables.
*FSM—Food Service Manager
PERSON(S)
RESPONSIBLE
FSM
HC
NC
*NC—Nutrition Consultant
TIMELINES
Every class day
*HC—Health Coordinator
SUPPORTING
DOCUMENTATION
Menu
171
1304.23(b)(3) – Child Nutrition (Dental)
Staff must promote effective dental hygiene among children in conjunction with meals.
STRATEGY
Each child has his or her own tooth brush labeled by name, so tooth
brushes are never shared,
Tooth brushes are stored so they stay clean and open to circulating
air, and so the bristles do not touch any surface.
Children are taught proper tooth brushing technique and children
with disabilities are supported with any needed adaptations.
Staff serve as role models by brushing their teeth after meals
* FE – Family Educator
*CS—Center Supervisor
PERSON(S)
RESPONSIBLE
FE III
TIMELINES
Every class day
SUPPORTING
DOCUMENTATION
Tooth brush
FE III
All The Time
Storage of tooth brush
FE III
FE, FE II, FE III,
CS
HC
Lesson plans
Everyday
*HC—Health Coordinator
Site visit report
172
1304.23(b)(4) – Parents and appropriate community agencies must be involved in planning, implementing and evaluating the
agencies nutritional services.
STRATEGY
Parents participate in Health Advisory Committee (HAC), Policy
Council, and will have the opportunity to be involved in planning,
implementing, and evaluating Nutrition Services
Parents will be surveyed in order to obtain feedback and input on
the menu
* HC—Health Coordinator
*CS—Center Supervisor
PERSON(S)
RESPONSIBLE
HC
CS
HV
HC
CS
HV
TIMELINES
Yearly
At each HAC
meeting
Yearly
SUPPORTING
DOCUMENTATION
HAC Minutes
Menu Survey
*HV—Home Visitor
173
1304.23(c) – Child Nutrition – Meal Service
Grantee and delegate agencies must ensure that nutritional services in center-based setting contribute to the development and
socialization of enrolled children by providing that:
STRATEGY
A variety of foods, which broaden the child’s food and eating
experience, in addition to those that consider cultural and ethnic
preferences, will be served.
1) One new cultural or ethnic food will be introduced each
month. These foods will reflect cultural education in the
class.
PERSON(S)
RESPONSIBLE
FSM, CS, FE
TIMELINES
Once a month
SUPPORTING
DOCUMENTATION
Menus, Lesson plans
FSM, CS, FE
2) One new food (new texture, taste, variety) will be
introduced each month. Children will be encouraged to
taste but not forced to eat.
174
Once a month
Menus, Lesson Plans
3) Needed nutrients will be provided through well planned
meals. (i.e.: foods high in iron)
FSM
FE
As needed
Menus
4) Familiar foods will be introduced in new ways.
a) New preparation method
Hot versus Cold, etc.
FSM
At all times
Menus
*FE – Family Educator
*FSM—Foods Service Manager
*CS—Center Supervisor
1304.23(c) Child Nutrition Meal Service continued
PERSON(S)
RESPONSIBLE
FE
CS
STRATEGY
Food is not used as punishment or reward and children are
encouraged but not forced to try each item.
TIMELINES
Every class day
SUPPORTING
DOCUMENTATION
Posted Lunch Room
Refer to Education Plan
Classroom volunteers will be made aware of this policy. Policy
will be posted in the eating area.
The mealtime and food services will be developed to promote the
physical development of the children.
1) All food will be served in bite size pieces and easy to handle.
See Education Plan.
Lesson Plans
NC
HC
FSM
Site Visit Report
2) Children will be allowed to serve themselves.
3) Child size eating utensils and furniture will be used,
Children’s feet will touch the floor when sitting.
4) Glasses will be 4-6 ounce size.
5) Unbreakable plates and cups will be used.
6) Adequate time is allowed for children to eat.
7) Food experiences will be done 2 times per month.
* FE – Family Educator
*CS—Center Supervisor
*FSM—Food Service Manager
Lesson Plans
*NC—Nutrition Consultant
*HC—Health Coordinator
175
1304.23(c) Child Nutrition continued
STRATEGY
Sufficient time is allowed for each child to eat:
 All children will be allowed time to eat, slow eaters will be
allowed extra time the others clean up and return to
classroom. One adult will stay with those children still
eating.
Children and staff, including volunteers, eat together sharing
the same menu and a socializing experience in a relaxed
atmosphere.
PERSON(S)
RESPONSIBLE
FE
CS
NC
FE, FSM, CS,
NC, HC
Opportunity is provided for the involvement of children in activities FE
related to meal service such as family style service, setting tables
FSM
and scraping own dishes.
CS
HC
Refer to Education Plan
NC
Refer to Appendix III – Using Food to Provide a Variety of
Learning Experiences
Medically – based diets or other dietary requirements are
FE
accommodated.
CS
Discussion between parents, staff, assessments or medical
NC
testing may determine that a child needs a special diet.
HC
 Children with food allergies
 Diabetic (see Diabetic Plan)
 Children on special or restricted diets
* FE – Family Educator
*FSM—Food Service Manager
* CS—Center Supervisor
*HC—Health Coordinator
TIMELINES
Every meal time
Every meal time
SUPPORTING
DOCUMENTATION
Site visit report
Mealtime schedule
Health Coordinator
Site visit reports
176
Upon
Assessment or
notification of
need
*NC—Nutrition Consultant
Medical plan, menu
1304.23(c)(7) – Child Nutrition continued
STRATEGY
(1) The nutrition program will increase the nutrition awareness of
The children. The program will provide opportunity for
children to participate in menu planning and simple food
preparation and selection.
This is done through:
1) Field Trips
PERSON(S)
RESPONSIBLE
FE
CS
HC
2) Tasting experiences
TIMELINES
Monthly
2 –3 times a year
4) Planting and growing foods
2 –3 times a year
5) Reading stories about food
2 –3 times a year
6) Role playing
2 –3 times a year
7) Planning menus
8) One structured nutrition lesson per month will take place in
The classroom
Refer to Education Plan
*CS—Center Supervisor
Lesson Plans
Daily
3) Food preparation
* FE – Family Educator
SUPPORTING
DOCUMENTATION
*HC—Health Coordinator
177
1304.23(d) – Family Assistance with Nutrition
Parent education activities must include opportunities to assist individual families with food preparation and nutritional skills.
STRATEGY
(1) In the home, families will receive nutrition information and
education as required and requested. This will be done
through:
a) Home visits
b) Nutrition assessments and goals
c) Copy of the Head Start menus and recipes
d) Pamphlets
e) Recipes
f) Snack ideas
g) Consumer Education
h) Money management as related to nutrition
i) Home visit by Health Coordinator or Nutrition consultant if
needed.
(2) In the centers, families will receive nutrition education through:
a) Center meetings
b) Center newsletter
c) Posters and pamphlets in classrooms
d) Menus
* FE – Family Educator
*CS—Center Supervisor
*FA—Family Advocate
PERSON(S)
RESPONSIBLE
FA
FSM
FE
NC
CS
TIMELINES
Sept thru
May/June
SUPPORTING
DOCUMENTATION
CPE
As requested
178
CS
Oct. thru
May/June
*FSM—Food Service Manager
Newsletter, Center
Reports
Menus
*NC—Nutrition Consultant
1304.23(e)(1) – Food safety and sanitation . Grantee and delegate agencies must post evidence of compliance will all applicable
Federal, State, Tribal and local food safety and sanitation laws, including those related to the storage, preparation and service
of food and the health of food handlers
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Cooks will receive a physical exam upon employment and then be
Personnel File
Upon
Personnel File
expected to practice wellness and maintain good health.
employment
Cooks will receive a TB Test with follow up as needed upon
CS
Upon
Personnel File
employment and then if leaving the U.S. and within 4-6 weeks after FSM
employment if
returning.
leaving the
country
Volunteers that will be working at the center will need to be tested
CS
Prior to
Volunteer checklist
for Tuberculosis.
FSM
volunteering in
kitchen
 Those volunteering regularly (1Xwk) in the classroom.
 Volunteers in the kitchen.
Anyone entering the kitchen will wear a hair net.
CS
When working
Site Visit report.
Children are not allowed in the kitchen due to safety concerns.
FSM
in the kitchen
Mealtime observation
form
The food facility will have a yearly inspection by the Health
CS
Yearly
Certification posted
Department. Evidence of this inspection will be posted in the
kitchen. All violations will be corrected
Self inspection by Cooks and Center Supervisors will occur
NC
Monthly
Health & Safety
monthly and be monitored by Administrative Assistant.
FSM
Checklist
Inventory completed by Cook and given to Center Supervisor.
FSM
Center
List
Supervisor
Cycle menus will be planned and used. These menus will meet
NC
Yearly
Menus
program guidelines and be reviewed and approved by Nutrition
HC
Consultant.
Purchasing will be done at center level by Center Supervisor and
CS
Weekly
Purchase order,
Cooks and appropriate forms filled out.
procurement card
*FSM—Food Service Manager
*NC—Nutrition Consultant
*HC—Health Coordinator *CS—Center Supervisor
179
1304.23(e)(1) continued
STRATEGY
Food will be stored properly and inspected.
Food will be prepared properly.
Initial site visit will be completed within 30 days of operation in
each USDA agreement year and an additional 2 times as required
by USDA.
Nutrition Consultant will provide regular periodic inspection and
supervision of all kitchen and food handlers
Nutrition Consultant will participate in Health Advisory Committee
and developing nutrition program.
Nutrition Consultant will help provide pre-service and in service
training to staff.
PERSON(S)
RESPONSIBLE
FSM
CS
FSM
CS
AA
AA
TIMELINES
October thru
May
October thru
May
Within 30 days
of program
operation
HC
NC
HC
SUPPORTING
DOCUMENTATION
Observation Report
Site Visit Report
USDA Form
Site Visit Report
HAC Minutes
180
HC
CS
NC
HC
Nutrition Consultant will be available for questions regarding
nutrition services.
Nutrition Consultant will observe meal times in different centers
HC
and consult with center staff if any concerns.
NC
* USDA – United States Department of Agriculture
*CS—Center Supervisor
* USDA AA—Administrative Assistant
*HC—Health Coordinator
Training Log
On Going
Contact
Nutrition Reports
*FSM—Food Service Manager
*NC—Nutrition Consultant
1304.23(e)(1) continued
STRATEGY
Sponsoring organization review form will be maintained at Central
Office.
PERSON(S)
RESPONSIBLE
AA
TIMELINES
SUPPORTING
DOCUMENTATION
Sponsoring
Organization Review
Form
181
SOUTH CENTRAL COMMUNITY HEAD START
MANAGEMENT OF OVERWEIGHT CHILD IN HEAD START
APPENDIX I
NUTRITION
The program should elicit professional help from their local nutrition consultant to provide
instruction to teachers and/or cooks. The following are helpful hints for healthy eating habit.
This was taken from Ellyn Satters book entitled How to Get Your Kids to Eat But Not Too
Much.
1.
Maintain structured meals and snacks.
2.
Teach child to eat slowly and attentively. Make meal times pleasant with conversations
and sharing. Adults model slow and attentive eating.
3.
Keep the caloric density of meals and snacks moderate.
4.
When making feeding decisions, think of the child as an equal. Don’t treat the child
differently because he is overweight.
5.
Encourage exercise.
6.
Help with the child’s self esteem with encouragement.
7.
Counsel with the parents concerning the overweight problem. Encourage and educate the
parents regarding structured meals and snacks, good basic nutrition etc. The nutritionist
may make home visits and give counsel regarding good feeding practices.
8.
Suspected overweight children should be referred to a physician if there is a family
history of thyroid or endocrine problems.
9.
Let parents know that the Nutrition Consultant is available to them. (Refer to Nutrition
Consultant)
SOUTH CENTRAL HEAD START
USING FOOD TO PROVIDE A VARIETY OF LEARNING EXPERIENCES
APPENDIX III
Nutrition
Young children will recognize the beneficial effects of eating wholesome foods through the
study of nutrition. They will learn that the proper foods will give them energy they need to run
and jump, to grow up to be strong and active.
Emotional and Social Development
Creating something good to eat improves one’s self image and self-confidence. Learning the
skills necessary for cooking helps one develop a sense of independence. Working together in
preparing and serving food develops social skills. Sharing foods is a means of communication.
Language Skills
Children will learn to identify and name foods. They will differentiate shapes, sizes and forms of
food. While cooking they will learn such terms as to DISSOLVE powdered milk in water;
SQUEEZE oranges; MELT butter; POP corn; BOIL eggs; KNEAD dough; PEEL an apple, etc.
Science
Children will learn where foods come from-plant, animal or synthetic. They will discover the
effects of temperature and food; the physical properties of food.
Mathematics
Recipe measurements and timing, the dividing of portions and the setting of the table all involve
mathematics.
Art
Children can learn colors and shapes through working with food. Apples are red, yellow or
green. Pumpkins are orange. A carrot slice is a circle. Milk cartons are rectangles. Creative
expression is inspired by different forms of foods.
Social Science
Children can discover much about their own families and ethnic backgrounds through food.
They learn that in some ways people are alike and in other ways different. They discover the
meaning of food in different cultures.
Adapted from Creative Food Experiences for Children, 1980
SOUTH CENTRAL HEAD START
SUMMARY SHEET
APPENDIX IV
1.
Temperature Control: is the one factor most often abused in food handling
which is responsible for more food borne disease than all other factors
combined.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
2.
Cook all foods thoroughly.
Food must be kept either hot or cold. Cold foods must be kept at 40 degrees or
below. Hot foods must be kept at 140 degrees or above. Bacteria grow best
between 40 and 140 degrees.
Do not serve: raw or partially cooked meat, poultry, fish and eggs. This includes
rare or medium rare hamburger, steak or roast, ice cream, egg nog or caesar salad
containing raw eggs.
Cool hot leftover foods to be stored under refrigeration rapidly in flat pans or cool
ice bath. (Do not cool foods at room temperature.)
Refrigerate and freeze foods promptly.
Thaw all meat in the refrigerator.
Pack refrigerator or freezer so air can circulate to cool food quickly.
Keep raw meat separate from cooked or ready-to-eat foods.
Keep utensils and dishes used in handling raw foods separate from serving
utensils and dishes.
Keep tasting spoons separate from stirring spoons.
Personal Hygiene:
A.
B.
C.
D.
E.
F.
G.
H.
Food can become contaminated with bacteria when it comes in contact with
unclean hands, dirty equipment and utensils and through improper storage
practices.
Wash hands frequently,
Wash hands in hot, soapy water for 20 seconds. Dry with a paper towel.
Bandage infected cuts.
Use proper utensils for handling and serving foods.
Do not smoke while preparing foods.
Do not work when ill with diarrhea or when infected cuts are on the hands.
Use latex/vinyl gloves when preparing food that will not be cooked, and when the
person preparing the food has open wounds on his/her hands.
3.
Sanitation:
A.
4.
Proper sanitation of all food contact surfaces and eating utensils will minimize
bacterial transmission to food and customers.
B.
Use sanitizing solution of 1-TBS. chlorine bleach in 1-gallon warm water (75
degrees).
C.
Clean and sanitize meat slicer after each use.
D.
Use an approved cutting board.
E.
Wash and sanitize all food contact surfaces and equipment after each use.
F.
Do not cut raw and cooked products on the same slicer or cutting board.
G.
Procedure for washing dishes and utensils:
1.
Scrape
2.
Pre-rinse
3.
Wash and scrub in hot (120 degrees) soapy water.
4.
Rinse in hot water (120 degrees).
5.
Sanitize by
a.
placing in very hot water (170 degrees) for 30 seconds.
b.
Placing for 1 minute in lukewarm water (75 degrees) with ½
teaspoon chlorine bleach per gallon of water (50 PPM).
6.
Air dry.
7.
May use commercial dishwasher for steps 3 to 6.
Food Sources:
A.
B.
Food from questionable sources can cause illness. Uninspected meat, wild game,
raw milk and home canned foods will not be in the Head Start Centers.
Protect foods from contamination during storage and preparation.
POLICY & PROCEDURES FOR BITING
STEP I - Immediate Action
4. Comfort the child who was bitten.
5. Assess and clean the wound (soap, water, etc.) using universal precautions.
6. Discipline the child who bit. Use appropriate discipline for this child. See Mental Health Plan
for Aggressive Behavior Policy.
STEP II – Notify Parents Immediately
3. Notify the parent of the child that was bit. Let parent know comfort measures given and how
child is now.
If the bite pierced the skin, there may be risk of contamination from bacteria or viruses in the
mouth. Recommend to the parent that it would be advisable to take the child to their personal
physician. The immediate action taken in cleaning the wound will be very helpful in preventing
infection. A copy of the incident report will accompany the child to the doctor if the parent
chooses to take the child to the doctor.
4. Notify the parent of the child who did the biting. Tell parent the events that lead up to the
incident and discipline measures that were taken after the incident. Ask parent if the child has
had a problem with biting. Contact parent to develop a written plan to help prevent the child
from biting again. The plan needs to be in place prior to the day the child comes to class
again.
3. Give information on biting to both parents.
STEP III - Develop a Plan of Action
The first incident of biting does not require a plan of action meeting, unless the parents request it,
but a meeting will happen if this is a reoccurring problem.
3. The planning meeting will be prior to the day the child is expected in class and shall include
any or all of the following: Parent, FE III, Family Advocate or Home Visitor, Center
Supervisor, Health Coordinator, Children Service Specialist, Disabilities Coordinator, Mental
Health Consultant, or other staff that were involved in the incident and any other person
requested by the parents to attend.
4. The purpose of the planning meeting is to develop a plan to prevent the reoccurrence of the
biting. Consider circumstances that led up to the incident. Consider the needs and concerns of
the child who bit and of the child who got bit. Consider the activity the class was participating
in at the time. What could be done differently?
3. The written plan becomes a part of this document and will be also soaped in the child's file.
4. Evaluate plan in two weeks.
STEP IV – Documentation
3. Document in each child's file the incident, the plan, conversations with parents and any follow
up.
4. Complete the incident report if the bit pierced the skin. A copy of this will accompany the
child to the doctor if the parent chooses to take the child. The original will stay on file in the
center and a copy sent to the Health Coordinator.
STEP V - Follow Up
3. The following day ask the parent of the child who was bit how the child is doing. Explain that
you had a planning meeting and that a plan was made to prevent it from happening again.
4. After two weeks, the team will meet again to re-evaluate progress. If the behavior is not
decreasing, it will be considered aggressive behavior and the team will follow through with
that policy.
Written Plan of Action:
In signing this agreement, I hereby agree to the plan of action as stated above.
_________________________________________________________________________
Center Supervisor Signature
Date
______________________________________________________________________________
Parent Signature
Date
Pandemic Flu Policy
There is not Pandemic Flu reported in North America at this time.
In an effort to be prepared and to reduce the opportunity for a pandemic virus to emerge/spread,
South Central Head Start is enforcing its Universal Precautions: hand washing, coughing and
sneezing into a Kleenex, Disinfection of classroom and bathrooms, Daily Health Checks and
strictly enforcing the ill child policy. (See conditions of short term exclusion and admittance.)
1) All children will be checked daily by Family Educators during health checks for signs of
seasonal flu (fever, stomach ache, nausea, and vomiting).
2) If any of the above symptoms are present, the child will be removed from the classroom
and a parent will be called to pick up the child.
3) The child will be allowed to return to school 24 hours after fever, nausea and vomiting has
subsided; or the child has been seen by a physician and the physician has written a note
that the child is well enough to return to class.
Nutrition Guidance
Good health depends on good eating habits. Children do not automatically choose nutritious
foods. Making good food choices is learned and takes time. Food preferences are developed
based on experiencing new or different foods. At Head Start we focus on meals and snacks which
include a variety of foods offered in a warm, supportive setting called “family style”. Children
share in chores, serve themselves, practice good hygiene, socialize and are encouraged to try new
foods.
In Head Start, food is not used as a reward or punishment, nor is one food valued over another. If
a (Head Start prepared) “dessert-like” item is served, it is offered at the same time as all other
foods. Because of CACFP requirements foods served must contribute to 66% to 100%
(depending on FD or PD options) of a child’s daily nutritional needs. Head Start does not include
foods that are highly sweetened like cake, candy, pop or other sweetened drinks, because these
foods contain very few nutrients, which contributes to tooth decay and possible obesity. These
foods do not support the nutritional education efforts of our program.
Also see Holiday/Celebration Activity Policy, Children’s Services—Education Plan
Mealtime Beverage Policy
The mealtime beverage policy is to ensure that staff are role-modeling healthy mealtimes for
children. Milk is provided at every meal service to ensure strong bones as well as supply other
nutritional factors. It is our program’s responsibility to provide children with 66% to 100% of
their daily nutritional needs. If staff are lactose intolerant or allergic to milk, we will supply them
with soy or rice milk in order to accommodate this need, just as we would do for children in the
same situation, according to CACFP policies. Water is available to both staff and children before
or after mealtime.
Philosophy Statement for Mental Health
College of Southern Idaho/South Central Head Start provides an
environment that fosters resiliency with children. The program promotes
growth in attachment, self-control and initiative along with positive
behavior. The Devereux Early Childhood Assessment, Positive
Supports, and Second Step are curriculums and assessments that are used
to plan goals and work with the children and the families.
1304.24(a)(l)(i) – Grantee and delegate agencies must work collaboratively with parents by soliciting information, observation
and concerns about their child’s mental health.
STRATEGY
Training will be conducted in each center annually to prepare staff
to develop trusting relationships with families to encourage
exchange of information.
 Will recruit appropriate presenters.
 Will prepare center, plan and publicize.
And to increase staff knowledge of child development and typical
behaviors.
Will attend and follow through with information.
All parents will be offered trainings and opportunities to meet with
the Mental Health Consultant.
 Will provide information on trainings.
 Will provide Mental Health Consultant schedule.
 MH Consultant schedule will be posted in centers monthly
Classroom activities will be developed to individualize for each
child.
 Will share information so as to develop the best possible
individual plan.
 Will acquire appropriate materials.
* FE – Family Educator
* CS – Center Supervisor
* CSS – Children Service Specialist
PERSON(S)
RESPONSIBLE
Center Supervisor,
Children Services
Specialist
Children Services
Spec.
Center Supervisor
Center Supervisor,
CSS
Support Staff &
FE’s
Center Supervisor,
CSS
CS CSS
Center Super.
Family Educator,
Center Supervisor
Parent & FE
Center Super.
TIMELINES
August, as
needed
When Scheduled
Daily
October
Periodically
throughout the
Year
September
Monthly
Daily
SUPPORTING
DOCUMENTATION
Staff Activity Report
Agenda, Newsletters
Training Log,
Newsletters
Training Log
Training Agenda’s &
Logs, Individual Child
Observation
Sit Log
Center Observations
Lesson Plan, COR,
DECA, Positive
Supports
September
* CPE – Child/Parent Form
* DECA – Devereaux Early Childhood & Assessment
CPE
Site Logs
193
1304.24(a)(l)(i) – Continued
PERSON(S)
RESPONSIBLE
Children Services
Spec., FE III
HV, MHC, CSS
STRATEGY
 Will monitor choice and use of developmentally appropriate
equipment.
Information on mental health issues will be provided to parents.
Will make space available for trainings.
 Materials regularly updated.
 Will be available for conferences.
 Will interview families about suggested training topics.
A training will be held on normal development phases and behavior
which may be challenging so that staff is equipped to discuss issues
with families.
 Will plan training.

Will provide space.
Center Super.
Service Coord.
MHC
FE’s
Children Service
Specialist, Mental
Health Consultant
Children Services
Spec.
Center Super.

Will attend training.
FE’s/HV
* SOAP – Subjective/Objective Assessment Plan
* MHC – Mental Health Consultant
* FE – Family Educator
* HV – Home Visitors* MHO – Mental Health Observations
* CPE—Child/Parent Education Form
TIMELINES
Daily
Home Visits,
MHO
Monthly
Monthly
As Scheduled
August
2 times per year
SUPPORTING
DOCUMENTATION
Classroom Observation
PQA
Newsletters, DECA,
CPE
Site Log
Site Logs, Site Visit
MHC Report SOAP
Parent Interest Sheet
Agenda, Sign-in Sheet,
DECA
October
Activity Report
2 weeks before
training & time
training held.
August
Site Log
Training Log
* DECA – Devereaux Early Childhood Assessment
* CSS – Children Service Specialist
* SC – Service Coordinator
* FE III – Lead Teacher
194
1304.24(a)(1)(ii) – Must work collaboratively with parents by sharing staff observations of child and discussing and
anticipating the child’s behavior and development,
PERSON(S)
RESPONSIBLE
MHC
STRATEGY
1) Observations will be made of all children.

TIMELINES
On-going
Each Month
2) Opportunities for sharing with parents will be planned.
FE’s, FSM, Bus
Driver, Center
Super.
HV, MHC, FE

FE’s, HV
Monthly
FE, FE III
As Situations
Arise
Monthly
Monthly
All staff who have contact with child will make observations,
including:
Will share with parents on home visits.
3) Parent input will be solicited concerning child’s reaction to
stressful situations.
Will discuss possible anticipated behavior on home visit.
 Will inform team members of any specific techniques suggested
by parent.
* MHC – Mental Health Consultant
* FE – Family Educator
* CSS – Children Service Specialist
* HV – Home Visitor
* SOAP – Subjective/Objective Assessment Plan
* FE III – Lead Teacher
FE, HV
FE, HV
2 x yr, On Going
SUPPORTING
DOCUMENTATION
HSFIS, MHO Form,
MH Schedule
CPE’s & SOAP
DECA
DECA, MHO Form,
Parent/Teacher
Conference
CPE’s, Child Goal
Sheet
CPE
Individual Assessment
CPE
SOAP, CPE
* FSM – Food Service Manager
* CS – Center Supervisor
* MHO – Mental Health Observations
* CPE – Child/Parent Form
* DECA – Devereaux Early Childhood Assessment
195
1304.24(a)(1)(iii) – Discussing and identifying with parents appropriate responses to their child’s behaviors.
STRATEGY
1) Training will be held which focus on reactions to stress.
 Access list of possible presenters.

Plan training; time and date.

Invite parents and attend.
PERSON(S)
RESPONSIBLE
Children Services
Specialist, CS
Children Services
Specialist, CS
FE, CS
TIMELINES
September
1 x During
Program Year &
as Needed
As Trainings
Occur
Daily
Daily, As
Needed
2) Educators will model appropriate response to behaviors.
 Proper techniques will be followed.
 High/Scope 6 step approach
 Second Step Calm Down Techniques
 Positive Supports
 FLIPIT strategies
 Anticipate and eliminate potential problems.
FE
FE
FE
Daily

Redirect
FE
Daily

Follow through
FE
Daily

Offer choices
FE
Daily

Corporal punishment will not be used.
FE
Daily
* FE – Family Educator
* CS – Center Supervisor
* DECA – Devereaux Early Childhood Assessment
SUPPORTING
DOCUMENTATION
Monthly Activity
Report
Monthly Activity
Report, Restraining
Procedure
Training Log &
Newsletter
Site Visit Form
Site Visit Form,
Aggressive Behavior
Policy, SOAP, Positive
Supports
Site Visit Form &
DECA, Positive
Supports
Daily Lesson Plan &
Site Visit Form
Daily Lesson Plan &
Site Visit Form
Daily Lesson Plan &
Site Visit Form
SOAP, Classroom
Observation, Site Visit
Form
* SOAP – Subjective/Objective Assessment Plan
196
1304.24(a)(1)[iv) – Discussing how to strengthen nurturing, supportive environments and relationships in the home and at the
program.
STRATEGY
Information will be provided to families on nature/nurture.
 PERM materials will be available.
 Sharing will take place on home visits and at the center.
2) Positive social behavior will encouraged.
PERSON(S)
RESPONSIBLE
HV
FE, SC
FE. HV
FE
TIMELINES
Monthly, HV
Weekly
Weekly
Daily


FE
FE
Daily
Daily
Children will be made comfortable.
Cooperation will be modeled.
* FE – Family Educator
* DECA – Devereaux Early Childhood Assessment
* CPE – Child/Parent Form
* SC – Service Coordinator
* HV – Home Visitor
* PERM – Parent Education Resource Materials
SUPPORTING
DOCUMENTATION
Newsletter, DECA
PERM Order Form
CPE
DECA & Daily Lesson
Plan, Positive Supports
Site Visit Form
Site Visit Form
197
1304.24(a)(1)(v) – Helping parents to better understand mental health issues; and
STRATEGY
Trainings will be provided to acquaint staff and parents with mental
health issues.
 Will plan and execute trainings in requested areas of mental
health.
A list of mental health resources will be available for staff and
families.
PERSON(S)
RESPONSIBLE
CS, CSS
Children Services
Spec. & MHC
HV, Family
Educator

Will develop the resource list.
FSS, OM

Will see that the resource list is available.
Center Super.
TIMELINES
At Least 1 Time
Per Year
At Least 1 Time
Per Year
2 Times Per
Year
By Pre- Service
Training
By Pre-Service
Training
As Scheduled
Conferences with the Mental Health Consultant will be available to
staff and parents.
 Will assist parents in scheduling appointments with Mental
Health Consultant.
MHC, FE
FE, HV
On Scheduled
Days

Center Supervisor,
MHC, CSS
As Needed or
Scheduled

Schedule of Mental Health Consultant will be available as
reference.
Posted each month in centers
* MH – Mental Health Schedule
* FE – Family Educator
* MHC – Mental Health Consultant
* CS – Center Supervisor
* CSS – Children’s Service Specialist
* FSS—Family Services Specialist
SUPPORTING
DOCUMENTATION
Training Log, DECA,
& CPE
Training Log, DECA,
& CPE
Community Resource
Guide, CPE, HV #2
Form
Community Resource
Guide
Community Resource
Guide
Mental Health Report
& CPE
Mental Health
Observation Form,
SOAP
Mental Health
Schedule, Site Visit
Form
* SOAP – Subjective/Objective Assessment Plan
* CPE – Child/Parent Form
* HV – Home Visitor
* HV # 2 – Home Visit # 2 Form
* DECA – Devereaux Early Childhood Assessment
* OM—Operations Manager
198
1304.24(a)(1)(vi) – Supporting parents’ participation in any needed mental health interventions.
PERSON(S)
STRATEGY
RESPONSIBLE
TIMELINES
1) Parents will be encouraged to express mental health needs
FE, HV, FE III
2 X Per Year &
within a trusting relationship.
As Needed
FE,HV
Daily
 Will work on developing a relationship in which parents feel
safe.
2) Mental Health Consultant will be present at center meetings and MHC, CSS, CS
As Requested
trainings to meet parents.
Children Services
Monthly
 Will keep MHC apprised of training and meeting schedules &
Spec. & CS
will see that he is invited to attend.
SUPPORTING
DOCUMENTATION
CPE, DECA
CPE, SOAP
Training Log, Center
Reports
Center Reports
* MHC – Mental Health Consultant
* FE – Family Educator
* FE III – Lead Teacher
* HV—Home Visitor
* CPE – Child/Parent Form
* CSS – Children Service Specialist
* CS – Center Supervisor
* SOAP – Subjective/Objective Assessment Plan
* DECA – Devereaux Early Childhood Assessment
199
1304.24(a)(2) – Grantee and delegate agencies must secure the services of mental health professionals on a schedule of
sufficient frequency to enable the timely and effective identification of and intervention in family and staff concerns about a
child’s mental health; and
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1) The Mental Health Consultant will visit each classroom on an
MHC, CSS
Ongoing
Mental Health
ongoing basis, of sufficient frequency throughout the year.
Observation Form,
Schedule Posted in
each Center
Children Services
Monthly
MHC Schedule in each
 Will develop a schedule of visits.
Spec. & MHC
center & MH
 Schedule will be posted in the centers
Observation Form,
Children Services
Meeting Minutes
2) Children who display challenging behaviors will be reassessed. FE, MHC, &
As Indicated by
Individual MH
Parent
MHC
Observation Form,
Individual FBA
FE, Parent
As Indicated
MH Observation Form
 Will request support.
3) Outside referral will be made if warranted.
MHC
As Indicated
MH Observation Form
Referral Sheet
* MHC – Mental Health Consultant
* FE – Family Educator
* FE III – Lead Teacher
* CPE – Child/Parent Form
* CSS – Children Service Specialist
* DECA – Devereaux Early
* CS – Center Supervisor
* SOAP – Subjective/Objective Assessment Plan
*Childhood Assessment
200
1304.24(a)(3) – Mental health program services must include a regular schedule of on-site mental health consultation involving
the mental health professional, program staff, and parents on how to: 1304.24(a)(3)(i) – Design and implement program
practices responsive to the identified behavioral and mental health concerns of an individual child or group of children;
STRATEGY
1) A developmental appropriate plan will be developed to meet the
needs of the child (children).
 Will share information with staff and request support if
necessary.
PERSON(S)
RESPONSIBLE
FE, FE III, CSS,
MHC, HV
FE III
TIMELINES
2 Times Per
Year
As developed &
as needs are
determined
As Needed or
Requested
2) Training and resources will be available on techniques to use
with challenging behaviors and how to effectively anticipate
and defuse conflict situations.
 Will secure training and resources on behavior management
issues.
CS, FE, CSS,
MHC
Children Services
Specialist & MHC
August
3) Staff and parents will share information and techniques for
assisting specific children.
 Will arrange a group meeting.
FE, Parent

Individual FE,
MHC
As Needs Are
Determined
As needs are
developed
As needed
*
*
*
*
*
Will discuss on a 1 x 1 basis.
CS – Center Supervisor
DECA – Devereaux Early Childhood Assessment
PERM – Parent Education Resource Materials
SOAP – Subjective/Objective Assessment Plan
MHC – Mental Health Consultant
FE III, CS, Parent
*
*
*
*
*
FE – Family Educator
FE III – Lead Teacher
CPE – Child/Parent Form
CSS – Children Service Specialist
HV—Home Visitor
SUPPORTING
DOCUMENTATION
DECA, Mental Health
Plan & Child Goals
Training Log & SOAP
DECA, PERM Tapes
& Requests, Training
Log, Positive Supports
PERM tapes &
requests, Training Log
& List of Topics
CPE, Daily Lesson
Plan, SOAP
Training Log, Center
Meetings, & CPE
CPE, Daily Lesson
Plans, SOAP
201
1304.24(a)(3)(ii) – Promote children’s mental wellness by providing group and individual staff and parent education on mental
health issues;
STRATEGY
1) Families will be asked in which mental health topics they would
like more information.
 Will suggest possible mental health topics and communicate
feed back to Center Supervisor.
2) Mental health topics will be scheduled for trainings and for
center meetings.
 Will gather desired training topics.

Will assist in securing presenters.
3) The Mental Health Consultant will be available so that parents
may talk with him in the center.
 Will post MHC schedule.
 Will be available for informal meetings.
* HV—Home Visitor
* CPE – Child/Parent Form
* SOAP – Subjective/Objective Assessment Form
PERSON(S)
RESPONSIBLE
FE, CS
TIMELINES
As Requested
FE’s, HV
As requested
CS, FE
2 Times Per
Year
At least twice a
year.
As Requested
Center Super.
MHC & Children
Services Spec., CS
FE, MHC, CS
Center Super.
MHC
2 X Per Year, As
Requested
Monthly
After 2 weeks of
class
* FE – Family Educator
* MHC – Mental Health Consultant
* CS – Center Supervisor
SUPPORTING
DOCUMENTATION
CPE & Training Log
CPE’s & Parent
Information Sheet
Training Log
Training Log
Training Log
Training Log, MH
Form, MH Schedule
Classroom Observation
SOAP
202
1304.24(a)(3)(iii) – Assist in providing special help for children with atypical behavior or development; and
STRATEGY
Training is provided in identifying children with atypical behavior.

Recruit trainers and choose locations.

Attend training provided.
PERSON(S)
RESPONSIBLE
MHC, CSS
Children Services
Spec. & MHC
Staff & Parents
Parents are referred to and assisted in accessing mental health
services.
 Make referral (211 or Community Resource Guide)
HV, FE, MHC
 Aid available as needed. (PSR, DD, CA)
The IEP or Mental Health Plan are reviewed and implemented.
FE, HV
Disabilities
Coordinator,
MHC, FE’s, CSS
FE III ,HV, FE’s,
MHC, CSS

Develop or assist with plan. Determine that plan is followed.
* CSS – Children Service Specialist
* FE – Family Educator
* IEP – Individualized Education Plan
* CPE – Child/Parent Form
*PSR – Psycho Social Rehabilitation
MHC,HV, FE
TIMELINES
At Least 1 X Per
Year
At least 1 x a
year
At least 1 x a
year
As Needed
SUPPORTING
DOCUMENTATION
Training Log
Staff Activity Record
& Training Log
Training Log
Referral Form, CPE
After
observation &
request by parent
After Referral
After
Observation
SOAP
CPE
Referral Form
CPE
IEP, Mental Health
Plan
When IEP
meeting is held
IEP or Mental Health
Plan
Daily Lesson Plans
* MHC – Mental Health Consultant
* FE III – Lead Teacher
* SOAP – Subjective Objective Assessment Plan
*DD – Developmental Delay
* HV—Home Visitor
203
1304.24(a)(3)(iv) – Utilize other community mental health resources, as needed.
STRATEGY
1) A list of resources will be available in each center.

Will review existing resources and assist Center Supervisor in
updating.
2) Families will be referred to mental health services as indicated.
 Will make recommendations.
 Will assist family in follow up.
* MHC – Mental Health Consultant
* CPE – Child/Parent Form
* PERM – Parent Education Resource Materials
* HV—Home Visitor
PERSON(S)
RESPONSIBLE
CS, FE, CSS, OM
MHC, Community
Service Specialist
FE, HV
MHC
FE, HV
TIMELINES
Ongoing
August
On Home Visits
As Needed
On Home Visits
* FE – Family Educator
* CS – Center Supervisor
* CSS – Community Service Specialist
*Operation Manager
SUPPORTING
DOCUMENTATION
Community Resource
Guide, PERM
Site Log
Activity Report
Referral Form, CPE
MH Observation Form
CPE – Referral Form
204
SOUTH CENTRAL HEAD START
AGGRESSIVE BEHAVIOR POLICY
Definition: Aggressive Behavior is any act that hurts others, themselves, or destroys property.
Discipline is any attempt by an adult to intervene for the benefit of the child, classroom and
family.
In order to have no or few situations of aggressive behavior, the educators must first consider the
following principles of discipline:
1. Tell children what they CAN do, rather than what they can’t do. Focus on the do’s
instead of the don’ts.
2. Protect and preserve the children’s feelings that they are loveable and capable.
3. Offer children choices only when you are willing to abide by their decisions.
4. Change the environment/schedule (including any adult behaviors) instead of focusing
only on the child’s behavior when possible. (Refer also to the FEIII Functional Behavior
Assessment).
5. Give children safe limits they can understand. Recognize their feelings without accepting
their actions. Maintain your authority calmly and consistently.
6. Set a good example. Speak and act only in the ways you want the children to speak and
act.
7. Frequently acknowledge the child’s acceptable behavior.
8. Work with the children. Be sure your actions are not setting them up.
9. Follow the High/Scope 6 step problem solving approach to conflict, the Second Step
curriculum, DECA (FLIP IT) curriculum, and Positive Supports training.
If unacceptable behaviors are displayed, the sequence below will be followed.
Speak to the child one on one, calmly and quietly. Walk the child through the Second Step
calming down steps then the High/Scope 6 step problem solving approach. Second Step
Approach-Take 3 deep breaths, count to 5, and say “calm down” to yourself. High/Scope 6
steps-1. Approach calmly, stopping any hurtful actions. 2. Acknowledge children’s feelings. 3.
Gather information. 4. Restate the problem. 5. Ask for ideas for solutions and choose one
together. 6. Give follow-up support as needed.
Ask them what they should be doing at that moment. Redirect. (One Technique would be to
ignore the child.)
If behavior occurs frequently, staff and parents must meet to devise a plan for both class and
home. FE3 or Ed Specialist should observe child to see if a pattern of antecedents are
triggering the behavior or a particular consequence is motivating the child. Change the
environment, if possible (i.e.: Room arrangement, adaptations in schedule, etc.).
Meetings will occur weekly for discussion and evaluation.
Observation/consultation by the Mental Health Consultant will be a part of the plan. Consultant
will have ongoing input.
PSR worker will be assigned to child if they are over 4 years of age and if behavior is frequent
and child is hurting others, themselves, or damaging property.
Restraining is acceptable if it is the only means to ensure the safety of other children and adults,
as well as the subject child.
All staff must work in concert to follow the plan.
Throughout the process, all available resources inside and outside the classroom should be
utilized.
Restraining Procedure
December 2007
When to restrain takes keen judgment and careful procedure. The obvious times restraining
would be used is when a child is hurting himself, hurting others, or destroying property.
When restraining a child, follow this procedure:
1. Place the child in front of you. Cross his/her arms and hold the wrists lightly so the hand
will not slip through. Don not squeeze the wrists. This can be done while the child is
standing when necessary, but you should find a chair or sit on the floor behind the child
as soon as you can.
2. Gently hold the child next to you from behind or from the back of a chair with his/her
arms crossed.
3. Tell the child why you are doing this, once or at the most two times and he/she has a
choice to set by him/herself or you will continue to hold him/her.
4. Repeat, if necessary, one more time, then if the child is continuing to struggle, declare
they made the choice and continue to restrain.
5. As the child settles down, give them the choice again. The child should sit there one
more minute, on his/her own, without restraint and then return to the class activity.
Check to see if there are any physical needs that need to be met (i.e.: bathroom, drink of
water, wash hands/face, etc.) before returning to class.
6. ALWAYS BE PREPARED FOR A HEAD BUTT! Keep your head and chest as far
away from the child’s head as you can, and be ready to move quickly if you see the
child’s head move forward.
7. There is no need to say any more about the incident to the child. The parent should be
told what happened and the incident recorded in the child’s file. If the behavior
concerned repeats again, notify the Mental Health Consultant.
8. Notify parents that a restraining plan is in place.
POLICY & PROCEDURES FOR BITING
STEP I - Immediate Action
7. Comfort the child who was bitten.
8. Assess and clean the wound (soap, water, etc.) using universal precautions.
9. Discipline the child who bit. Use appropriate discipline for this child. See Mental Health Plan
for Aggressive Behavior Policy.
STEP II – Notify Parents Immediately
5. Notify the parent of the child that was bit. Let parent know comfort measures given and how
child is now.
If the bite pierced the skin, there may be risk of contamination from bacteria or viruses in the
mouth. Recommend to the parent that it would be advisable to take the child to their personal
physician. The immediate action taken in cleaning the wound will be very helpful in preventing
infection. A copy of the incident report will accompany the child to the doctor if the parent
chooses to take the child to the doctor.
6. Notify the parent of the child who did the biting. Tell parent the events that lead up to the
incident and discipline measures that were taken after the incident. Ask parent if the child has
had a problem with biting. Contact parent to develop a written plan to help prevent the child
from biting again. The plan needs to be in place prior to the day the child comes to class
again.
3. Give information on biting to both parents.
STEP III - Develop a Plan of Action
The first incident of biting does not require a plan of action meeting, unless the parents request it,
but a meeting will happen if this is a reoccurring problem.
5. The planning meeting will be prior to the day the child is expected in class and shall include
any or all of the following: Parent, FE III, Family Advocate or Home Visitor, Center
Supervisor, Health Coordinator, Children Service Specialist, Disabilities Coordinator, Mental
Health Consultant, or other staff that were involved in the incident and any other person
requested by the parents to attend.
6. The purpose of the planning meeting is to develop a plan to prevent the reoccurrence of the
biting. Consider circumstances that led up to the incident. Consider the needs and concerns of
the child who bit and of the child who got bit. Consider the activity the class was
participating in at the time. What could be done differently?
3. The written plan becomes a part of this document and will be also soaped in the child's file.
4. Evaluate plan in two weeks.
STEP IV – Documentation
5. Document in each child's file the incident, the plan, conversations with parents and any
follow up.
6. Complete the incident report if the bit pierced the skin. A copy of this will accompany the
child to the doctor if the parent chooses to take the child. The original will stay on file in the
center and a copy sent to the Health Coordinator.
STEP V - Follow Up
5. The following day ask the parent of the child who was bit how the child is doing. Explain
that you had a planning meeting and that a plan was made to prevent it from happening
again.
6. After two weeks, the team will meet again to re-evaluate progress. If the behavior is not
decreasing, it will be considered aggressive behavior and the team will follow through with
that policy.
Written Plan of Action:
In signing this agreement, I hereby agree to the plan of action as stated above.
_________________________________________________________________________
Center Supervisor Signature
Date
______________________________________________________________________________
Parent Signature
Date
Functional Assessment Interview Form – FE III
Interviewer(s) _______________________________________
Date(s) _______________
Student(s) __________________________________________________________________
Respondent(s) ____________________________________ Title ______________________
1. Describe the behavior of concern.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How often does the behavior occur?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How long does it last?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How intense is the behavior?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What is happening when the behavior occurs?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. When/where is the behavior most/least likely to occur?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. With whom is the behavior mort/least likely to occur?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. What conditions are most likely to precipitate (“set-off”) the behavior?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. How can you tell the behavior is about to start?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. What behavior usually happens after the behavior? Describe what happens
according to adult(s), peers, and student responses.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. What is the likely function (intent) of the behavior; that is, why do you think the
student behaves this way? What does the student get or avoid?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. What behavior(s) might serve the same function (see question 9) for the student
that is appropriate within the social/environmental context?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11. What other information might contribute to creating an effective intervention plan
(e.g., under what conditions does the behavior not occur)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
12. Who should be involved in planning and implementing the intervention plan?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
13. When does the child do well? What parts of the day?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
14. What interventions have your tried?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
G:Forms/Children/Functional Assessment Interview form FEIII
FAMILY SERVICE PHILOSOPHY
We believe all families have strengths and the best way to enhance a
child’s development is to build on their parents’ strengths.
Parent involvement is individualized for each family, by providing
opportunities, information, and encouragement to be an active part of the
Head Start experience.
Parents are the primary educators of their children. South Central Head
Start believes that by providing opportunities for family growth in
education, social services, and health parents will learn new skills and
strategies to meet the ongoing health, nutritional, social and educational
needs of their family.
1304.40(a)(1) – Family goal setting – Grantee and delegate agencies must engage in a process of collaborative partnershipbuilding with parents to establish mutual trust and to identify family goals, strengths, and necessary services and other
supports. This process must be initiated as early after enrollment as possible and it must take into consideration each family’s
readiness and willingness to participate in the process.
STRATEGY
1) Review and determine immediate services identified by family
during the application process and provide referrals to family.
2) Review enrollment form of resources and circumstances on 2nd
home visit. Also fill in community resource page in parent
calendar.
PERSON(S)
RESPONSIBLE
Center Super
or Home Visitor
Orientation HV
#2
3) Parents will complete Parent Interest Sheets indicating their
interests.
4) Family mapping will be completed with family to identify
strengths and supports. Mapping will also identify services
needed.
Home Visitor
5) Parents will complete PAT & PIP indicating their areas of
interests and goal set.
Home Visitor
* HV - Home Visitor
* OHV -- Orientation Home Visit
* FPA - Family Partnership Agreement
TIMELINES
At time of
application
Parent
Home Visitor
Orientation HV
#1
Within 12
Weeks of
Enrollment, HV
#4
Within 12
Weeks of
Enrollment, HV
#4
* CPE - Child- Parent Education Form
* FSS - Family Service Specialist
* PERM – Parent Education Resource Materials
SUPPORTING
DOCUMENTATION
Referral form
Child/Parent education
form/(CPE)
Referral Forms
Child File
Mapping form
Parent assessment tool
(PAT) & Parent
Individual Plan (PIP)
214
1304.40(a)(2) – Family goal setting – As part of this ongoing partnership, grantee and delegate agencies must offer parents
opportunities to develop and implement individualized Family Partnership Agreements that describe family goals,
responsibilities, timetables and strategies for achieving these goals as well as progress in achieving them. In home-based
program options, this agreement must include the above information as well as the specific roles of parents in home visits and
group socialization activities (see 45CFR 1306.33(b)).
STRATEGY
Parent will complete the Family Partnership Agreement (FPA)
during Home visit and will set goals and begin tasks (activities)
toward completing the goals.
Review of parent goals on a regular basis will occur on Home
Visits.
FPA will be reviewed at family staffings for progress.
PERSON(S)
RESPONSIBLE
Parent
Home Visitor
Home Visitor,
Parent
Center Super.
Home Visitor
FPA will be reviewed by Center Supervisor for technical assistance. Center Super.
TIMELINES
As early as
possible after
enrollment,
HV #5
Monthly
November &
February
At Family
Staffings
NovemberFebruary
SUPPORTING
DOCUMENTATION
FPA form
CPE
Individual Family
Tracking Forms, FPA
Child File, FPA
215
1304.40(a)(3) – Family goal setting – To avoid duplication of effort, or conflict with, any preexisting family plans developed
between other programs and the Early Head Start or Head Start family, the Family Partnership Agreement must take into
account, and build upon as appropriate, information obtained from the family and other community agencies concerning
preexisting family plans. Grantee and delegate agencies must coordinate, to the extend possible, with families and other
agencies must coordinate, to the extend possible, with families and other agencies to support the accomplishment of goals in
the preexisting plans
STRATEGY
Inquire if family has pre-existing goals when completing Family
Partnership Agreement.
The Family Advocate/Home Visitor and Parent will include any
pre-existing goals from other agencies into FPA.
Review FPA for pre-existing goals and collaboration with
community agencies.
PERSON(S)
RESPONSIBLE
Home Visitor
Home Visitor,
Parent
Center Super.
TIMELINES
As early as
possible after
enrollment, HV
#5
As early as
possible after
enrollment, HV
#5
Family Staffings
NovemberFebruary
SUPPORTING
DOCUMENTATION
FPA
FPA
216
FPA
Child File
1304.40(a)(4) – Family goal setting – A variety of opportunities must be created by grantee and delegate agencies for
interaction with parents throughout the year.
STRATEGY
Provide training in the areas indicated in Parent Interest Sheets,
PAT & PIP
PERSON(S)
RESPONSIBLE
Center Super.
Home Visitor
TIMELINES
Monthly Center
Trainings, All
Staff, HV
Monthly
Set up trainings and workshops as per interests indicated on Parent
Interest Sheets and requested by parents.
Inform parents about activities and opportunities available through
the center at orientation and ongoing through the year and on home
visits.
Arrange parent orientation to provide information about specific
roles, activities and component functions.
Identify parents interested in participation in the committees.
Center Super.
Inform parents about the date for elected positions: Policy Council,
HAC, Center Committee, Advisory Boards.
Center Super.
Home Visitor
Meet with Center Committee to discuss workshops, interest and
plan for Center Committee, provide supportive services, child care
and transportation.
Develop training plan to include topics identified by parent interest.
Center Super.
Home Visitor
Center Super.
Monthly
Implement, plan, complete evaluation of training and revise as
needed.
Inform all parents about activities provided through Head Start.
Center Super.
As Identified
All Center Staff
Home Visitor.
Center Super.
Monthly
Center Super.
Home Visitor
Monthly
Center Super.
Home Visitor
Home Visitor
Orientation HV
st
1 Month of
enrollment
OHV #2 &
1st Center
Newsletter
Monthly
SUPPORTING
DOCUMENTATION
Minutes, Training
Calendar, CPE’s &
PERM Materials
Training Calendar
Center Committee Book
Newsletters
CPE’s
Center Calendar
CPE 1&2
Minutes & Parent
Interest Sheets
CPE’s
Newsletter
Minutes
Training Plan
Center Committee Book
Training Plan
Center Committee Book
Newsletter, CPE’s &
Calendar/Handbook
217
1304.40(a)(5) – Family goal setting – Meetings and interactions with families must be respectful of each family’s diversity and
cultural and ethnic background.
STRATEGY
Assess parent training needs.
Interpreters will be available to meet needs of families during
meetings.
Provide or arrange for training to meet identified needs.
Parent Calendar/Handbook will be available in both English and
Spanish.
Menus, newsletters, bulletins, etc. will go out to families in Spanish
when appropriate.
Classroom and Center bulletin boards for parents and staff will be
representative of cultural makeup of center.
Program newsletters will go out to all parents quarterly and
represent cultures of program.
PERSON(S)
RESPONSIBLE
Center Super, &
Home Visitor
TIMELINES
Monthly
Center Super
As Identified
Center Super.
Home Visitor
Specialist
As Identified
Center Super.
All Staff
Center Super.
Monthly
FS Specialist
Sept., Dec.,
March & July
August
Monthly
SUPPORTING
DOCUMENTATION
Parent Interest Survey &
Center
Committee
Minutes
Minutes, Center
Committee Book
Calendar/Handbook
Menus
Newsletters
Center Observation
form
Newsletters
218
1304.40(b)(1)(i) – Accessing community services and resources – Grantee and delegate agencies must work collaboratively
with all participation parents to identify and continual access, either directly or through referrals, services and resources that
are responsive to each family’s interests and goals, including: Emergency or crisis assistance in areas such as food, housing,
clothing, transportation.
STRATEGY
Review at enrollment adequacy of resources and circumstances and
make referrals.
Complete community resource page in calendar for each family
enrolled. Discuss needs and resources with parents. Make
referrals.
Staff will have a current resource list and will be aware of the
resources within their community.
Center Supervisor & FA, HV will be resource people for staff and
community folks.
Staff will follow the guidelines for referrals. (If it is a family need –
provide a referral).
Community resources shall be utilized as needs arise.
Send out Comprehensive Community Assessment (CCA) survey to
parents for input. Return to Family Service Specialist for
evaluation of results.
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
2 HV
SUPPORTING
DOCUMENTATION
Referral & CPE
Home Visitor
OHV & 2 HV
Referral & CPE
Center Super.
Family Specialist
Center Super.
Home Visitor
At Pre-Service
Center Sup.,
Home Visitor
Center Sup. HV
Specialist
Home Visitor
Center Super.
Community Resource
Book
When Indicated
Community Interest
Sheet, Calendars &
Referrals
As Needed
Referral Sheets
CPE
As Needed Referral & CPE
Feb. - April
Comprehensive
Community
Assessment, Parent
Survey
219
1304.40(b)(1)(ii) – Accessing community services and resources – Grantee and delegate agencies must work collaboratively
with all participation parents to identify and continual access, either directly or through referrals, services and resources that
are responsive to each family’s interests and goals, including: Education and other appropriate interventions, including
opportunities for parents to participate in counseling programs to receive information on mental health issues that place
families at risks, such as substance abuse, child abuse and neglect, and domestic violence.
STRATEGY
Family Service Specialist and Operations Manager will work with
the community agencies to see that programs are available to meet
the needs of the parents.
Notices will be sent to local agencies to facilitate their involvement
in the Head Start program.
Staff will attend local Service Provider Group meetings.
Participation to access services and respond to needed services for
Head Start families.
Mental Health Consultant will be available on an individual or
group basis to consult with parents.
PERSON(S)
RESPONSIBLE
Operations
Manager & Family
Service Specialist
Family Service
Specialist, Center
Super.
Center Super.
Specialists
MHC
Center Super.
TIMELINES
On going
Advisory
Meeting, Health
Fairs
On going
SUPPORTING
DOCUMENTATION
Staff Activity Report
Mail Log
Contact Sheet
Staff Activity Report
220
As Identified
Contract
Child File
IDAHO
Idaho Code § 16-1619(a) (Supp. 1998)
INDIVIDUAL RESPONSIBILITY
Any mandated reporter having reason to believe that a child under the age of 18 years has been
abused, abandoned or neglected or who observes the child being subjected to conditions or
circumstances which would reasonably result in abuse, abandonment or neglect, shall report or
cause to be reported within 24 hours such conditions or circumstances to the proper law
enforcement agency or the Department of Health and Welfare.
PROFESSIONAL RESPONSIBILITY
The Department of Health and Welfare shall be informed by law enforcement of any report made
directly to it.
When the attendance of a physician, resident, intern, nurse, day care worker, or social worker is
pursuant to the performance of services as a member of the staff of a hospital or similar
institution, he shall notify the person in charge of the institution or his designated delegate who
shall make the necessary reports.
1304.40(b)(1)(iii) – Access community services and resources – Grantee and delegate agencies must work collaboratively with
all participation parents to identify and continual access, either directly or through referrals, services and resources that are
responsive to each family’s interests and goals, including: Opportunities for continuing education and employment training
and other employment services through formal and informal networks in the community.
STRATEGY
Parents will be provided with local resources to continue their
education and job skills.
Head Start sites will collaborate with the Dept. of Health & Welfare
as a work site for TANF participants.
Head Start sites will provide a computer at each center for parents
to enhance skills.
All Head Start sites will have a computer with internet available to
parents to assist in job search.
Community Resource book will include job and education
information.
PERSON(S)
RESPONSIBLE
Home Visitors
TIMELINES
On going
Center Super.
On going
SUPPORTING
DOCUMENTATION
CPE – Referral
Community Resources
Book
Agreement
Center Super.
Network Coor.
Center Super.
Network Coor.
Family Services
Specialist
On going
Center Observation
On going
Center Observation
On going
Community Resource
Book
222
1304.40(b)(2) – Accessing community services and resources – Grantee and delegate agencies must follow-up with each family
to determine whether the kind, quality, and timelines of the services received through referrals met the families’ expectations
and circumstances.
STRATEGY
Review referrals given to family.
Staff will review outcome of family referrals at Family Staffings
Review referrals on a regular basis for delivery of services.
Provide technical assistance to Home Visitors on referrals
PERSON(S)
RESPONSIBLE
Home Visitor
Center Super.
Home Visitor
Center Super.
FSS
TIMELINES
Next HV or next
day when
appropriate.
November &
February
On going
On going
SUPPORTING
DOCUMENTATION
CPE
Family Educator
Tracking Sheet
Referral Forms
Family Tracking
HSFIS
Tracking Form
Referral Forms
223
1304.40(d)(1) – Parent involvement – general – In addition to involving parents in program policy-making and operations (see
CFR 1304.50), grantee and delegate agencies must provide parent involvement and education activities that are responsive to
the ongoing and expressed needs of the parents, both as individuals and as members of a group. Other community agencies
should be encouraged to assist in the planning and implementations of such programs.
Parent training plan schedule for training.
PERSON(S)
RESPONSIBLE
Center Super.
Home Visitors
Center Super.
Home Visitors
Center Super.
Advisory boards will provide input into planning of services.
Specialist
STRATEGY
Review Parent Interest Sheets and arrange training.
Review FPA and arrange training.
Advisory boards will have representation from each Head Start
Center of both parents and staff.
Center Super.
Specialist
TIMELINES
On going
On going
On going
2 x year
Fall & Spring
Fall & Spring
SUPPORTING
DOCUMENTATION
Parent Interest Sheet
FPA, CPE & Center
Trainings
Center Committee
Book
Meeting Minutes
224
Advisory Board
Membership
1304.40(d)(2) – Parent involvement – general – Early Head Start and Head Start settings must be open to parents during all
program hours. Parents must be welcomed as visitors and encouraged to observe children as often as possible and to
participate with children in group activities. The participation of parents in any program activity must be voluntary, and
must not be required as a condition of the child’s enrollment.
STRATEGY
At orientation parents will be informed of open door policy and
encouraged to participate as often as possible.
 Orientation Home Visit #1 will be part of the application
and acceptance process.
Inform parents of opportunities for involvement and volunteering at
Head Start.
Parents will be informed of field trips and program events.
Newsletters will provide parents with information about events,
meetings and opportunities to participate.
PERSON(S)
RESPONSIBLE
Center Super.
Center Super.
HV
HV
Center Super.
TIMELINES
OHV #1, Parent
Orientation
SUPPORTING
DOCUMENTATION
Orientation HV #1
form
Orientation
OHV 1 & 2
Monthly
Monthly
Parent Interest sheet,
CPE, Newsletters
CPE, Newsletters
Newsletter
225
1304.40(d)(3) – Parent involvement – general – Grantee and delegate agencies must provide parents with opportunities to
participate in the program as employees or volunteers (see 45 CFR 1304.52(b)(3) for additional requirements about hiring
parents).
PERSON(S)
STRATEGY
RESPONSIBLE
Inform parents about opportunities as paid employees, volunteers or All Staff
observers. Inform staff about parents who are interested in
Center Super.,
volunteering.
Coordinate with the Family Advocates, Home Visitor about
Center Super.,
recruiting parent volunteers in the classroom.
FE III
Record parent volunteer hours on in-kind sheets for parent
All Staff.,
involvement activities.
Home Visitors
Inform parents of job openings in the center.
Home Visitors,
Center Super.
Insure recognition of volunteers.
Center Super.
Plan special day for all parents to join in the classroom.
Inform parents of the need for parents to be on standing committees
and work with the parents who are on these committees.
Center Super.,
FE III, Home
Visitor
Center Super.
Home Visitor,
Specialists
TIMELINES
On going,
Orientation
On going
On going
As Positions
Open
Monthly
Annually
On going
On going
SUPPORTING
DOCUMENTATION
CPE, Newsletters,
Meeting Minutes
In-Kind
CPE
In-Kind Sheets
CPE
Job Announcements
Newsletter, Award
Ceremonies
Training Plan, CPE,
Lesson Plan
Orientation
Center Minutes
226
1304.40(e)(1) – Parent – Grantee and delegate agencies must provide opportunities to include parent(s) in the development of
the program’s curriculum and approach to child development and education (see 45CFR 1304.3(a)(5) for a definition of
curriculum).
STRATEGY
Parents will be elected to Advisory boards to provide input.
Parents will be elected to Policy Council were they will give input
during meetings on curriculum and approach.
Parents will be asked to give input into program curriculum on
home visits.
PDWG group will have a parent representative from Policy
Council.
PERSON(S)
RESPONSIBLE
Center Super.
Center Super.
Home Visitor,
FE III
FSS
TIMELINES
October September
October September
On going
November
SUPPORTING
DOCUMENTATION
Minutes, Center
Committee Book
Minutes,
CPE
Policy Council Election
Results - Minutes
227
1304.40(e)(2) – Parent – Grantees and delegate agencies operating home-based program options must build upon the
principles of adult learning to assist, encourage, and support parents as they foster the growth and development of their
children.
STRATEGY
At orientation parents will be informed of Parent as First Teacher
philosophy.
PERSON(S)
RESPONSIBLE
Center Super.
Home Visitor
TIMELINES
OHV #1
SUPPORTING
DOCUMENTATION
Center Supervisor
Report
OHV #1, CPE form
CPE
On Orientation Home Visit 1 & 2 the Family Advocate / Home
Visitor will facilitate parent and child activities and give
encouragement to the parent.
Encourage parents in becoming teachers of their children, assist
parents to set realistic goals and plan appropriate activities for their
child and family.
Encourage parents to volunteer in classrooms, as bus riders, in
center, etc.
Home Visitor
Orientation
Home Visits
Home Visitor
OHV’s – then on
going
Child Goal
CPE
Center Super.
Home Visitor
On going
Parent will set child goals and activities to support goal attainment.
Parent
Home Visitor
FE III
HV #3
CPE, Newsletter,
Class Volunteer
Handbook
Child Goals
Family Educators will support parent developed goals for child by
addressing activities that will take place during classroom.
On going
Child Goals
Lessons Plans
228
1304.40(e)(3) – Parent – Grantee and delegate agencies must provide opportunities for parents to enhance their parenting
skills, knowledge, and understanding of the educational and developmental needs and activities of their children and to share
concerns about their children with program staff (see 45 CFR 1304.21 for additional requirements related to parent
involvement).
STRATEGY
A day at Head Start book will be reviewed as part of the
calendar/handbook
Inform parents about educational opportunities re: classes on child
development, GED, special workshops, seminars, CSI classes, etc.
Child care and transportation will be provided if requested to all
Head Start trainings.
Track parents educational activities as indicated on Family
Partnership Agreement.
Parent Education Resource Materials (PERM) will cover parenting
skills, educational and developmental needs of children as well.
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
OHV #2
Center Super.
Home Visitor
On going
Center Super.
Home Visitor
Home Visitor
On going
On going
SUPPORTING
DOCUMENTATION
CPE
Calendar/handbook
CPE
Newsletter
CPE
Child File
CPE & FPA
229
FS Specialist,
Home Visitor
On going
PERM Materials
Internet Materials
1304.40(e)(4)(i) – Parent – Grantee and delegate agencies must provide, either directly or through referrals to other local
agencies, opportunities for children and families to participate in family literacy services by: Increasing family access to
materials, services, and activities essential to family literacy development.
STRATEGY
Centers will establish and maintain a family literacy area.
Families will be provided with local library telephone # on
community resource page of calendar/handbook
Parent Education Resource Materials (PERM) will be provided, as
requested.
Community Resource page of calendar/handbook includes Basic
Skills information.
Newsletters will contain information on Literacy issues.
PERSON(S)
RESPONSIBLE
Center Super.
TIMELINES
On going
Home Visitor
OHV #2
Home Visitor
As Requested
Home Visitor
OHV # 2
Specialist & CS
3 x per year
SUPPORTING
DOCUMENTATION
Center Observation
Form
Parent
Calendar/handbook
PERM Order Form
Internet Sites
Community Resources
Book
Newsletters
230
1304.40(e)(4)(ii) – Parent – Grantee and delegate agencies must provide, either directly or through referrals to other local
agencies, opportunities for children and families to participate in family literacy services by: Assisting parent as adult
learners to recognize and address their own literacy goals.
STRATEGY
Complete Mapping
Complete Parent Assessment Tool
Complete Family Partnership Agreement
PERSON(S)
RESPONSIBLE
Parent & Home
Visitor
Parent & Home
Visitor
Parent & Home
Visitor
TIMELINES
HV #4
SUPPORTING
DOCUMENTATION
Mapping form
HV #4
Mapping form
HV #5
Family partnership
agreement form
1304.40(e)(5) – Parent – In addition to the two home visits, teachers in center-based programs must conduct staff-parent
conferences, as needed, but no less than two per program year, to enhance the knowledge and understanding of both staff and
parents to the educational and developmental progress and activities of children in the program (see 45 CFR 1304.21(a)(2)(iii)
and 45 CFR 1304.40 (i) for additional requirements about staff-parent conferences and home visits.
STRATEGY
Parents will review screeners with Family Advocacy/ Home Visitor
during home visit and establish goals to enhance knowledge of both
parent and child.
Centers will schedule Parent Conferences two times in the program
year to communicate progress with the parents
PERSON(S)
RESPONSIBLE
Home Visitor
Center Super,
Specialists, Home
Visitor
TIMELINES
HV #3
Fall and Spring
SUPPORTING
DOCUMENTATION
Goal Sheet
Parent Conference
form, CPE
231
1304.40(f)(1) – Parent – Grantee and delegate agencies must provide medical, dental, nutrition, and mental health education
programs for program staff, parents, and families.
PERSON(S)
STRATEGY
RESPONSIBLE
Parents will receive lessons on home visits in the areas of: Personal Home Visitor
Safety, Dental
Nutrition, Safety, Gross Motor, Dental, Wellness,
Home Visitor
Mental Health, Money Management and Transportation
Program training for both parents and staff will include the above
Center Super.
topics.
TIMELINES
2 x year – 1st by
December
1 x a year
On going
SUPPORTING
DOCUMENTATION
CPE
CPE
Training Log, Center
Committee Book
232
1304.40(f)(2)(i) – Parent – Grantee and delegate agencies must ensure that, at a minimum, the medical and dental health
education program; Assist parents in understanding how to enroll and participate in a system of ongoing family health care.
STRATEGY
Parents will receive information on community service providers.
Family will receive information about CHIPS and Medical Card
programs.
Advise parents about the importance of completing the health and
dental screening
PERSON(S)
RESPONSIBLE
Home Visitor
Home Visitor
Center Super.
Home Visitor
TIMELINES
OHV # 2 &
As Need
Identified
By October
Orientation
Home Visits #2
As need is
identified
SUPPORTING
DOCUMENTATION
CPE
Referral
CPE
CPE
233
1304.40(f)(2)(ii) – Parent – Grantee and delegate agencies must ensure that, at a minimum, the medical and dental health
education program; Encourages parents to become active partners in their children’s medical and dental health care process
and to accompany their child to medical and dental examination and appointments.
STRATEGY
Parents will receive encouragement on home visit to set and keep
medical and dental appointments.
Program will provide transportation to appointments if needed.
Home Visitor will follow up with parent on each home visit on the
status of exams and follow up.
Home Visitor will review health information and alert parents to
needs of child for completion on examinations and follow up.
Home Visitor will review status of Health issues of caseload biweekly and report to Center Supervisor.
Provide parents information on health needs of their child from
physical, immunization record, nutrition level, HCT/HGB, dental
exam, lead screenings on home visit.
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
OHV #2
SUPPORTING
DOCUMENTATION
CPE
Center Super.
Home Visitor
Home Visitor
As Identified
Home Visitor
Each Home Visit CPE
Home Visitor,
Center Super.
Home Visitor
Bi-Weekly
As Identified
CPE, Child Files,
Travel Log
CPE
HSFIS
Orientation HV
CPE
#2 and #3 as
need is identified
234
1304.40(f)(2)(iii) – Parent – Grantee and delegate agencies must ensure that, at a minimum, the medical and dental education
program; Provide parents with the opportunity to learn the principles of preventive medical and dental health, emergency
first-aid, occupational and environmental hazards and safety practices for use in the classroom and the home. In addition to
information on general topics (e.g., maternal and child health and the prevention of Sudden Infant Death Syndrome S.I.D.S.),
information specific to the health needs of individual children must also be made available to the extent possible.
STRATEGY
Provide parents information on mental health, social skills,
education, etc. Preventive medical and dental health, first-aid,
safety, etc.
Encourage parent participation at trainings, workshops, both in the
center and in the community according to their interest.
Inform parents of availability for them to meet with Mental Health
Consultant, Nutrition Consultant, Coordinators and Specialists as
parents request for information on their child’s needs and progress.
PERSON(S)
RESPONSIBLE
Home Visitor
Center Super.
Home Visitor
Home Visitor
TIMELINES
As indicated
Monthly
As Appropriate
SUPPORTING
DOCUMENTATION
CPE, Newsletters
Literacy Areas
CPE
Newsletters
Child File,
CPE
235
1304.40(f)(3)(i) – Parent – Grantee and delegate agencies must ensure that the nutrition education program includes, at a
minimum; Nutrition education in the selection and preparation of foods to meet family needs and in the management of food
budgets.
STRATEGY
Parents will receive a nutrition lesson.
A monthly menu will include nutrition information.
Program wide newsletter will include information on nutrition.
PERSON(S)
RESPONSIBLE
Home Visitor
Center Super.
Specialist
TIMELINES
By May
Monthly
By March
SUPPORTING
DOCUMENTATION
CPE
Newsletter
Program Newsletter
1304.40(f)(3)(ii) – Parent – Grantee and delegate agencies must ensure that the nutrition education program includes, at a
minimum; Parent discussions with program staff about the nutritional status of their child.
STRATEGY
At time of application staff will complete nutrition assessment.
At time of nutrition lessons Family Educator will review nutrition
assessment with family and provide appropriate information.
At time of Orientation Home Visit Family Educator will review
nutrition assessment and resource and circumstance information
and make appropriate referrals.
On Home Visit #5 Home Visitor will review Healthy habits,
Healthy families booklet with parents and discuss nutritional status
of family.
PERSON(S)
RESPONSIBLE
Staff
Home Visitor
Home Visitor
Home Visitor
TIMELINES
At application
By May
SUPPORTING
DOCUMENTATION
HSFIS Application
CPE
Orientation
Orientation Home Visit
Home Visit # 2, # 2, CPE
when appropriate
Home Visit # 5, CPE
236
1304.40(f)(4)(i) – Parent – Grantee and delegate agencies must ensure that the mental health education program provides, at a
minimum (see 45 CFR 1304.24 for issues related to mental health education): A variety of group opportunities for parents and
program staff to identify and discuss issues related to child mental health;
STRATEGY
Discuss mental health issues and our program consultant at Parent
Orientation.
Reviewing Parent Calendar/handbook
When parent completes information on child interest portion of
Orientation Home Visit # 1 Family Educator will discuss.
When reviewing “A Day at Head Start” with parent.
Program newsletters will include information.
Program or center trainings will include information on mental
health.
When completing the DECA Assessment staff will discuss results
with parents.
PERSON(S)
RESPONSIBLE
Center Super.
Parent, Home
Visitor
Home Visitor
Home Visitor
Specialist
Center Super.
Home Visitor
TIMELINES
OHV # 1
OHV # 2
OHV # 1
1st OHV
HV #2
By July
During Program
Year
Fall/Spring
SUPPORTING
DOCUMENTATION
Parent Orientation
CPE
CPE,
calendar/handbook
OHV # 1
CPE
OHV # 1
Newsletter
Training Log
CPE & DECA
Assessment
237
1304.40(f)(4)(ii) – Parent – Grantee and delegate agencies must ensure that the mental health education program provides, at a
minimum (see 45 CFR 1304.24 for issues related to mental health education): Individual opportunities for parents to discuss
mental health issues related to their child and family with program staff;
STRATEGY
Parents will be given a lesson on mental health issues on home
visits.
Families can request individual time with Mental Health Consultant
to discuss issues.
Parent training will include topics on Mental Health.
Parent Calendar/handbook will include information on Mental
Health.
Parents will review and be made aware of the results of the DECA
Assessment.
PERSON(S)
RESPONSIBLE
Home Visitor
Home Visitor
TIMELINES
Parent DECA,
HV #3
As Needed
Center Super.
1 x a year
Specialist
Beginning of
Program Year
Fall/Spring
Home Visitor
SUPPORTING
DOCUMENTATION
CPE
CPE, Child File
Center Calendar
Training Logs
Parent
Calendar/handbook
CPE
DECA Assessment
1304.40(f)(4)(iii) – Parent – Grantee and delegate agencies must ensure that the mental health education program provides, at
a minimum (see CFR 1304.24 for issues related to mental health education): The active involvement of parents in planning
and implementing any mental health interventions for their children.
STRATEGY
Individual mental health interventions will include parent input.
Family Educator will get form completed with parent input.
Mental Health consultant will include parents in treatment plan.
PERSON(S)
RESPONSIBLE
Home Visitor,
Parent
Mental Health
Consultant, Home
Visitor
TIMELINES
As Identified
As Indicated
SUPPORTING
DOCUMENTATION
Individual Mental
Health Observation
Form
Mental Health
Observation Form,
CPE
238
1304.40(g)(1)(i) – Parent involvement in community advocacy – Grantee and delegate agencies must; support and encourage
parents to influence the character and goals of community services in order to make them more responsive to their interests
and needs.
STRATEGY
Parents will be encouraged to become involved in advisory boards
and community projects
PERSON(S)
RESPONSIBLE
Center Super,
Home Visitor
TIMELINES
Orientation,
OHV #1 & OHV
#2
SUPPORTING
DOCUMENTATION
CPE, Parent Interest
form
1304.40(g)(1)(ii) – Parent involvement in community advocacy – Grantee and delegate agencies must; Establish procedure to
provide families with comprehensive information about community resources (see 45 CFR 1304.41(a)(2) for additional
requirements).
STRATEGY
Review community resources with family.
Review family circumstances from application.
During home visits families will be given information on
community resources and referrals when indicated.
All families will review and updated information on community
resources for a 2nd time in their calendars.
PERSON(S)
RESPONSIBLE
Home Visitor
Home Visitor
Home Visitor
TIMELINES
nd
2 HV
2nd HV
As Indicated
FE
Parent
January/
February
SUPPORTING
DOCUMENTATION
OHV # 2
OHV # 2
CPE
Referrals
CPE, Tracking Form
239
1304.40(g)(2) – Parent involvement community advocacy – Parent must be provided regular opportunities to work together,
and with other community members, on activities that they have helped develop and in which they have expressed an interest.
STRATEGY
Parents will receive information on community activities.
Center newsletters will include community activities that include
ways for parents to get involved.
PERSON(S)
RESPONSIBLE
Center Super
Home Visitor
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
CPE
Newsletters
Center Supervisor
Monthly
Center newsletter
1304.40(h)(1) – Parent involvement in transition activities – Grantee and delegate agencies must assist parents in becoming
their children’s advocate as they transition both into Early Head Start or Head Start from the home or other child care
settings, and from Head Start to elementary school, a Title I of the Elementary and Secondary Education Act preschool
program, or a child care setting.
STRATEGY
Parent will be informed of program philosophy on parents as first
teachers and encourage them to be lifelong advocates for their
child.
Parents will be invited to Parent Conferences to review educational
needs of their child, to review next placement for their child, and
how they can advocate for services
PERSON(S)
RESPONSIBLE
Center Super.
Home Visitor
Center Super.
Home Visitor
TIMELINES
OHV #1,
Throughout the
Year
Fall & Spring
SUPPORTING
DOCUMENTATION
CPE
Child Goals
Orientation
Parent Conference
form
240
1304.40 (H)(3)(I) Parent involvement in transition activities to promote the continued involvement of Head Start parents in the
educational and development of their children upon transition to school, grantee and delegate agencies must; provide
education and training to the parents to prepare them to exercise their rights and responsibilities concerning the education of
their children in the school setting;
STRATEGY
Family Advocacy/ Home Visitor will inform parents of
kindergarten registration.
Family Educator will review child goals with parents and will
encourage them to share with public schools.
Center training will include information on transitioning to public
schools.
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
Spring
Home Visitor
Parent
Center Super.
Spring Parent
Conference
April or May
SUPPORTING
DOCUMENTATION
CPE
Newsletters
Parent Conference
form
Center Committee
Calendar, newsletter
1304.40 (i)(1) Parent involvement in home visits – Grantee and delegate agencies must not require that parents permit home
visits as a condition of the child’s participation in Early Head Start or Head Start center-based programs options. Every
effort must be made to explain the advantages of home visits to the parents.
STRATEGY
Center Supervisor will inform parents of home visit opportunities.
Family Advocate/ Home Visitor will inform parents of the
advantages of home visits for both parent and child.
PERSON(S)
RESPONSIBLE
Center Super.
TIMELINES
Orientation
Home Visitor
OHV
SUPPORTING
DOCUMENTATION
Center Supervisor
report
CPE
241
1304.40 (i)(2) Parent involvement in home visits – the Child’s teacher in center-based programs must make no less than two
home visits per program year to the home of each enrolled child, unless the parents expressly forbid such visits, in accordance
with the requirements of 45 CFR 1306.32 (b) (8). Other staff working with the family must make or join home visits, as
appropriate.
STRATEGY
Parents in the part day/part year option will have the opportunity to
participate in 15 planned home visits per year.
PERSON(S)
RESPONSIBLE
Home Visitor
Parents in the School District option will have the opportunity to
participate in 15 planned home visits per year.
Parents in the double session option will have the opportunity to
participate in 12 planned home visits per year.
Home Visitor
Parents in the Pre-K option will have the opportunity to participate
in 12 planned home visits per year.
SUPPORTING
TIMELINES
DOCUMENTATION
Bi-monthly Sept, CPE
Oct, Nov, Dec,
Jan
Monthly Aug,
Feb, Mar, April,
May
Bi-monthly Sept, CPE
Oct
Monthly Aug,
Nov, Dec, Jan
Feb, Mar, Apr,
May
1304.40 (I)(3) – Parent involvement in home visits – Grantee and delegate agencies must schedule home vists at times that are
mutually convenient for the parents or primary caregivers and staff.
STRATEGY
Home Visitor will talk to parents about planning a time to schedule
home visits with their Home Visitor.
Home Visitor will establish with the parent a home visit time which
best meets the needs of the family.
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
OHV #1
Home Visitor
OHV #1
SUPPORTING
DOCUMENTATION
Center Supervisor
Report-agenda
OHV # 1
CPE
242
1304.40 (i)(4) – Parent involvement in home visits – In cases where parents whose children are enrolled in the center-based
program option ask that the home visits be conducted outside the home, or in cases where a visit to the home presents
significant safety hazard for staff, the home visit may take place at an Early Head Start or Head Start site or at another safe
location that afford privacy. Home visits in home-based program options must be conducted in the family’s home.
STRATEGY
Home visits will occur in the home setting unless the parent or
Head Start Management staff determine there is a safety hazard at
which time the parent will choose an alternate site.
PERSON(S)
RESPONSIBLE
Center Super
Parent
Home V,
Specialist
TIMELINES
As Needed
SUPPORTING
DOCUMENTATION
Child’s File
1304.40 (i)(5) – Parent involvement in home visits – In addition, grantee and delegate agencies operating home-based program
options must meet the requirements of 45 CFR 1306.33 (a) (1) regarding home visits.
STRATEGY
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
NA
1304.40 (i)(6) – Parent involvement in home visits – Grantee and delegate agencies serving infants and toddlers must arrange
for health staff to visit each newborn within two weeks after the infant’s birth to ensure the well-being of both the mother and
the child.
STRATEGY
NA
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
243
IDAHO
Idaho Code § 16-1619(a) (Supp. 1998)
INDIVIDUAL RESPONSIBILITY
Any mandated reporter having reason to believe that a child under the age of 18 years has been abused, abandoned or neglected or
who observes the child being subjected to conditions or circumstances which would reasonably result in abuse, abandonment or
neglect, shall report or cause to be reported within 24 hours such conditions or circumstances to the proper law enforcement agency or
the Department of Health and Welfare.
PROFESSIONAL RESPONSIBILITY
The Department of Health and Welfare shall be informed by law enforcement of any report made directly to it.
When the attendance of a physician, resident, intern, nurse, day care worker, or social worker is pursuant to the performance of
services as a member of the staff of a hospital or similar institution, he shall notify the person in charge of the institution or his
designated delegate who shall make the necessary reports.
244
COMMUNITY SERVICES PHILOSOPHY
Head Start is instrumental in establishing supportive communities.
Communities that are responsive, inclusive and compassionate.
The Head Start program is based on the premise that a child benefits
from a comprehensive, interdisciplinary program we also believe that
the family and community benefits as well.
Community partnerships are derived from the realization that programs
and people can share resources and achieve more
by working together through commitment and willingness to create
opportunities for lasting relationship and utilization of resources
effectively.
Volunteers are an integral part of Head Start. Parents, retirees,
professionals, students and other community volunteers enhance the
program’s operation as well as the community development through
their participation in a variety of community based projects.
245
1304.41(a)(1) Community Partnerships: Take an active role in community planning to encourage strong communication,
cooperation and sharing of information among the agencies and their community partners to improve the delivery of
community services for children and families in accordance with the agency’s confidentiality policies.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1) Prepare and utilize public service announcements, local media,
Family Service
On going
Copies of P.S.A.’s,
e.g., television, radio. Create and edit press releases and news
Specialist,
news articles
articles for publication.
Services Coor.,
Center Super. &
2) Recruit and train volunteers and families for program
Family Service
On going
Copies of P.S.A. news
participation and planning through utilization of public service
Specialist, Center
articles, newsletter and
announcements, news articles and community collaborations.
Super. Service
flyers
Coor, FE III, HV
3) Initiate communication and promote cooperation among
Specialists, Coors. Advisory Boards Public Relations log,
community, individuals and agencies through Advisory Boards, Center Super., FE 2 x a year
news articles,
public speaking engagements and participation in local, regional III, HV, Services
as engagements
Advisory Board
and state organizations to enhance delivery of services.
Coor.
are scheduled
meeting minutes
Monthly Center
Report
4) Provide opportunities and/or information that support
Family Service
On going
News articles,
partnerships by scheduling communities events throughout the
Specialist, Health
calendar newsletters,
program year such as: Adopt–a–Highway – Oct & May; Open
Coor. Disability
CPE’s, & flyers.
House – Oct; Policy Council Retreat – Nov; Leadership
Coor. Center
Training – Nov; Home Visit Training – Aug. & Jan; Health
Super., FE III &
Fairs – Feb; SAVI –March - April; CCA – Jan – May;
HV
SRAEYC – March; PAEYC – May.
5) Renew Interagency Agreements and yearly Contracts.
Disability Coor.
Yearly or as
Interagency and/or
Operations
specified
contract notebook
Manager, C.S.
* Family Advocate *Public Service Announcements *Center Supervisor *Coordinator *Operations Manager *Child Parent Education
246
246
STRATEGY
6) Update & distribute a Head Start Public Relations Notebook to
each Center. Develop and conduct a program-wide public
relations training session for staff, community representatives
and parents.
7) Collaborate with other community agencies to develop,
distribute and update a Resource List of community groups, and
agencies.
8) Identify and recruit organizations as potential new partners with
information and services related to the Head Start program.
9) Consult with the National, Regional, and State Head Start
programs and/or Collaboration Offices for information and
support.
10) Encourage staff and parents to attend community meetings and
participate locally in community planning and activities.
PERSON(S)
RESPONSIBLE
Operations
Manager, Services
Coord.
TIMELINES
Pre-service and
Leadership
Training.
SUPPORTING
DOCUMENTATION
P.R notebook
Training agendas
Family Services
Specialist,
Children Service
Specialist, CS
September
Resource Guide
OM, Director,
Specialist, Coor.,
Center Super.,
FEIII
Director,
Operations
Manager &
Specialists
Year Round
Meeting minutes, CCA;
PRISM Reports
On going
Contracts and Grant
awards
Center Super.,
Home Visitor
On-going
Comm. Involvement
Sheet (yearly)
247
*Operations Manager
247
1304.41(a)(2)(i-ix) Establish on-going collaborative relationships with community organizations to promote the accessibility
for children and families to community services and to ensure program response to community needs. This will include
information from Health Care providers (mental health and nutrition) Disability Services professionals, Family Preservation
and Child Protection Teams, Schools and Child Care providers.
STRATEGY
1) Meet with parents, staff and potential partners to develop a
trusting collaborative relationship to identify strengths and
needs of families and community.
2) Establish on-going collaborative relationships with community
organizations to provide services responsive to needs.
5)
PERSON(S)
RESPONSIBLE
Center Sup. HV,
FE, Coordinators,
Director,
OM and
Specialists
Same as above
TIMELINES
SUPPORTING
DOCUMENTATION
On-going
C.P.E.,
C.C.A.
On-going
monthly reports,
meeting minutes,
training agendas,
written agreements,
Adv. Board roster
monthly reports,
meeting minutes,
training agendas,
written agreements,
Adv. Board roster
monthly reports,
meeting minutes,
training agendas,
written agreements,
Adv. Board roster
Written CCA Plan
3) Continue to explore collaborative efforts with agencies and
organizations to ensure quality of services to families.
Same as above
On-going
4) Collaborate with Health and Welfare, Substance Abuse
Agencies, Housing advocates, Child Care providers, Teen
Groups, local service clubs, public officials and the medical
community to achieve program goals.
Same as above
On-going
Plan annual Comprehensive Community Assessment
OM and FSS
December
6) Review, revise and distribute CCA interview forms.
Parent questionnaires – 2 phases
Staff & Community questionnaires – schools, businesses,
public officials, agencies and Faith-based
OM & FSS
Feb – May
Jan. – March
CCA Questionnaires
248
248
1304.41(a)(2)(i-ix) - Continued
STRATEGY
7) Compile and summarize all data from CCA to identify
program\community goals, strengths and concerns to assist
in program planning and to provide community information.
8) Cooperate with other agencies conducting program
assessments.
9) Collaborate with community organizations and agencies,
providers, educational and cultural institutions, Child
Protection Teams to share information and to improve delivery
of services to families.
10) Establish and engage linkages with a broad range of family
support services agencies including prevention/intervention
agencies, parenting classes, support groups and child care
providers.
11) Develop a collaborative relationship with Child Protection
services and other agencies serving children and families
affected by abuse and neglect.
PERSON(S)
RESPONSIBLE
OM, FSS, CS,
FE III
TIMELINES
March - May
OM, Specialists,
As requested
Center Super. &
FE III
Center Super., HV, As scheduled in
FE III
communities
Specialists,
Coordinators, OM
Dir., OM. Spec.,
C.S. F.E. & HV
On-going
OM & Family
On-going
Service Spec., C.S.
F.E. & HV
SUPPORTING
DOCUMENTATION
Summary Sheets,
Complete CCA
CCA summary profile
Community Contact
Sheets – C.S. Reports
Community In-kind
sheets
Community
Involvement form
Advisory Board
minutes
Training’s, flyers,
newsletters, meeting
minutes, Community
Involvement form
Child Protection team
Family Preservation
Team and Trainings
*Center Super. *Operations Manager *Home Visitor *Family Educator *Director *Family Service Specialist *
249
249
1304.41(a)(3) Encourage volunteers from the community to participate in the Head Start program.
STRATEGY
1) Recruit volunteers: Head Start parents, community residents
and members of organizations to assist in mobilizing
community resources and to provide positive role models and
linkages to the broader community.
2) Develop and implement Volunteer Recruitment Plan.
3) Provide volunteers training opportunities, an orientation, job
descriptions, support as well as feedback on performance.
PERSON(S)
RESPONSIBLE
Family Service
Specialist,
CS, FE III, HV
PC & C. Rep.
Family Specialist,
FE III, CS, Coors.
CS, FE III, HV
Specialists, Coors,
TIMELINES
On going
On going
On going
4) All “regular/consistent” volunteers (those who work 12 hours
Center Supervisor, As needed
and above, per month) will complete a center orientation and all Human Resource
required paperwork as outlined in the volunteer handbook ie..
Coordinator
TB survey, self-declaration and a background check as well as,
possessing current CPR/First Aid certification.
5) Volunteers who work less than 12 hours per month will receive Center Supervisor As needed
a center orientation and associated paperwork as outlined in the
volunteer handbook.
6) All volunteers who are bus monitors must receive Bus Monitor Center Supervisor As scheduled
training, regardless of numbers of hours they volunteer. Bus
monitors will receive a center orientation and will complete
necessary paperwork associated with volunteering.
7) Acknowledge volunteer work and commitment by recognizing
Center Supervisors Through year as
individuals and agencies at special events and throughout the
Specialists and
scheduled
year.
Coordinators
*Center Super. *Operations Manager *Home Visitor *Family Educator *Director *Family Service Specialist *
SUPPORTING
DOCUMENTATION
PSA, Flyers,
Newsletters, Public
Relations Log,
Community Fairs
Volunteer Recruitment
Plan
Orientation packet to
include:
Volunteer Handbook,
Job Descriptions, A
Day at Head Start
Individual volunteer
checklist completed
Volunteer checklist
Bus monitor sign-in
sheet
Volunteer Reception
Newsletters
250
250
1304.41(a) (4) Partnerships: Enable the effective participation of children with disabilities and their family.
STRATEGY
1) Develop partnerships through contracts and written Interagency
Agreements with local education groups, medical providers,
Department of Health and Welfare, Child Development Center
and other local agencies that provide services to families of
children with disabilities.
2) Collaborate with providers to assist in screening of children.
3) Participate in Multi-Disciplinary teams and local Child Finds to
facilitate communication and strategies and provide services
that meet individual needs.
4) Provide support services for children and their families
through training, information and referrals.
PERSON(S)
RESPONIBLE
Disability &
Health Coor., CS,
Specialists, OM
Center Supervisor,
Children Services
Specialist,
Disability Coor.,
Health Coor and
HV
TIMELINES
Yearly, on-going
On-going
Disability Coor,
As scheduled
Health Coor. C.S.
F.E & HV.
Coordinators, C.S., On-going
F.E.
HV, Specialists
SUPPORTING
DOCUMENTATION
Contracts,
Written Interagency
Agreements, Child
File - IEP.
Child file, C.P.E.
Assessment form
Child file, I.E.P.
504 plans
251
Child file, child and
parent Goal Sheets,
C.P.E.
*Center Super. *Operations Manager *Home Visitor *Family Educator *Director *Family Service Specialist *
251
1304.41(4)(b) Advisory committees. Recruit, Establish and Maintain a Health Advisory committee which includes current
Head Start parents, professionals and volunteers from the community.
STRATEGY
1) Establish and maintain Advisory Boards to include Health
Services, Family Services and Children’s Services
PERSON(S)
RESPONSIBLE
Specialists, Health
Coor. and
Disability Coor
TIMELINES
August
On going
SUPPORTING
DOCUMENTATION
Advisory Board
Roster, Minutes,
Member Handbooks
2) Advisory Boards shall assist in:
Identifying community and program strengths and needs.
Planning and reviewing program direction.
Communicating, cooperating and sharing information among
agencies’ partners which will promote linkages to existing
community resources.
3) Advisory Board Committee members will be selected from a
cross-section of professionals, community members, parents
and staff from each Head Start center.
4) Date, time and place of each meeting will be determined by
Advisory Board consensus:
Health Advisory Committee will meet two times each year
Family Service Advisory Committee – 2 times each year
Children’s Service Advisory Committee – 2 times each year
Specialists, Health
& Disability Coor.
Board Members
As scheduled –
twice yearly
Advisory Board
Handbook
Specialists, CS
Health Coor. &
Disability Coor.
Specialists
Advisory Board
Members
August &
On going
Advisory Board
Guidelines, Roster, &
minutes
Advisory Board
Agenda
5) Each member will receive a letter of notification of meeting
with an agenda, approximately 10 days in advance.
Program Assistant
1st Board
Meeting
Advisory Board
Minutes
10 days prior to
meeting
Letter with Agenda
*Center Super. *Operations Manager *Home Visitor *Family Educator *Director *Family Service Specialist *
252
252
1304.41 (b) Continued
STRATEGY
6) Each Advisory Committee member shall follow roles and
responsibilities which include:
a) Attend Advisory Board meetings as scheduled throughout
the Head Start year.
b) Be a liaison between the Advisory Committee and the
center/agency.
c) Become familiar with your specified area or concern.
d) Cooperate and collaborate efforts to ensure quality services
to children and families.
e) Expand opportunities for parents, other community
members and the Head Start program.
f) Take an active role, share information and ideas that may
affect the Head Start program and communities.
g) Attend and participate in Head Start function and activities
such as Health Fairs, PRISM, Comprehensive Community
Assessment, Open House, etc.
PERSON(S)
RESPONSIBLE
Specialists, Health
Coordinator and
Disability
Coordinator.
TIMELINES
st
1 Scheduled
Meeting
SUPPORTING
DOCUMENTATION
Health Advisory
Board Handbook,
Advisory Board
Membership
Agenda
Minutes
253
*Center Super. *Operations Manager *Home Visitor *Family Educator *Director *Family Service Specialist *
253
1304.41 (C) (1-3) Transition Services: Establish and maintain procedures to support successful transitions, which will enable
the effective participation of children with disabilities and their families.
STRATEGY
1) Initiate early communication to encourage cooperative teaming
to facilitate continuity of services.
2) Collaborate with schools and other agencies to ensure relevant
records are transferred in a timely manner.
3) Collaborate with schools, agencies and other child care settings
for effective communication to ensure continuity of services to
include meetings, trainings, speaking engagements and field
trips
PERSON(S)
RESPONSIBLE
TIMELINES
Children’s Service On-going
Spec., Dis Coor.,
C.S., F.E, HV.
Disability
On-going
Coordinator,
Children Service
Specialist, Family
Service Specialist
Center Super., F.E.
HV
Children Service
On-going
Specialist,
Disability
Coordinator,
Director, OM, CS.
4) Provide parents and children information and opportunities for
successful transitions.
Children Service
Spec., C.S., F.E.
Throughout
program year
5) Provide and/or secure Transition training for staff, parents and
other child care settings to ease transitions for children and
families.
Disability Coor,
Children Service
Specialist, Center
Supervisor, FE III.
On-going,
throughout year
SUPPORTING
DOCUMENTATION
Child Find
Written agreements
Written agreement,
Release of Info. form
254
Scheduled meetings
Written agreements
Center meeting agenda
and minutes
Lessons Plans,
Advisory Board
minutes
Lesson plans, child
files, C.P.E. training’s,
field trips
Training agenda
flyers
254
Organizational Philosophy Statement
The South Central Head Start program believes in providing exemplary organizational services to
support the program. The organizational services of South Central Head Start are part of a system
that supports the areas of Human Resources, the Governing Body and Policy Council, Fiscal
Responsibilities, Facilities, Transportation and Enrollment, Recruitment, Selection, Enrollment and
Attendance (ERSEA). The South Central Head Start program works in a partnership with key
management staff, the College of Southern Idaho, Board of Trustees, the Policy Council and
community to ensure that all policies, procedures and Performance Standards are followed. This
partnership creates a holistic approach to meet the needs of the program by utilizing effective
communication, planning, monitoring, self-assessment, record keeping and reporting.
255
255
1304.50 (a) Policy Council and Parent Committee Structure.
1304.50 (a) (1) Grantee agency must establish and maintain a formal structure of shared governance through which parents
can participate in policy making or in other decisions about the program.
1304.50 (a) (1) (i)
Policy Council must be established at the grantee level 1304.50 (a) (1) (iii) Parent Committee must be
established at the center level
.
STRATEGY
PERSON(S)
TIMELINES
SUPPORTING
RESPONSIBLE
DOCUMENTATION
Monitoring
Parent Committees will be established at each South Central
Head Start center, and will be comprised of parents of
currently enrolled children.
The Parent Committee at each site will establish a formal
executive committee by electing a Chairperson, ViceChairperson, Secretary, Treasurer annually for the purpose of
conducting center committee meetings and business.
The Parent Committee will elect Policy Council members
annually at the center level.
 Inform parents about the purpose of Policy
Council and members roles and responsibilities:
1. When reviewing the Parent
Calendar/Handbook during orientation Home
Visits.
2. During the Group Orientation.
3. During Center Committee meeting.
 Inform parents about the date for Policy Council
meetings.
Center
Supervisor
F.S.
Specialist
Center
Supervisor
Implementation
Center
Supervisor
September
Parents
September/
October
September/
October
Center
Supervisor
Home
Visitor
Center
Supervisor,
Home Visitor
Parent Meeting
Minutes/sign-in sheets
Enrollment Forms
Center Budget
Agendas
Center Committee
Guidelines
Center Budget
Center Committee
Guidelines
By-laws
Policies & Procedures
CPE
Newsletters
Parent
Calendar/handbook
Website program
Approved 5/21/2009
256
256
1304.50 (a) (2) Parent Committees must be comprised exclusively of the parents of children in all program options.
Current Head Start parents will be informed about their
roles and responsibilities of being a member of the parent
committee during:
1. Orientation Home Visits
Home Visitor Home
September
Center
Advocate
Supervisor
Center
Supervisor
Parent Calendar/
Handbook
Parent Interest Form
Home Visit
Orientation CPE Form
Center
Supervisor
Parent Committee
Calendar
2. Center Group Orientation
Current Head Start parents from all program options will
automatically be included as members on the Parent
Committee from the center in which their child is enrolled.
Center
September
Supervisor
Parents
1304.50 (a) (3) Policy Council and Parent Committees must be established as early in the year as possible. Policy Council may
not be dissolved until successor Council is elected and seated.
The term of membership on Policy Council will be from
October beginning the current program year to November of
the following program year, or until a successor council has
been seated.
Policy Council members are to attend until new Policy
Council officers are elected as outlined in Policy Council.
New and old members will share each regular vote from the
time of their center election to Policy Council until Policy
Council elects its new officers.
The Parent Committee Executive Officers will serve from
election to election for the purpose of conducting Center
Committee Business.
Family
Services
Specialist
Center
October
Supervisor
Center
Supervisors
Center
November
Supervisor
Policy
Council
officers
Center
September or
Supervisor October
Parents
Center
Supervisors
Policy Council Bylaws
Parent Committee
Minutes
By-laws, Minutes
Center Committee
Guidelines
Minutes
257
257
1304.50(a)(4) N/A
1304.50 (a) (5) The governing body (the group with legal and fiscal responsibility for administering the Head Start program)
and the Policy Council must not have identical membership and functions.
The membership list for Policy Council and the Governing
Body will be reviewed yearly to ensure that there is not a
duplication of membership.
Director
Family
Service
Specialist
Director
Family
Service
Specialist
October
Membership Rosters
of CSI Board of
Trustees & Policy
Council
1304.50 (b) (1) Each grantee agency governing body operating a Head Start program must propose, within the
framework of these regulations, the total size of their perspective policy group, the procedures for the election of parent
members, and the procedure for the selection of community representatives, except where such authority is ceded to the Policy
Council.
Formation of the Policy Council composition and by-laws
will be ceded through formal action by the grantee Board of
Trustees to the Head Start Policy Council.
Each center and/or program option shall elect one (1)
representative for every unit at each center.
Director
Board of
Trustees
Annually
Board meeting
minutes
Center
Supervisor
Parent
group
September or
October
Policy Council
Policies & Procedures
Centers shall elect (1) alternate per center.
Center
Supervisor
Board of
Trustees
Head Start
Director
CSI, VP of
Administrat
ion
Parent
group
Board of
Trustees
September or
October
October
Policy Council
Policies & Procedures
CSI Board Minutes
Board of
Trustees
October
Board Minutes
Policy Council Min.
CSI Board of Trustees will review Policy Council by-laws.
Board of Trustees will appoint liaison to South Central
Head Start program.
258
258
1304.50 (b) (2) Policy Council must be comprised of two types of representatives: parents of currently enrolled children and
community representatives. At least 51% of the members must be the parents of currently enrolled children.
Policy Council membership will consist of current Head
Start parents and community representatives. At least 51%
of members will be parents of currently enrolled Head Start
children.
Community Representatives will be elected by the Parent
Committee at the center level (one per center).
Family
Services
Specialist
Center
Supervisors
Center
Supervisor
Parent
committee
Parent
committee
On-going
Policy Council
Policies & Procedures
September to
November
Policy Council
Policies & Procedures
Center Committee
Minutes
1304.50 (b) 3 Community Representatives must be drawn from the local community: businesses, public or private
community, civic, and professional organizations; and others who are familiar with resources and services for low-income
children and families, including, for example, the parents of formerly enrolled children.
Involve community participants as Policy Council
Representatives. Community Representatives must be
drawn from local public or private community, civic and
professional organizations that have a concern for and
provide resources and services to low-income children and
their families. Community members will be sought through
partnerships with community agencies and businesses.
Community Representatives may include the parents of
formerly enrolled children.
Center
Supervisors
Center
Supervisors
Family
Services
Specialist
PC
members
Parents
Staff
As Openings
Occur
Policy Council
Policies & Procedures
Recruitment flyers
Parent
Calendar/Handbook
259
259
1304.50 (b) (4) All parent members of Policy Council must stand for election or re-election annually. All community
representatives also must be selected annually.
Policy Council member elections are held annually.
FSS
Center
Supervisor
Center
Supervisor
Parent
Committee
October
Parent Committee
meeting minutes
Center newsletters
1304.50 (b) (5) Policy council must limit the number of one year terms any individual may serve to a combined total of three
(3) terms.
Membership on Policy Council will be limited to three
years. Policy Council attendance rosters will be reviewed
annually.
Family
Services
Specialist
Family
Services
Specialist
Policy
Council
secretary
September
Policy Council
Membership Records
Self-declaration
260
1304.50 (b) (6) No grantee agency staff (or members of their immediate families) may serve on Policy Council except parents
who occasionally substitute for regular Head Start staff.
Preserve the objectivity of Policy Council voting members
by maintaining a membership exclusive of family members,
as defined in South Central Head Start Nepotism Policy.
Director,
Family
Services
Specialist
Center
Supervisor
Parent
Policy
Council
secretary
Ongoing
Policy Council
attendance records
Self-declaration
Employment roster
260
1304.50 (b) (7) Parents of children currently enrolled in all program options must be proportionately represented on
established policy groups.
Elections will be held in each center with participants from
each option encouraged to participate. Every effort will be
made to ensure representation from each program option.
FSS, Center
Supervisor
Center
Supervisor
Home
Visitor
Family
Educator
October
Center Committee
Calendar
As needed due to
resignation
Center Committee
Meeting Minutes
261
261
1304.50 (c) Policy Council must work in partnership with key management staff and the governing body to develop, review
and approve or disapprove specific policies and procedures.
STRATEGY
PERSON(S)
RESPONSIBLE
Monitoring
Implementation
TIMELINES
Policy Council members will receive training on their roles
and responsibilities pertaining to:

Funding applications and amendments and the
implications of those on the program services and
budgets.
 Procedures on implementing shared decision making
with the Board of Trustees
 Program philosophy and long-and short-term goals
 The composition of Policy Council and the procedures
by which members are chosen
 Criteria for recruitment, selection, and enrollment
priorities
 The annual self-assessment (PRISM) or triennial
Federal Review and planning that may occur as a result
 Other responsibilities as determined
Each Policy Council member will receive a handbook
containing Policy Council By-laws, Parliamentary
Procedures, Officer Job Descriptions, Calendar of Events
and other pertinent resources
New Policy Council members will receive orientation
covering: By-laws, Parliamentary Procedures, Overview of
South Central Head Start, Program Options, Grants and
Funding Cycle, Policy Council Committees and Grantee
Information.
Family
Services
Specialist
Family
Services
Specialist
Director
Director
Operations
Manager
Operations
Manager
Ongoing
SUPPORTING
DOCUMENTATION
Policy Council
Notebook
Policy Council
Minutes
Policy Council
Orientation agenda
262
Policy Council
training agendas
Self-assessment
training agenda and
minutes
Family
Services
Specialist
Family
Services
Specialist
October
Policy Council
Notebook
Family
Services
Specialist,
Director,
Op Manager
Family
Services
Specialist,
Director,
Op Manager
October
Policy Council
Minutes
Orientation agenda
Policy Council
training agendas
262
1304.50 (d)(1)(i)-(xi) Policy Council must work in partnership with key management staff and the governing body to develop,
review and approve or disapprove the following policies and procedures:
Policy Council assists in reviewing all funding applications
and amendments, and will approve or disapprove said
applications.
Director,
OM
Policy Council will develop procedures for and participate
as shared decision makers in the program.
Director,
OM
Policy Council members participate in program planning,
including development of program philosophy and longand short-term goals, including approval or disapproval of
such.
Policy Council members participate in developing the
composition of Policy Council, the By-laws, and the
Policies and Procedures of Policy Council, as long as
authority has been ceded to Policy Council from the Board
of Trustees.
Policy Council will participate in defining criteria for
recruitment, selection, and enrollment priorities, and will
approve or disapprove said criteria.
Director,
OM, Family
Services
Specialist
Director,
OM,
Family
Services
Specialist
Director,
OM,
Family
Services
Specialist
Director,
OM
Policy Council will approve or disapprove personnel
policies and changes to those policies.
Policy Council will approve or disapprove decisions to hire
or terminate the Head Start Director or any person chosen to
work for the Head Start program.
Director,
OM
Director
OM
Key Staff
PC members
Director
Key Staff
PC members
Director
Key staff
PC members
Ongoing
Policy Council
Meeting Agendas &
Minutes
Ongoing
Policy Council
Meeting Agendas &
Minutes
Policy Council
Meeting Agendas &
Minutes
Director
Key staff
PC members
Ongoing
Director
Family
Services
Specialist
PC members
Director
Key Staff
PC members
Director
Key Staff
PC members
Ongoing
Policy Council
Meeting Agendas &
Minutes
Ongoing
Policy Council
Meeting Agendas &
Minutes
Policy Council
Meeting Agendas &
Minutes
Ongoing
Ongoing
Policy Council
Meeting Agendas &
Minutes
263
263
In order to ensure the Policy Council members have the opportunity for full participation, and that all members are afforded
knowledge of upcoming issues and business items to be discussed, the following will take place:
STRATEGY
Policy Council meet monthly with an agenda of action
items being mailed ten days in advance of scheduling
meeting.
Policy Council meetings include information shared by
staff specializing in all component areas of the program.
PERSON(S)
RESPONSIBLE
Director
Family
OM
Services
Specialist
Family
Services
Support Staff
Specialist
TIMELINES
Ongoing
Ongoing
Ongoing
Policy Council members vote on all items requiring formal
action by the group as a whole, as outlined in the
Performance Standards.
See also CSI/SCHS Shared Governance Policy
See also CSI/SCHS Procedures for Shared Governance
SUPPORTING
DOCUMENTATION
Policy Council
Mailing Log
Active reports and
minutes from Policy
Council Committee
meetings
Policy Council
Meeting Minutes
264
264
1304.50(d)(2) In addition, Policy Councils must perform the following functions directly: 1304.50(d)(2)(i) Serve as a link to
the Parent Committees, grantee agency governing body, public and private organizations, and the communities they serve;
1304.50(d)(2)(ii) Assist Parent Committees in communicating with parents enrolled in all program options to ensure that they
understand their rights, responsibilities, and opportunities in Head Start and to encourage their participation in the program;
1304.50(d)(2)(iii)Assist Parent Committees in planning, coordinating, and organizing program activities for parents with the
assistance of staff, and ensuring that funds set aside from program budgets are used to support parent activities,
1304.50(d)(2)(iv) Assist in recruiting volunteer services from parents, community residents, and community organizations, and
assist in the mobilization of community resources to meet identified needs, 1304.50(d)(2)(v) Establish and maintain procedures
for working with the grantee to resolve community complaints about the program.
STRATEGY
PERSON(S)
RESPONSIBLE
Monitoring
TIMELINES
SUPPORTING
DOCUMENTATION
Implementation
Policy Council members will attend monthly Center
Committee meetings, reporting and sharing information
from the previous Policy Council meeting, and soliciting
suggestions, input, and feedback from Parent members.
Policy Council minutes will be posted in each center.
Parents in the program will be informed of program
activities in various ways, and will be encouraged to
participate in all Head Start activities.
FSS
Center
Supervisor
PC Chair
PC members
Director
FSS
Center
Supervisor
FSS
CS
Center staff
Ongoing
Policy Council members are familiar with Volunteer
Recruitment guidelines. Members actively recruit
community members to serve on advisory boards and the
PRISM team.
Director
FSS
CS
PC members
Ongoing
Volunteer Handbook
Advisory Board &
PRISM team rosters
Director
Fiscal Officer
PC Members
Ongoing
Grant application
Budget reports
Funds will be allocated from the general budget for Parent
Director
activities during the grant writing process. Applications are Fiscal
approved by Policy Council prior to submission to HHS.
Officer
Monthly
Parents
Policy Council report
to Parent Committee
forms
Center Report to
Policy Council
Newsletters, Parent
Calendar/Handbook,
CPEs, Center
Committee minutes
265
265
Community complaints will be resolved through partnering
with the grantee, and in accordance with the grantee’s
Community Complaint Procedures.
See also CSI/SCHS Shared Governance Policy
See also CSI/SCHS Procedures for Shared Governance
Director
Grantee
Agent
PC Chair
Director
Grantee
As needed
Complaint procedure
forms
1304.50(f)—Policy Council and Parent Committee reimbursement. Grantee agencies must enable low-income members to
participate fully in their group responsibilities by providing, if necessary, reimbursements for reasonable expenses incurred
by the members.
STRATEGY
PERSON(S)
RESPONSIBLE
Monitoring
Policy Council members are reimbursed for childcare,
travel, and other reasonable expenses in accordance with
the Performance Standards.
Director
FSS
Fiscal
Officer
TIMELINES
SUPPORTING
DOCUMENTATION
Implementation
Fiscal Officer
Ongoing
PC Policies &
Procedures, PC
Bylaws, PC
Reimbursement Form,
Cancelled Checks,
Policy Council
Minutes
266
266
1304.50(g)—Governing Body responsibilities. (1) Grantee agency must have written policies that define the roles and
responsibilities of the governing body members and that inform them of the management procedures and functions necessary
to implement a high quality program. (2) Grantee agency must ensure that appropriate controls are established and
implemented to safeguard Federal funds in accordance with 45 CFR 1301.13.
STRATEGY
PERSON(S)
RESPONSIBLE
Monitoring
Members of the Board of Trustees will receive information
on their roles and responsibilities, as well as information
about running a high quality Head Start program, including
the Head Start Performance Standards.
Members of the Board of Trustees will receive updates on
the Head Start program regarding program philosophy,
goals, community needs assessment, and the program self
assessment.
TIMELINES
SUPPORTING
DOCUMENTATION
Implementation
Director
PC Chair
Director
PC Chair
Ongoing
Monthly flyer/PC
letter to Board, Shared
Governance Policy
Director
OM
Director
OM
PC Chair
Ongoing
Board/PC
correspondence, PC
mailing, PRISM report
267
1304.50(h)—Internal dispute resolution. Each grantee agency and Policy Council jointly must establish written procedures
for resolving internal disputes, including impasse procedures, between the governing body and policy group.
STRATEGY
PERSON(S)
RESPONSIBLE
Monitoring
The Policy Council and Board of Trustees will jointly
Director,
establish an Internal Dispute Resolution, or Impasse
Board
Procedure, which will be reviewed annually by both parties. Liaison
TIMELINES
SUPPORTING
DOCUMENTATION
Implementation
Director,
Board
Liaison, PC
members
Annually
Impasse Procedure,
Shared Governance
Policy
267
SOUTH CENTRAL HEAD START WORK PLAN
Management Systems & Procedures
1304.51 (a)(1)(i) -The program conducts a comprehensive self assessment utilizing the PRISM instrument and an annual
Comprehensive Community Assessment.
STRATEGY
1. The program will perform an annual Self –Assessment.
PERSON(S)
RESPONSIBLE
Director
Policy Council
Chairperson
TIMELINES
March/ April
SUPPORTING
DOCUMENTATION
Planning Matrix
PRISM Document
Program Improvement
Plan
Policy Council Minute
PRISM Document
South Central Head
Start’s individualized
Self Assessment Tool
2. The Self Assessment team will consist of
a. Policy Council Members
b. Grantee Board Representatives
c. Staff
d. Parents
e. Community Members
Director
Policy Council
Chairperson
February
3. The Self Assessment Team will receive training prior to the
beginning of the actual self assessment.
Management Staff
February
PRISM Agenda
4. The Self Assessment Team will coordinate their schedules
with the Center Supervisors to assure that regular Head Start
services are not affected or disrupted.
Team Leaders
February – April
PRISM Calendars
5. The Self Assessment Teams will meet to determine
recommendations for compliance or out of compliance.
Teams
April
PRISM Tool
6. Self Assessment Teams will present findings for Policy
Council to approve or disapprove the recommendations.
Team Leaders
April
PRISM Tool
Policy Council
Meeting Minutes
268
268
7. Inform Grantee and Region X of Self-Assessment Findings
Director, OM
Specialists
May
PRISM Report
Corrective Action Plan
8. The Grantee Board will review findings and approve or
disapprove.
Head Start
Director
May
Final PRISM Report
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
Planning Matrix
OM, Family
Service Specialist,
Children Services
Specialist, Health
Coordinator,
Mental Health
Coordinator
OM
All Staff
Annually
CCA
February - May
Surveys
CCA Report
Director, OM
Family Services
Specialist,
Children Services
Specialist
May - June
CCA
Executive Summary
Program Goals
1304.51 (a)(1)(i) –continued
STRATEGY
1. The program will perform a Comprehensive Community
Assessment.
2. Comprehensive Community Assessment will include
demographics, education, medical, disability, mental health,
faith based services, homelessness, substance abuse,
childcare, child abuse prevention, community strengths, and
gaps in resources.
3. Comprehensive Community Assessment surveys will be
completed by parents, staff, and community members.
Community members will include Public Officials,
Agencies, Faith Based programs, Schools, and Businesses.
4. Data gathered will be analyzed to assist with program
direction, program goals, and program services.
PERSON(S)
RESPONSIBLE
OM
269
269
1305.51 (a)(1)(ii) – The Head Start program is responsive to current trends and emerging issues gathered from the
Comprehensive Community Assessment and the PRISM Report.
STRATEGY
1. Program plans long-range and short term goals and
objectives. Program goals and objectives are reviewed and
updated annually.
PERSON(S)
RESPONSIBLE
Director, OM,
Specialists
Policy Council
Staff
2. Ongoing monitoring is necessary to meet requirements and in Director, OM
being responsive to changes.
Specialists
Staff
Policy Council
TIMELINES
April - August
January December
SUPPORTING
DOCUMENTATION
Planning Matrix
Strategic Goals
Comprehensive
Community
Assessments
PRISM Report
Policy Council Minute
PDWG Minutes
Policy Council Minute
PDWG Minutes
HSFIS
Management Meetings
Activity Reports
Email Updates
Hot Reports
PIR, CCA
Self- Assessment
Annual Report
Written Plans
Job Descriptions
270
270
1304.51 (a)(1)(iii) - Develop and submit proposal and grant applications for additional and or supplemental funding in order
to increase the quality provided and to increase the number of families served.
STRATEGY
1. Identify the needs of the service area by analyzing the
completed PRISM, the current Comprehensive Community
Assessment and the current PIR.
PERSON(S)
RESPONSIBLE
Management
Team, Director,
OM
TIMELINES
May/ June
2. Prioritize needs, develop strategies for funding and secure
Policy Council and Board Approval.
OM, Director,
Financial Services
Coordinator
Ongoing
3. Submit Proposals for increasing funding.
Director
OM
Ongoing
SUPPORTING
DOCUMENTATION
Planning Matrix
PRISM Tool
CCA
PIR
PRISM
CCA
PIR
RFP(Federal & State)
Funding Application
Board Reports
1304.51 (a)(2) All written plans will be available and reviewed by Policy Council and the Grantee annually.
STRATEGY
1. Policy Council and Grantee will receive documentation to
ensure informed decisions.
2. Each year Head Start Work Plans will be revised and
updated.
PERSON(S)
RESPONSIBLE
Director
Operations
Manager
Specialists
Coordinators
Policy Council
TIMELINES
As Scheduled
As Needed
SUPPORTING
DOCUMENTATION
Written Documents
Policy Council
Minutes
Notebooks
Board Report
Work Plans
Planning Matrix
Program Goals
CCA
PRISM
Job Descriptions
271
271
3. Written plans will be reviewed and approved by Policy
Council.
Director, OM
Specialists
Coordinators
Policy Council
Annually
Work Plans
Planning Matrix
Program Goals
CCA, PRISM
Job Descriptions
1304.51 (a) (2) cont. - The Program’s Personnel Management system includes: job descriptions, tasks and responsibilities,
Education Incentive Plan, 2nd Language Incentive Plan, and a classification system which differentiates between levels of
responsibility and complexity of work. The determination of salary compensation is derived from the current salary
comparability study.
STRATEGY
1. Each individual position in the organization has a job
description that is updated yearly.
2. Personnel Development Work Group members are surveyed
for possible updates or amendments to the current job
descriptions.
3. A yearly Salary Comparability study is completed.
4. The program organization chart is modified to reflect
changes in staff structure.
5. The Personnel Management System includes qualifications
and requirements for minimum standard related to lead
classroom staff as per the 2003 congressional mandate.
6. College of Southern Idaho/South Central Head Start Salary
Agreements for each staff person’s employment will be
drafted and signed.
7. Employees of South Central Head Start will comply with the
personnel policies and procedures developed through the
College of Southern Idaho and adopted by the Policy
Council of South Central Head Start
PERSON(S)
RESPONSIBLE
Human Resources
Coordinator
Director
HRC
TIMELINES
Annually
Annually
Director, Human
Resources Coor.
Director, Human
Resources Coor.
Director, Human
Resources Coor.,
PERC
HRC
Staff
Annually
Director
HRC
Annually
SUPPORTING
DOCUMENTATION
Job Descriptions
PC Minutes
PDWG Minutes
Staff Placement
Surveys
Salary Comparability
Study
Organization Chart
Ongoing
Personnel files
Training Plans
Annually
Agreements on file
At Hire
Annually
Policies & Procedures
Policy Council
Minutes
Personnel Files
272
272
1304.51 (a) (2) cont. - The Personnel Management System will maintain a recruitment and selection protocol, which establishes
consistency and equity with particular attention, paid to the recruitment of former Head Start Parents.
STRATEGY
1. Advertise employment vacancies in house 5 days prior to
public notice.
2. Actively recruit former Head Start parents for vacant
positions
3. Establish parameters to ensure consistency with budgetary
constraints
4. Complete hiring procedures for all successful candidates
prior to reporting to the job sight. Hiring procedures include
pre-employment physical, tuberculin screening, and
reference checks so as to insure that perspective hires are
free of communicable disease.
5. All staff will complete a periodic (every 3 years) wellness
exam to determine continued fitness for work.
6. Complete background checks on all new hires, employment
will be stipulated as conditional until a clear record is
documented.
7. Complete DMV check on all new hires with a commercial
driver license, staff authorized to drive program staff cars
and staff utilizing mileage reimbursement.
8. Pre employment and random drug testing will be conducted
for all staff with commercial driver license
9. All hiring panels will consist of at least one policy council
member, and the person who will be supervising the
applicant along with one other staff person.
10. The Policy Council will have final action on all Head Start
hiring.
PERSON(S)
RESPONSIBLE
Human Resources
Coordinator
ALL Staff
Director, Financial
Service Coor.
Human Resources
Coordinator
TIMELINES
Ongoing
Ongoing
Ongoing
Ongoing
SUPPORTING
DOCUMENTATION
In House Ad
CSI website
Employment
Applications
Website
Personnel Projections
Budget Reports
Completed written and
oral questions and
required procedures
273
Human Resources
Coordinator
Human Resources
Coordinator
As Needed
Personnel Files
Ongoing
Personnel File
Human Resources
Coordinator
Ongoing
Personnel File
Human Resources
Coordinator
Director,
Human Resources
Coordinator
Policy
Council
Ongoing
Drug Screen
documentation
Hiring Panel
documentation
Ongoing
Monthly
As Needed
Policy Council
Minutes
273
11. All hiring practices will be in accordance with the Civil
Rights Act of 1964 as amended, and all other applicable
Equal Employment Laws and Executive Orders.
Director, Human
Resources
Coordinator
Ongoing
College of Southern
Idaho Employee
Handbook
1304.51 (a) (2) cont. - The Grantee and the program will have Personnel Policies that have been approved by the Grantee
Board and include requirements as identified in the Revised Head Start performance Standards.
STRATEGY
1. Review existing Personnel Policies to determine that they
meet Head Start Requirements.
2. Draft adjustments and additions to the Personnel Policies.
3. Submit to Personnel Development Work Group for review
and recommendations
4. Submit to Policy Council for approval or disapproval
PERSON(S)
RESPONSIBLE
Director
HRC
Director
HRC
OM
Director
Director
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
Personnel Policies
As Needed
Personnel Policies
Quarterly
As Needed
Monthly
Personnel Policies
PDWG Minutes
Policy Council
Minutes
274
274
1304.51 (b) - Develop and implement a communication system to ensure efficient and effective organization.
PERSON(S)
RESPONSIBLE
Director, OM
STRATEGY
1. Review current systems and procedures
2. Submit monthly activity reports
3. Submit written report to Grantee Board Representative
4. Develop program year schedule of meetings, training’s and
staffing.
* OM – Operations Manager
OM, Specialists,
Coordinators
Center
Supervisors
Head Start
Director
Director, OM,
Specialists
Monthly
SUPPORTING
DOCUMENTATION
Work Plans updates
Planning Matrix
Activity Reports
Quarterly
Reports
As scheduled
Calendar
Training Plan
Planning Matrix
TIMELINES
Annually
275
* HR Coor. – Human Resources Coordinator
275
1304.51 (c) (1,2) – The program develops and implements effective communication systems with Head Start families to ensure
information is received and understood and to enhance the staff and parent relationship.
STRATEGY
1. Communication with families will be conducted in the family’s
home language. (See # 4 if needed)
PERSON(S)
RESPONSIBLE
Family Services
Specialist
Center Supervisor
Home Visitors
TIMELINES
Ongoing
2. Programs written information/ documentation will be available
in English and Spanish. (See # 4 if needed)
Specialists
Coordinators
Center Supervisor
Ongoing
3. Program has developed and implemented a Second Language
Incentive Policy to increase staff’s ability to communicate with
families in their home language.
4. Program will collaborate with community partners to assist with
interpretation/ translation.
Director, OM
HR Coordinator
Ongoing
Financial
Services Coor.
Center Supervisor
Home Visitors
As Needed
SUPPORTING
DOCUMENTATION
Home Visits
Parent/ Teacher Conf.
Flyers
Newsletter
Referrals
Parent Calendar
CPE
Newsletters
IEP Meetings
Center Meeting
PC Meetings
Second Language
Incentive Policy
Agreements
ISDB
Refugee Center
Health and Welfare
Public Health District
276
276
1304.51 (d) – The organization work plan provides for a system to disseminate timely agendas and minutes to all Policy
Council Members to insure that they are able to make informed decisions at the monthly Policy Council meetings. As a
minimum, information provided will include: timetable for planning, development, and submission of proposals, Head Start
workplans, Head Start Policies, guidelines and other communication from the Department of Health and Human Services.
Financial information tracking budget projections and expenditures, Personnel Policies and Grant Application will be
included in the information in order for Policy Council to make informed decisions related to thses areas within the program.
STRATEGY
1. Provide adequate written notices of scheduled Policy
Council meetings.
2. Develop Policy Council manuals and training materials for
members in order to illustrate their individual roles and
responsibilities.
3. Maintain and update the Policy Council manuals.
4.
5.
6.
7.
8.
PERSON(S)
RESPONSIBLE
HS Director,
Family Services
Specialist,
Program Coor.
Family Services
Specialist
Family Services
Specialist
Distribute minutes and agendas ten days prior to the meeting. Program Coor.
Provide Policy Council and Grantee board a timeline for
Director,
planning, development and submission of proposals.
Vice President of
Administration
Inform Policy Council and Grantee Board about Head Start
Director, Vice
revised performance standards and guidance.
President of
Administration
Inform Policy Council and Grantee Board about Work Plans Director,
and Grant Applications.
Vice President of
Administration
Inform Policy Council and Grantee Board about current
Financial Services
financial data.
Coordinator
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
Agendas
Meeting Minutes
Fall
Policy Council Manual
As Needed
Manuals
Monthly
October
October
February
Mail Log
Training Agendas
Policy Council
Meeting Minutes
PRISM Training
Agenda
As Scheduled/
Needed
Policy Council
Minutes
Monthly
Policy Council
Minutes
Board Report
277
277
1304.51 (d) continued
The Grantee and the program will have Personnel Policies that have been approved by the Grantee Board and include
requirements as identified in the Revised Head Start performance Standards.
STRATEGY
1. Review existing Personnel Policies to determine that they
meet Head Start Requirements.
2. Draft adjustments and additions to the Personnel Policies.
3. Submit to Personnel Development Work Group for review
and recommendations
4. Submit to Policy Council for approval or disapproval
PERSON(S)
RESPONSIBLE
Director
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
Personnel Policies
Director
As needed
Personnel Policies
Director
As needed
Director
As needed
Personnel Policies
PDWG Minutes
Policy Council
Meeting Minutes
1304.51 (e) - The program has an established communication system through the Personnel Development Work Group
representative of all staff employed in the program with equal representation from direct service and support service,
including one representative from Policy Council.
STRATEGY
1. By-Laws and guidelines are established to insure equal
representation from a cross section of staff.
2. The Head Start Director and Operation Manager participate as
ex-officio members of the committee.
3. Roles and responsibilities of Advise and Assist are clarified for
all PDWG members
PERSON(S)
RESPONSIBLE
OM
278
TIMELINES
Yearly
SUPPORTING
DOCUMENTATION
PDWG By- Laws
OM
Director
Quarterly
PDGW By-Laws
OM
As needed
PDWG By- Laws
4. All job descriptions including tasks and responsibilities will be
Director, HR
As needed
reviewed for updates and recommendations annually.
Coordinator, OM
* OM – Operations Manager
* HR Coordinator– Human Resources Coordinator
PDWG Meeting
Minutes
278
1304.51 (f) N/A
1304.51 (g) - The program develops, implements, and maintains as efficient and effecting “record keeping system” to provide
accurate and timely information regarding children, families, and staff while ensuring confidentiality.
STRATEGY
1. An internal reporting system based on Program Objectives,
which generates periodic reports of activities and progress to
advise the Grantee Board, Policy Council, and staff.
2. An internal record keeping system that provides accurate
information.
PERSON(S)
RESPONSIBLE
Director
Specialists
Specialists
Coordinators
Specialists
TIMELINES
Monthly
Monthly
3. A reporting system that informs the grantee Board, Policy
Council and staff of immerging issues and concerns.
a. Center Supervisors submit items reflecting center parent
activities.
b. Distribute newsletter to parents and staff
Director, OM
Specialists
Coordinators
Monthly
4. A written confidentiality policy is established to maintain and
ensure all staff are implementing the policy.
5. A system is developed and adhered to with schools and other
agencies to ensure relevant child records are transferred properly
and in a timely manner.
6. A system is established to maintain all child records for 3 years.
A disposal procedure is in place
All Staff
Ongoing
Specialists
Center Supervisors
Coordinators
Family Services
Specialist
As Needed
As Scheduled
SUPPORTING
DOCUMENTATION
Meeting Minutes
Meeting Agendas
Board Fact Sheet/
Correspondence
Meeting Minutes
PIR
Monthly Activity
Reports
Board Fact Sheet/
Correspondence
Meeting minutes
Meeting Agendas
T/TA Meetings
Board Correspondence
Parent Newsletters
Code of Conduct
Pre-Service
Release of Information
Locked Files
Shredder Schedule
279
279
1304.51 (h) (1,2) – Program and grantee have established and maintain an effective and efficient reporting systems. Program
will generate official reports for Federal, State, and local authorities.
STRATEGY
1. Program will complete required reports at all levels; Federal,
State, and local.
PERSON(S)
RESPONSIBLE
Director, OM
Specialists
Coordinators
TIMELINES
As Scheduled
2. All reports will provide clear, accurate, and reliable information
to assist governing boards, Policy Council, Advisory Boards,
PDWG, and staff to make informed decisions.
SUPPORTING
DOCUMENTATION
PIR
Fiscal Audit Report
Monthly Financial
Reports
PRISM
CCA
HSFIS Reports
TANF
State Immunization
Report
Grant Reports
USDA Reports
Enrollment Reports
Attendance Reports
Childcare License
NAEYC Certificate
1304.51 (i) (1) – The program has established a self assessment protocol and monitoring system to review program’s
effectiveness and progress in meeting program’s goals and objectives as well as implementing new federal regulations.
STRATEGY
A self assessment of the program will be completed and
reviewed to ensure effectiveness, programs progress with goals,
and to conform to new Federal regulations.
PERSON(S)
RESPONSIBLE
Director, OM
Specialists
Coordinators
TIMELINES
Annual
SUPPORTING
DOCUMENTATION
PRISM Training
PRISM
Documentation
PRISM Report
280
280
1304.51 (i) (2) – The program has establishes and implemented procedures for ongoing monitoring of our program to ensure
effectiveness of services.
STRATEGY
Program has established communication systems and
computerized systems to monitor program’s process.
Program will complete and monitor written and computerized
reports to ensure effectiveness of services and policies.
PERSON(S)
RESPONSIBLE
Director, OM
Specialists
Director, OM
Specialists
Center Supervisors
Governing Board
TIMELINES
Revised
Annually
As Scheduled
Annually
SUPPORTING
DOCUMENTATION
PC Meetings
Management Meetings
PDWG
Specialist Meetings
HSFS Reports
Annual Program
Report
PIR
PRISM
CCA
Workplans
Policies & Procedures
Fiscal Audit
1304.51 (i) (3) –Program has established a system to inform governing boards of outcomes, progress, and concerns.
PERSON(S)
RESPONSIBLE
Director, OM
Specialists
Director, OM
STRATEGY
Governing boards will receive PRISM training in completing
program self-assessment.
Program will distribute the PRISM Report and or Federal
Review Findings.
Governing Boards will partner with the program in monitoring
Governing Board
to identify concerns early and develop plans to address concerns Director, OM
and identify priorities.
Specialists
TIMELINES
Annually
Every 3 years
Annually
Every 3 years
As Needed
SUPPORTING
DOCUMENTATION
PRISM
Federal Review
Program Report
Federal Audit Findings
QIP
281
281
HUMAN RESOURCES MANAGMENT-Approved 2/19/2009.
1304.52 (a) (1) – Organization Structure: The program establishes and maintains an organizational structure that supports the accomplishment of program
objectives.
STRATEGY
(1) The organizational structure addresses the major functions and
responsibilities assigned to each staff position and provides evidence of
adequate mechanisms for staff supervision and support by means of:
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION

Development and continuous update of all job descriptions;
Director, Operation Manager
Annually
Job descriptions, Policy
Council minutes

Implementation and training on job descriptions;
Director, Operation Manager,
Specialists
Annually
Job descriptions, Policy
Council minutes

Informational training on the planning and communication process
within South Central Head Start;
Director, Operation Manager,
Specialists
Ongoing
Pre/In-Service, PDWG,
New Staff Orientation,
PRISM training, Policy
Council, Management282
meeting

New staff orientation for all Head Start staff consisting of the
organizational structure and the placement of Head Start within the
College structure;
Director, Operation Manager
Agenda, Sign-in Sheet

Develop Organizational Structure to fully staff individual program
models, centers and administration staffing ratios; and
Director, Operation Manager,
Specialists
Twice per year,
September/
January or as
needed
Annually

Ongoing communication between the Head Start program, the grantee
and Policy Council.
Director
Ongoing
Program Grant,
Organizational Structure
Chart, Job Descriptions
Policy Council
Minutes/Mailing, Board
Minutes/Mailing,
E-mail Records
282
1304.52 (a) (2) (i)-(iii) – Organization Structure: Continued
STRATEGY
(2) At a minimum, the program ensures that the following program
management functions are formally assigned to and adopted by staff
within the program:
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
(i) Program Management
Director, Operations Manager
Annually
Job descriptions, Work
Plan, Evaluations
(ii) Early Childhood Development and Health Services
Children’s Services Specialist
Annually
Job descriptions, Work
Plan, Evaluations
Child Development and Education
Children’s Services Specialist
Annually
HSFIS Application
Child Medical, Dental and Nutritional Health
Health Coordinator
Dental & Nutrition 283
Assessment Services
Child Mental Health and Disabilities, School District
Interagency Agreements
Disabilities Coordinator
Mental Health Contract
(notes), Inter-Agency
Agreement Notebook
(iii)Family and Community Partnerships, including Parent
Activities
Family Services Specialist
Annually
Job descriptions, Work
Plan, CPE – Parent
Involvement Activities
& hours
283
1304.52 (b)(1)-(3) – Staff Qualifications – General: The program ensures that staff and consultants have the knowledge, skills, and experience
they need to perform their assigned functions responsibly.
STRATEGY
(1) The program ensures that staff and consultants have the knowledge, skills,
and experience they need to perform their assigned functions responsibly
by consideration of the individual’s:





PERSON(S)
RESPONSIBLE
Director, Operations
Manager, Human Resources
Coordinator, Specialists
training or experience in the area of expertise required by the
position,
experience in a human services setting, including working with
low-income children and families,
interpersonal and communication skills, as needed for the
position,
awareness of and sensitivity to cultural issues and local
community practices, and
education related to the program’s requirements for the position.
(2) In addition, the program ensures that only candidates with the
(3) Current and former Head Start parents receive preference for employment
Human Resource Coordinator
As attrition
occurs
Human Resource Coordinator
As openings
occur
vacancies for which they are qualified.

Parents that volunteer 80 hours or more considered in-house
applicants
In-house job openings are posted at the center on parent bulletin
board
SUPPORTING
DOCUMENTATION
Application/Resume,
Credentials (i.e. copy of
license, certification,
degree, transcript),
References, Interview
284
qualifications specified in 1304.52 b and in 1306.21 are hired.

TIMELINES
Center Supervisor
Personnel Files
Staff Qualifications
Policy
”Checklist”
Copy of postings
HSFIS, Application
284
1304.52 (b)(4) – Staff Qualifications – General: Continued
STRATEGY
(4) Staff and program consultant must be familiar with the ethnic background
and heritage of families in the program and must be able to serve and
effectively communicate, to the extent feasible, with children and families
with no or limited English proficiency. The program will help familiarize
staff and consultants with the ethnic backgrounds and family heritage and
with effective communication by:
 Recruiting qualified, bilingual staff and consultants who are
culturally and ethnically diverse, there by ensuring an appropriate
representation of the ethnicities and cultures of enrolled families;
 Utilizing current and past parents and staff as resources for
understanding different cultures;
 Making use of museums, libraries, artists, poets, writers,
storytellers, musicians, and community theater groups, etc. to
help staff and parents appreciate and enjoy diverse cultures;
 Offering staff development in anti-bias strategies and approaches
to developing skills in accepting cultural differences and in
conflict resolution; and
 Sponsoring joint staff training in issues of cultural diversity with
organizations such as local schools, social service groups, and
other early childhood development programs.
PERSON(S)
RESPONSIBLE
Director, Operations
Manager, Human Resources
Coordinator
TIMELINES
SUPPORTING
DOCUMENTATION
Personnel Files,
College Transcripts
Children’s Services Specialist
Family Services Specialist
Children’s Services Specialist
Class Lesson Plan,
Overviews
Field Trips
285
Children’s Services Specialist
Staff Training Plan
Training Agenda
Account 20
Training Sign Up Sheet
Specialists
285
1304.52 (c) – Head Start Director Qualifications: The Head Start Director must have demonstrated skills and abilities in a management
capacity relevant to human services program management.
STRATEGY
To ensure that an appropriately qualified director is employed, the program requires
that the director possess the following essential qualifications:
 Bachelor’s degree required, Masters Degree preferred in Management,
Human Services or related field;
 Minimum three years of progressively responsible
supervisory/management positions including experience working with
boards and advisory committees. Previous Head Start experience
preferred;
 Good Communication skills (open, honest, objective, good listener, with
team management approach to clear goals and objectives);
 Positive approach to Early Childhood Development programs, health and
social services;
 Must demonstrate commitment to inspire diverse factions toward shared
goals; and
 Must demonstrate ability to gain support of staff, funding sources, elected
officials and community.
The following steps are taken to ensure that the Director meets/exceeds these
requirements:
 Employment applications and resumes screened to find applicants that
meet minimum qualifications;
 Applications meeting minimum qualifications reviewed for additional
related experience, skills, knowledge, etc. to select applicants for interview;
 Interview process consists of an oral interview with hiring panel that
includes a representation from both the College/grantee (Vice President of
Administration) and Policy Council; and
 Reference checks are completed for each finalist.
PERSON(S)
RESPONSIBLE
Grantee Representative – Vice
President of Administration
Governing Board
Policy Council
TIMELINES
As openings
occur
SUPPORTING
DOCUMENTATION
Notice of opening,
Application/Resume,
Credentials (i.e. copy of
license, certification,
degree, transcript),
References, Interview
286
Vice President of Administration
Human Resource Coordinator
Human Resource Coordinator
Vice President of Administration
Human Resource Coordinator
Application/Resume,
Credentials
Interview, Policy Council
agenda/ minutes,
Personnel Report
References
286
1304.52 (d) (1)-(4) – Qualifications of Content Area Experts: The program hires staff or consultants who meet the qualifications of 1304.52 d
to provide content area expertise and oversight on an ongoing or regularly scheduled basis.
STRATEGY
The program determines the appropriate staffing pattern necessary to provide these
functions.
(1) Education and Child Development services are supported by staff or consultants
with training and expertise in areas that include:



PERSON(S)
RESPONSIBLE
Director, Leadership Team
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
Credentials
Personnel Files
Interview Protocol
Children’s Services Specialist,
Disabilities Coordinator, Family
Services Specialist
the theories and principles of child growth and development
early childhood education, and
family support.
This in ensured by following the selection procedures.
In addition, staff or consultants must meet the qualifications for classroom teachers,
as specified in section 648A of the Head Start Act and any subsequent amendments
regarding the qualifications of teachers.
(2) Health services are supported by staff or consultants with training and experience in
public health, nursing, health education, maternal and child health, or health
administration.
In addition, when a health procedure must be performed only by a licensed/certified
health professional, the program assures that the requirement is followed.
(3) Nutrition services are supported by staff and consultants who are registered
dieticians or nutritionists. This is ensured by South Central District Health.
(4) Mental health services are supported by staff or consultants who are licensed or
certified mental health professionals with experience and expertise in serving young
children and their families. This is ensured by Paul Burnett, Mental Health
Consultant.
287
Children’s Services Specialist,
Health Coordinator
Annually
Credentials
Annually
Credentials
Annually
Credentials
Children’s Services Specialist,
Health Coordinator
Children’s Services Specialist
287
1304.52 (d) (5)-(8) – Qualifications of Content Area Experts: Continued
STRATEGY
(5) Family and Community Partnership services are supported by staff or
consultants with training and experience in field(s) related to social, human,
or family services. This is ensured by following approved Selection
Procedures to appoint qualified Family Services Specialist and evaluation
process.
(6) Parent involvement services are supported by staff or consultants with
training, experience, and skills in assisting the parents of young children in
advocating and decision-making for their families. This is ensured by
following approved Selection Procedures to appoint qualified Family
Services Specialist and evaluation process.
(7) Disabilities services are supported by staff or consultants with training and
experience in securing and individualizing needed services for children with
disabilities. This is ensured by following approved Selection Procedures to
appoint qualified Disabilities Coordinator and evaluation process.
(8) The program secures the regularly scheduled or ongoing services of a
qualified fiscal officer. This is ensured by following approved Selection
Procedures to appoint qualified Financial Services Coordinator and
evaluation process.
PERSON(S)
RESPONSIBLE
Director,
Human Resource Coordinator
TIMELINES
As openings
occur
Annually
Director,
Human Resource Coordinator
As openings
occur
Annually
Children’s Services Specialist
As openings
occur
Annually
Director
As openings
occur
Annually
SUPPORTING
DOCUMENTATION
Application/Resume,
Credentials,
References, Interview
Performance Appraisal
Application/Resume,
Credentials,
References, Interview
Performance Appraisal
Application/Resume,
288
Credentials,
References, Interview
Performance Appraisal
Application/Resume,
Credentials,
References, Interview
Performance Appraisal
288
1304.52 (e) – Home Visitor Qualifications: The program hires staff or consultants who meet the qualifications of 1304.52 d to provide content
area expertise and oversight on an ongoing or regularly scheduled basis.
STRATEGY
Home visitors must have knowledge and experience in child development and
early childhood education; in the principles of child health, safety, and nutrition;
in adult learning principles; and in family dynamics.
PERSON(S)
RESPONSIBLE
Family Services Specialist,
Human Resource Coordinator
TIMELINES
As openings
occur
Annually
SUPPORTING
DOCUMENTATION
Application/Resume,
Credentials,
References, Interview
Performance Appraisal
SSCBT Certification
They must be skilled in communicating with and motivating people.
In addition, they must have knowledge of community resources and the skills to
link families with appropriate agencies and services.
Family Services Specialist
Ongoing
Training agendas
289
1304.52 (f) – Infant and Toddler Staff Qualifications: South Central Head Start does not currently provide services to infants and toddlers.
PERSON(S)
RESPONSIBLE
STRATEGY
N/A
N/A
TIMELINES
N/A
SUPPORTING
DOCUMENTATION
N/A
289
1304.52 (g) (1)-(5) – Classroom Staffing and Home Visitors: The program meets or exceeds the requirements of 1306.20 regarding classroom
staffing.
STRATEGY
(1) The program meets or exceeds the requirements of 1306.20 regarding
classroom staffing.
PERSON(S)
RESPONSIBLE
Children’s Services
Specialist, Human Resource
Coordinator
(2) When a majority of children speak the same language, at least one classroom
staff member or home visitor interacting regularly with the children speaks
their language.
(3) The class size requirements specified in 1306.32 are maintained through the
provision of substitutes when regular classroom staff members are absent.
(4) Staff:child ratios are strictly enforced. South Central Head Start does not
TIMELINES
As openings
and subsequent
amendments to
qualifications
of classroom
teachers occur
Children’s Services
Specialist, Center Supervisor
Ongoing
N/A
N/A
SUPPORTING
DOCUMENTATION
Application/Resume,
Credentials,
References, Interview
Classroom Enrollment
Roster
currently provide services to infants and toddlers.
(5) Staff members supervise the outdoor and indoor play areas in such a way
that children’s safety can be easily monitored and ensured. Failure of
staff to monitor children’s safety may result in disciplinary action, up to
and including termination.
290
Children’s Services
Specialist, Center Supervisor,
Family Educator III
Ongoing
Job Descriptions,
Classroom
Observations, Site Visit
Forms
290
1304.52 (h) (1)-(3) – Standards of Conduct: All staff, consultants, and volunteers abide by the program’s standards of conduct.
STRATEGY
Violating the standards of conduct will result in penalties, up to and including
termination. The Standards of Conduct include, but are not limited to, the following:

Children and families are respected, and we refrain from
stereotyping. We respect the child and family and will not refer to
them in any form of stereotyping on the basis of gender, race,
ethnicity, culture, religion or disability.

Confidentiality policies must be followed and are strictly enforced.
The confidentiality concerning information about the child, family
or other staff members should be closely observed. Any employee,
volunteer or consultant who violates the “Confidentiality Policy”
may be removed from the program.

Children are always supervised. When assigned to the supervision
of children, the adult under no circumstances will be allowed to
leave the child unsupervised.

Positive methods of guidance and discipline are used. The
employees, volunteers and consultants are expected to adhere to the
“Discipline Policy.” This policy states that positive methods of
child guidance will be used thus prohibiting the use of corporal
punishment, emotional or physical abuse, or humiliation. Isolating
the child is inappropriate and unacceptable in any facility. In
addition, food is not to be used as a form or reward or punishment.
PERSON(S)
RESPONSIBLE
Director
Operations Manager
Human Resource Coordinator
All Staff
TIMELINES
At all times
SUPPORTING
DOCUMENTATION
New Staff Orientation
Code of Conduct – signed
(Personnel File), Staff
Calendar
291
291
1304.52 (h) (1)-(3) – Standards of Conduct: Continued
STRATEGY

Prohibition of kick-backs. All employees engaged in the award and
administration of contracts or other financial awards [Head Start
management staff] will be required to sign a statement which
assures that no form of gratuity, favor or any form of monetary
value will be solicited in exchange for granting a contract. The
program ensures that all employees engaged in the award and
administration of contracts or other financial awards sign statements
that they will not solicit or accept personal gratuities, favors, or
anything of significant monetary value from contractors or potential
contractors.

Clothing of employees on the job should be in good taste, neat,
clean, and appropriate for the duties to be performed.

Each employee must cooperate with fellow workers and the public
in order to set a high standard of work performance. Unwillingness
or failure to cooperate shall be cause for disciplinary action.

Employees must be punctual in reporting for duty at the time and
place designated. Repeated failure to report promptly at the time
directed will be deemed neglect of duty and subject to disciplinary
action.

Employees shall not smoke while conducting activities. Smoking
may be done only in designated areas of the building and grounds.

False reporting shall be subject to disciplinary action.
PERSON(S)
RESPONSIBLE
All Staff
TIMELINES
At all times
SUPPORTING
DOCUMENTATION
Policy & Procedures
Pre-Service Agenda292
292
1304.52 (h) (1)-(3) – Standards of Conduct: Continued

STRATEGY
Employees should never be discourteous or argumentative
with program participants and, if conflicts develop, should
immediately make the supervisor aware of the conflict.

All employees are urged to make any suggestions they feel
will be of benefit to the program.

Employees may be granted authorization to be reimbursed for
using their private vehicles when use of private vehicles is
essential in the performance of the work required.

All complaints on behalf of the public are handled
courteously and promptly and in accordance with the
Grievance Procedures, if applicable.

Employees will discourage personal gifts and will not accept
any gift or other valuable things offered in the course of work
or in connection with it when such a gift is given in the hope
or expectation of receiving a favor or better treatment than
accorded other persons.

Employees shall not accept nor receive money in the form of
tips or rewards for services rendered.
PERSON(S)
RESPONSIBLE
All Staff
TIMELINES
At all times
SUPPORTING
DOCUMENTATION
Grievance Policy
Travel Voucher/
Mileage Sheet
293
Policy & Procedures
Solicitation of funds from employees or the public is not permitted
with the exception of parent fundraising. Employees desiring to
solicit or to have someone else solicit, either directly or indirectly,
money or materials of any kind, including prizes, for the purpose of
assisting in the promotion of any program area or activity must secure
approval before starting such solicitation.
293
1304.52 (h) (1)-(3) – Standards of Conduct: Continued
STRATEGY

Employees are responsible for the safekeeping of any funds they
receive until such time as the money is delivered to some other
authorized person and a receipt is obtained. Any employee who
acts as a custodian for any funds must file a financial report at a
time and place determined by the Program Director.

Employees are discouraged from fraternizing with (dating) any
program participant.
The following actions will be considered direct violations of the Standards of Conduct
and will subject an employee to disciplinary action up to and including discharge. It
is not possible to provide a complete list of every possible offense; so to give some
guidance, examples of unacceptable conduct are listed below. It should be noted that
conduct that is not listed, but that is unprofessional or potentially embarrassing,
adversely affects, or is otherwise detrimental to the Head Start program’s (or
grantee’s) interests, or the interests of its employees, participants or the public at
large, may also result in disciplinary action, up to and including immediate
termination.


Abuse or willful inattention to a participant.
Refusal or failure to carry out instructions from a responsible
authority or willful neglect of assigned duties.

Failure to inform the supervisor in the event of absence or late
arrival.

Failure to report for work or to contact the supervisor for three
consecutive days.

Excessive or unjustified absences or late arrivals.
PERSON(S)
RESPONSIBLE
All Staff
TIMELINES
At all times
All Staff
At any time
SUPPORTING
DOCUMENTATION
Code of Conduct
294
Policy & Procedures
294
1304.52 (h) (1)-(3) – Standards of Conduct: Continued
STRATEGY

Insubordination, including improper conduct toward a supervisor or
refusal to perform tasks assigned by the supervisor.

Disorderly or disruptive conduct such as fighting or threatening
violence on any program site/location.

Unsatisfactory performance or conduct.

Violation of safety rules.

Possession of dangerous or unauthorized materials, such as
explosives or firearms on any program site/location.

Misuse, unauthorized use/possession, destruction, or theft of
property belonging to the program, another employee, participant or
visitor.

Falsifying or collaborating in a falsification of any document or
record of the program.

Possession or use of alcoholic beverages or narcotics, unless a
prescription is provided, on the premises or such use or
consumption as to make an employee unfit for duty during his or
her normal work day, and sale or purchase of illegal narcotics.

Accepting or offering a gift to influence any matter in which the
program has an interest or responsibility.
Unauthorized disclosure of confidential information.

PERSON(S)
RESPONSIBLE
All Staff
TIMELINES
At any time
SUPPORTING
DOCUMENTATION
Code of Conduct
295
295
1304.52 (h) (1)-(3) – Standards of Conduct: Continued
STRATEGY

Posting notices, signs or written material on bulletin boards or other
places without specific authorization, or removing properly posted
material or otherwise defacing any program site/location.

Unauthorized non-work activities during working hours or any time
which interferes with the work of others.

Sexual or other unlawful harassment or discrimination.

Failure to return to work on a timely basis after the termination of
an approved leave of absence.

Failure to observe the terms and conditions of all software
agreements and licenses to which the program may be a party.

Violation of any Head Start program policy, including the policies
described herein.
PERSON(S)
RESPONSIBLE
All Staff
TIMELINES
At any time
SUPPORTING
DOCUMENTATION
Policy & Procedures
296
Progressive disciplinary action is enforced for violations of Standards of Conduct.
The nature of discipline imposed will depend on the seriousness of the problem and
the prior record of the employee’s performance, behavior problems, or safety
violations. Disciplinary action is based on the facts of each case, and not all the
available forms of disciplinary action outlined below are appropriate to every
disciplinary situation. It is not required by the program to treat each form of
discipline as a step in a series with each employee before discharge, and the program
reserves the right to forgo the steps of progressive disciplinary procedures at any time
when deemed necessary.
296
1304.52 (h) (1)-(3) – Standards of Conduct: Continued
PERSON(S)
RESPONSIBLE
Supervisor
TIMELINES
As occurs
Supervisor
As occurs
Employee Warning,
Improvement Plan –
Personnel File
C. Suspension: An action in which an employee is given a specific period of
time off the job without pay. Such a suspension of employment, in itself, may
constitute a disciplinary action.
Supervisor, Director,
Operations Manager
As occurs
Employee Warning,
Improvement Plan –297
Personnel File
D. Discharge: An action in which employment is permanently terminated in
response to a specific violation. Serious violations or misconduct may result
in immediate termination without progressive discipline.
Director, Operations
Manager, Supervisor
As occurs
Notice of Change of
Employment –
Personnel File, Policy
Council Minutes,
Personnel Report
STRATEGY
A. Verbal Warning: A form of counseling or reprimand in which a
supervisor discusses a violation of a rule, policy, procedure or a performance
problem with a subordinate and issues a verbal warning against further
violations.
B. Formal Written Counseling: A warning notice through which a supervisor
documents in writing problems with performance or behavior, the causes and
effects of the problems, a plan of correction and the consequences of
continued non-compliance. A meeting is held with the employee to discuss
the counseling notice and to elicit commitment to improvement.
SUPPORTING
DOCUMENTATION
297
1304.52 (i) – Staff Performance Appraisals: The program performs performance reviews of staff.
STRATEGY
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Staff Performance Appraisal/Staff Performance Evaluation & Reflective Supervision
1.
Employees are evaluated within the first six months of employment in
accordance with probationary requirements.
2.
A formal, written review of employees is completed annually.
3.
Ongoing evaluation continues throughout employment, and staff performance
appraisals are done at least once per year for each employee.
4.
Employees are evaluated by their supervisors.
5.
Evaluations are filed in the employee’s personnel records.
6.
Service ratings are done in a formal report by the immediate supervisor who is
responsible for the work of the employee being rated. Reports become a part of
the employee’s permanent personnel record.
Supervisor
Supervisor
Supervisor
Supervisor
7.
8.
Immediate supervisors rate individual employees on the basis of work
performance, efficiency, dependability, and adaptability. Service ratings are
made on each employee at the end of the probationary period and at the end of
the first year of employment in the job occupied and annually thereafter (or at a
time established by the program).
Three to six
months
following date
of hire and
three months
following a
change in
position;
Annually
Performance Appraisal
– Personnel File
298
Human Resource Coordinator
Supervisor
Supervisor
An employee who receives an “unsatisfactory” rating is ineligible for a higher
pay or job rating until a “satisfactory” rating is received. Employees may be
reassigned, demoted, or discharged for receiving unsatisfactory ratings.
Supervisor
298
1304.52 (i) – Staff Performance Appraisals: Continued
STRATEGY
9.
Employees may review and discuss their evaluation rating with the supervisor.
Service ratings may be reviewed by the employee as soon as possible after the
supervisor & employee prepare the rating, but the rating may not be seen by
unauthorized persons. After discussion, the employee must sign the rating form.
The signature indicates only that the employee has discussed the rating with the
supervisor.
PERSON(S)
RESPONSIBLE
Staff Member, Supervisor
10. Each employee shall receive a copy of the rating.
Supervisor
11. The primary function of supervisory personnel is guidance and improvement of
the operation. Each supervisory visit shall be a positive approach to
improvement and add to the employee’s contribution to the program.
Supervisor
12. The review of evaluation ratings is done by the supervisor’s supervisor or
designee. The reviewing official must:
a) Approve or disapprove the evaluation rating.
b) Change the evaluation rating, without formal appeal procedures,
when in the interest of sound administration and notice to all
parties involved.
c) Upon request of the employee, provide an impartial review of the
evaluation rating involving the supervisor.
13. If the employee is dissatisfied with the decision, the employee may appeal in
writing within ten days to the Director for an impartial review of the evaluation
rating.
The Director or agents shall render a written decision sustaining or modifying the
rating to the employee within ten days following the hearing.
TIMELINES
Three to six
months
following date of
hire and three
months
following a
change in
position;
Annually
SUPPORTING
DOCUMENTATION
Performance Appraisal
– Personnel File
Performance Appraisal
Supervisor
As needed
299
Performance Appraisal
Staff Member
Director
Within ten days
of signing
Performance
Appraisal
Within ten days
of impartial
review of the
evaluation rating
Written Notice
Written Notice
299
1304.52 (i) – Staff Performance Appraisals: Continued
STRATEGY
14. If the employee is dissatisfied with the decision of the Director, the
employee may within ten days appeal the decision to the local authority
for a review. This authority reviews the appeal, rating, and Director’s
decision and renders in writing a decision to the employee within ten
days.
15. Policy Council must be involved in the decision if a recommendation to
PERSON(S)
RESPONSIBLE
Staff Member
CSI Human Resource Director
Director, Operations Manager
Next Policy
Council
meeting
Director, Operations
Manager, Supervisor
Always
terminate an employee is given. Policy Council must approve the
termination in accordance with Head Start regulations.
16. This process is free from any discriminatory practices related to an
employee’s religion, race, color, creed, sex, age, national origin, physical
or mental disability, or veteran status.
17. The results of staff performance reviews are used to identify staff training
and development needs, to modify staff performance agreements as
necessary, and to assist each staff member in improving his/her skills and
professional competencies.
Staff Grievance Procedure:
1. Speak directly with offending party when possible.
TIMELINES
Within ten days
of receiving
Director’s
decision
Supervisor
Annually
Performance Appraisal,
Training Plan
Employee
Immediately
Verbal feedback from
grieved party to
supervisor
Immediately
3. Complete written grievance form
Within five
working days
As soon as
possible
5. Appeal to Director
Policy Council meeting
minutes, Personnel
Report
300
2. Speak to grieving party’s immediate supervisor.
4. Conflict resolution
SUPPORTING
DOCUMENTATION
Director’s Written
Notice of Decision
Completed Grievance
Form
Resolution Document
in file
Grievance Form
300
6. Appeal to Human Resource Director
1304.52 (j)(1-3) – Staff and Volunteer Health: The program assures that each staff member has an initial health examination (that includes
screening for tuberculosis) and a periodic re-examination (as recommended by their health care provider or as mandated by State, Tribal, or local
laws) so as to assure that they do not, because of communicable diseases, pose a significant risk to the health or safety of others in the Head Start
program that cannot be eliminated or reduced by reasonable accommodation.
STRATEGY
(1) This requirement is implemented consistent with the requirements of the
Americans with Disabilities Act and section 504 of the Rehabilitation Act.
PERSON(S)
RESPONSIBLE
Supervisor
Staff Member
Any staff member that travels outside of the United States will be re-screened for
tuberculosis (PPD skin test) six weeks after their return.
(2) Regular volunteers are screened for tuberculosis in accordance with the Health
Services Advisory Committee.
SUPPORTING
DOCUMENTATION
Wellness Examination/
Re-Screen form, PPD
Skin Test for TB form*
301
Supervisor
Staff Member
Periodically as
necessary
PPD Skin Test for TB
form*
Supervisor
Regular Volunteer
At such time a
volunteer is
considered
“regular”
(consistently
volunteers at
least 12 hours
per month)
PPD Skin Test for TB
form*
(3) The program makes mental health and wellness information available to staff
with concerns that may affect their job performance
Access to skilled professionals trained to deal with a broad range of personal and
interpersonal problems is available to staff through the Employee Assistance
Program (EAP)
TIMELINES
Upon Hire,
then every
three years or
as medical
professional
requests
Staff Member
Effective first
of the month
following date
*Or form supplied by
health provider
Referral Hotline (EAP)
1-877-427-2327
301
of hire
1304.52 (k) (1)-(4)– Training and Advancement Opportunities: The program has a structured approach for staff, consultants, and volunteer
training and development.
6.
7.
8.
(i)
STRATEGY
The program provides an orientation to all new staff, consultants, and volunteers
(and Policy Council and partners and governing body members, when possible)
that includes, at a minimum, the goals and underlying philosophy of Head Start
and the ways in which they are implemented by the program.
The program establishes and implements a structured approach to staff training
and development, attaching academic credit whenever possible. This system is
designed to help build relationships among staff and to assist staff in acquiring or
increasing the knowledge and skills needed to fulfill their job responsibilities, in
accordance with the requirements of 1306.23.
PERSON(S)
RESPONSIBLE
Director,
Operations Manager,
Center Supervisor
Director,
Children’s Services Specialist
TIMELINES
Twice per year,
September/
January; As
needed at
Centers; and
Policy Council
Orientation –
October
Ongoing
SUPPORTING
DOCUMENTATION
New Staff Orientation
agenda
Volunteer Handbook
Policy Council meeting
agenda
Training Requests
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At a minimum, this system includes ongoing opportunities for staff to acquire the
knowledge and skills necessary to implement the content of the Performance
Standards. This includes:
(i) Methods for identifying and reporting child abuse and
neglect that comply with applicable State and local laws
using, so far as possible, a helpful rather than a punitive
attitude toward abusing or neglecting parents and other
caretakers; and
Family Services Specialist
(ii) Methods for planning for successful child and family
transitions to and from the Head Start program.
Children’s Services Specialist,
Disabilities Coordinator
Annual training;
and
Required training for all
staff
Reporting as
occurs
Child Abuse Incident
Reports
April –
September
IEP, Lesson Plans,
Monthly overviews,
Release of Information
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1304.52 (k) (1)-(4)– Training and Advancement Opportunities: Continued
STRATEGY
The program provides pre-service training and in-service training
opportunities to program staff and volunteers to assist them in acquiring
or increasing the knowledge and skills they need to fulfill their job
responsibilities. The training is directed toward improving the ability of
staff and volunteers to deliver services required by Head Start regulations
and policies.
PERSON(S)
RESPONSIBLE
Operations Manager,
Specialists
TIMELINES
August,
November,
Summer
The program provides staff with information and training about the
underlying philosophy and goals of Head Start and the program options
being implemented.
9. The program provides training or orientation to Head Start governing
body members.
The program provides orientation and ongoing training to Head Start
Policy Council and Policy Committee members to enable them to carry
out their program governance responsibilities effectively.
SUPPORTING
DOCUMENTATION
Staff Calendar,
Agendas, Sign-in
Sheets
Agendas/Minutes:
Management Meeting,
New Staff Orientation,
Personnel Development
Work Group, Center
Meetings
Director, Operations Manager
303
Family Services Specialist,
Operations Manager
October,
January,
ongoing
Policy Council Retreat
and Leadership agenda
and minutes
303
College of Southern Idaho
Head Start
Direct Services Staff
Essential Academic Qualifications
2009
POLICY:
In order to maintain high quality of service delivery to Head Start children and families, the program has developed criteria for
education and experience in alignment with the 2007 Head Start Reauthorization. Direct Service Staff, with the assistance of the
Children Services Coordinator and the Human Resources Coordinator will design and implement an individualized professional
development plan. 2007 Head Start Reauthorization mandates that nationwide fifty percent of staff who hold the position of a lead
teacher will possess a Bachelor Degree or advanced degree in Early Childhood Education; a degree in a related field with a minimum
of 6 courses in Early Childhood Education totaling a minimum of 18 semester credits or 27 quarter credits by September 30, 2013.
In addition, CSI/SCHS adheres to the 2007 Head Start Reauthorization as stated “ all teaching assistants will possess at a minimum, a
CDA credential or be enrolled in a CDA credential program to be completed within two years or by September 30, 2013 or be
enrolled in a program leading to an Associate Degree or Bachelor Degree.
The College of Southern Idaho offers waived tuition to regular staff as part of the individual employee compensation package. The
Child Development Associate credential is not covered as part of the CSI tuition waiver, the Head Start program will endeavor to
support direct service staff seeking a CDA by paying fees if monies are available with the Head start budget.
PROCEDURE:
All Family Educators and Teaching Assistants will complete a professional development plan within sixty days of hire. The
individualized professional development plans will comply with 2007 Head Start Reauthorization:
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304






2011 Family Educators III possess at a minimum, an Associate Degree in Early Childhood Education.
2013 Family Educators III possess at a minimum, a Bachelors Degree in Early Childhood Education
In addition, Family Educators III possessing a degree in a related field to Early Childhood Education must show
documentation of the required ECE credits and experience; or supervised student teaching in an Early Childhood Education
setting.
Family Educators will possess adequate experience in social service delivery, including conducting family focused home
visits.
Head Start assistants must comply with educational requirements outlined above.
All education direct service staff will possess and maintain child and infant CPR, and first aid certification.
IDENTIFICATION OF RELATED FIELDS AND
EARLY CHILDHOOD EDUCATION COURSE WORK
The Administrative team of CSI/SCHS, has determined the direct service staff holding an Associate Degree, Bachelors Degree,
Masters Degree in a field other than Early Childhood Education, Family and Consumer Studies, Child Development and Child
and Family Studies, will submit transcripts and course work descriptions to the Human Resources Coordinator for review. The Head
Start Director must sign off on any determination.
Suggested “Related fields” determined by the Office of Head Start and ACF are:
 Counseling and Psychology
 Elementary Education
 General Studies (with related field content)
 Human Development
 Human Services
 Interdisciplinary Studies
 Nursing
 Nutrition
 Psychology
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


Social Work
Sociology
Special Education (preschool or elementary level)
The list of related fields may be unlimited and the above list may not contain all fields which have course work relating to early
childhood or family studies. Additional fields may be reviewed for content and appropriateness at the request of staff.
All Education staff possessing a related field degree must show documentation in transcripts and course description of the course work
necessary to complete program requirements and that the courses address early childhood education or child development with a focus
on children ages 3 to 5. In the future the College of Southern Idaho Personnel Development Work Group may examine the college
transcripts and review course descriptions or syllabi to determine the relevance of the courses to the Head Start program. The
minimum of six (6) courses in early childhood education, of which each courses should be 2 – 3 semester hours each or a total of 18
semester credits or 27 quarter credits may include the following:

Course work for credit related to Early Childhood Education includes but is not limited to courses that focus on:
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Child Development
Early Childhood Education and Curriculum
Early childhood Teaching and Assessment
Psychology
Family Development
Health and Physical Development
Mathematics
Science
Children’s Literature
Such courses may be offered in various departments, such as:
Education
Home Economics
Music
Art
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Library Sciences
Physical Education and Recreation
Psychology
Family Studies
Others

Three core courses will be mandatory as part of or in addition to the required 6 courses (minimum) totaling 27 quarter credits
or 18 semester credits:
Child Growth and Development (birth to five years old at a minimum)
Guidance and Classroom Management
Observation, Assessment and Recording

Education staff providing social services for Head Start and Early Head Start families will need to be able to document Family
Systems or Family Relationships course work totaling at least 2 credits (i.e., SSCBT). This course work is specific to
education degrees only and will not count as required ECE course work for staff who have received degrees in the fields of
family services or social psychology.

Before September 30, 2013, there will be a review of Professional Development Plans. Provisional decisions will be made
individually for staff that are working toward, but have not completed their Bachelor Degree or completed early childhood
classes.

Upon review, staff who have not satisfactorily met requirements or whose course work is determined to be inadequately
completed can apply for openings within the agency for which they qualify. (i.e., teacher assistant, associate teacher.) Upon
completion of required degree or course work, staff meeting the requirements may apply for teaching positions available.
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307
PROFESSIONAL DEVELOPMENT
Annually each Teacher and teacher assistant needs to attend not less than 15 hours of professional development. Hours attending
agency in-service workshops may count towards the 15 hours. It is the staff person’s responsibility to ensure that documentation of
professional development hours are sent to the Human Resources Coordinator to be added to their individual career development file.
STAFF COMMITMENT TO AGENCY
Head Start and Early Head Start employees who are receiving financial assistance from CSI/SCHS to pursue an (PHD, MA, BA/BS,
AA/AAS, or CDA) will be required to work an additional three years or repay the program. In the event staff does not work the
required number of months because of involuntary termination, resignation or layoff, a prorated amount of the total financial
assistance provided to achieve the designated status or degree will be repaid.
CDA Credentialing Program




To enroll in the CDA program, staff must:
Meet with the CDA advisor for an orientation to CDA
Submit a statement of intent to enroll in the CDA training program or assessment process to their supervisor utilizing the
enrollment form
Apply for the CDA application packet from the National CDA office in Washington, DC
Follow procedures as outlined by the National CDA office utilizing the CDA Advisor as a resource, and apply to National
CDA for credentialing and receive a CDA credential.
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The CDA Program
The Child Development Associate (CDA) program represents a national effort to credential qualified caregivers who work with
children from birth to age 5.
These caregivers, Child Development Associated, demonstrate their ability to nurture children’s physical, social, emotional, and
intellectual growth in a child development framework. Some are center-based caregivers, others are family daycare providers, and
still others are home visitors. The proof of their competence is the CDA Credential.
308
What is a CDA?
A CDA is awarded to an individual who has successfully completed a CDA assessment and who has been awarded the CDA
Credential. S/he is able to meet the specific needs of children and works with parents and other adults to nurture children’s physical,
social, emotional, and intellectual growth in a child development framework.
The CDA has demonstrated competence in the CDA competency goals through her/his work in a center-based, home visitor, or family
daycare program. In addition, a person who has demonstrated bilingual competence is awarded a CDA with a bilingual specialization.
The Home Visitor Credential
The home visitor setting is an established program of home visits to families with children 5 years old or younger and to support
parents in meeting the needs of their young children. In this setting, regular home visits are the primary method of program delivery.
Bilingual Specialization
In addition, caregivers working in bilingual child care settings can also earn a CDA Credential with a Bilingual Specialization. The
Bilingual Specialization is an extension of the existing credential. It acknowledges the unique skills required to work in bilingual
child care settings.
PC approved 3/26/09
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1304.53(a)(1) – Physical Environment and Facilities: Grantee and delegate agency must provide a physical environment
conducive to learning and reflective of the different stages of development of each child
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Center
Supervisor, FEIII
Center Supervisor,
Service
Coordinator
STRATEGY
Indoor and outdoor environments will be arranged in a way that is
developmentally appropriate and includes a variety of activities.
Indoor and outdoor environments will be arranged to ensure the
safety of all participants.
TIMELINES
Monthly
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, H & S
checks, observation
Site visits, H & S
checks, observation
Also see 45 CFR 1304.21(a)(5)
`
*H & S check-Health & Safety checklist
*FEIII-Family Educator III
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1304.53(a)(2) – Physical Environment and Facilities: Grantee and delegate agency must provide appropriate space for the
conduct of all program activities
STRATEGY
Classroom space will be arranged in a manner that is
developmentally and age appropriate.
Also see 45 CFR 1304.21(a)(5)
Centers will have a designated space for the care of children who
become ill during the day and cannot be sent home.
Centers will have space separate from the classroom for adult
activities, including staff work areas with adequate storage for staff
belongings.
There will be an area for parent activities with adult-size furniture.
The food preparation area will be kept separate from all other areas
using doors, gates, counters, and walls.
When necessary, accommodations will be made to ensure the
opportunity for participants with disabilities to participate fully.
*H & S check-Health & Safety checklist
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Center
Supervisor, FEIII
Center Supervisor,
FEIII
Center Supervisor
FSS, Center
Supervisor
Center Supervisor,
Food Svc Manager
Center Supervisor,
Disabilities
Coordinator
TIMELINES
August, ongoing
SUPPORTING
DOCUMENTATION
Site visits, H & S
inspection, observation
Ongoing, as
needed
Ongoing
Observation
Ongoing
Site visits, observation
Ongoing
Site visits, H & S
inspection, observation
Observation
As needed
Site visits, H & S
inspection, observation
*FEIII-Family Educator III
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1304.53(a)(3) – The center space provided by grantee and delegate agencies must be organized into functional areas that can
be recognized by the children and that allow for individual activities and social interactions.
STRATEGY
Staff will be knowledgeable regarding how to set up classrooms so
they are easily divided into recognizable functional areas using
child-sized, age-appropriate furniture:
 Active, noisy areas are separate from quiet spaces
 Indoor traffic patterns are designed so that children can
move easily between areas, yet keep children from running
 All areas are arranged so that children can be supervised at
all times
Staff will be knowledgeable in designing outdoor space to support
the physical development of all children and to prevent injuries:
 A variety of activities is available, including throwing or
kicking balls, climbing, digging
 Stationary and portable equipment is available
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Center
Supervisor, FEIII
Children Services
Specialist, Center
Supervisor, FEIII,
Services
Coordinator
TIMELINES
August, ongoing
August, ongoing
SUPPORTING
DOCUMENTATION
Staff training logs, site
visits, H & S
inspection, self-audit,
observation
Staff training logs, site
visits, H & S
inspection, self-audit,
observation,
Playground Safety
Audit
Also see 45 CFR 1304.21(a)(5), 45 CFR 1304.21(c)(1)
*H & S check-Health & Safety checklist
*FEIII-Family Educator III
1304.53(a)(4) – N/A
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1304.53(a)(5) – Centers must have at least 35 square feet of usable indoor space per child available for the care and use of
children, and at least 75 square feet of usable outdoor play space per child.
STRATEGY
Centers have at least 35 square feet of usable indoor space per child
available for the care and use of children (i.e., exclusive of
bathrooms, halls, kitchen, staff rooms, and storage places). Space
will be optimized by:
 Refraining from placing too much furniture in rooms or play
areas
Centers have at least 75 square feet of usable outdoor play space
per child. If usable outdoor space is inadequate, an adjoining or
nearby school yard, park, or playground may be utilized.
 Alternate area must be clean, safe, and must provide
drinking water and toilet facilities
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Center
Supervisor, FEIII
Children Services
Specialist Center
Supervisor, FEIII
TIMELINES
Ongoing
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, H & S
inspection, self-audit,
observation, facility
information sheet
Site visits, H & S
inspection, self-audit,
observation, facility
information sheet
313
1304.53(a)(6) – Facilities owned or operated by Early Head Start grantee or delegate agencies must meet the licensing
requirements of 45 CFR 1306.30
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Centers will meet all applicable state and local licensing and zoning Center Supervisor, Annually, prior
Childcare License, fire
requirements, as well as fire, health, and environmental regulations. Supervising
to re-licensing
inspection, Health
Specialist, Svc
Dept. inspection
Coordinator
When local licensing requirements are determined to be less
Center Supervisor, Ongoing
Site visits, H & S
stringent than the Head Start regulations, centers will be required to Supervising
inspection, self-audit,
comply with the Head Start regulations.
Specialist, Svc
observation
Coordinator
*H & S check-Health & Safety checklist
*FEIII-Family Educator III
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1304.53(a)(7) – Grantee and delegate agencies must provide for the maintenance, repair, safety, and security of all Early Head
Start and Head Start facilities, materials, and equipment
STRATEGY
Safe, appropriate toys and equipment will be used in the program.
Toys and equipment will be inspected frequently to assure they are
in good condition. Unsafe or broken materials will be repaired or
replaced.
Staff and participants will be protected from unsafe or hazardous
materials.
Outdoor areas will be maintained daily to keep areas free of
dangerous debris.
Each center will have a system for monitoring entry to the building.
Facilities will be inspected for structural or mechanical problems
that may affect the safety of participants.
Rental or lease agreements will specify the landlord’s
responsibilities for maintenance and repairs.
No unsafe or unclean facility will be used in the delivery of Head
Start services.
*H & S check-Health & Safety checklist
PERSON(S)
RESPONSIBLE
Center Supervisor,
FEIII
TIMELINES
Daily, as
regularly
scheduled
SUPPORTING
DOCUMENTATION
Site logs, H & S
check, observation,
site visit reports
Operations
Manager, Center
Supervisor
Center Supervisor,
FEIII
Center Supervisor
Center Supervisor
Ongoing, annual
safety review
Center safety training
Daily
Director, Financial
Coordinator
Director,
Operations
Manager,
Specialists
Upon acquisition
Observation, H & S
check, site visit reports
Visitor sign-in
H & S check, fire
inspection, Health
Dept. inspection
Rental/lease
agreement
H & S check,
observation, site visit
reports
Ongoing
Monthly, or as
scheduled
Ongoing
*FEIII-Family Educator III
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1304.53(a)(8) – Grantee and delegate agencies must provide a center-based environment free of toxins, such as cigarette
smoke, lead, pesticides, herbicides, and other air pollutants as well as soil and water contaminants. Agencies must ensure that
no child is present during the spraying of pesticides or herbicides. Children must not return to the affected area until it is safe
to do so.
STRATEGY
Children will be protected from the harmful effects of any toxic or
unhealthy chemical:
 Whenever possible, environmentally friendly products will
be used.
 Pesticides will be applied by a licensed exterminator in strict
compliance with label instructions.
 Children will not be present during any chemical treatment
of the facility, including pesticides, herbicides, or
fungicides.
 Potential poisons will not be applied to surfaces that can be
touched or mouthed by children.
 Parents and staff will be educated about the dangers of toxic
substances and the steps to be taken to minimize the
exposure of children at the center and in their homes.
Tobacco, alcohol, and illegal drugs will be strictly prohibited in all
spaces used by the program, including buildings, outdoor play
areas, and program vehicles.
Families will be educated about the harmful effects of smoking,
including the effects of secondhand smoke.
PERSON(S)
RESPONSIBLE
Center Supervisor,
Svc Coordinator,
Health
Coordinator,
Family Svc
Coordinator
TIMELINES
As needed
SUPPORTING
DOCUMENTATION
IPM Policy
Vendor’s license,
billing, description of
service provided
Parent & staff training,
Healthy Homes
All staff
Ongoing
Drug-free policy
FSS, Center
Supervisor, Home
Visitor
Director, Svc
Coordinator
Ongoing
Parent training,
Healthy Homes, CPE
Upon acquisition
Purchase documents,
test results, abatement
certification
If determined by health officials, facilities will be inspected for
environmental hazards such as radon, asbestos, and formaldehyde:
 If indicated, removal of such hazards will be completed only
by licensed or certified contractors.
*FSS-Family Services Specialist
*CPE-Child/Parent Education form
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1304.53(a)(9) – Outdoor play areas at center-based programs must be arranged so as to prevent any child from leaving the
premises and getting into unsafe and unsupervised areas. Enroute to play areas, children must not be exposed to vehicular
traffic without supervision.
STRATEGY
Fences or other physical barriers will separate outdoor play areas
from vehicular traffic, and will be high enough and durable enough
to prevent children from exiting the area.
Outdoor play areas will be fully supervised at all times children are
present.
Written procedures for safely loading and unloading buses will be
followed. Also see CFR45 1310.21(b)(2)
Children will be properly supervised and escorted when passing
through traffic between the facility and the outdoor play area.
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Svc
Coordinator,
Center Supervisor
Center Supervisor,
FEIII
Transportation
Coordinator,
Center Supervisor,
Bus Driver
FEIII, FEII, FEI,
HV
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
Site visits, H & S
inspection, self-audit,
observation
Daily
Staff schedules
Daily
Parent Calendar &
HandbookTransportation
guidelines
Observation
Daily
316
*H & S check-Health & Safety checklist
*FEIII-Family Educator III
*FEII-Family Educator II
*FEI-Family Educator I
316
1304.53(a)(10) - Grantee and delegate agencies must conduct a safety inspection, at least annually, to ensure that each facility’s
space, light, ventilation, heat, and other physical arrangements are consistent with the health, safety, and developmental needs
of children. At a minimum, agencies must ensure that: 1304.53(1)(10)(i) – In climates where such systems are necessary,
there is a safe and effective heating and cooling system that is insulated to protect children and staff from potential burns
STRATEGY
There will be a safe and effective heating system in each facility:
 Heating and ventilating system inspections will take place
annually. The inspection verifies the equipment is properly
installed, cleaned, and maintained.
 Any malfunctions of a facility’s heating system will be
immediately remedied.
Hot pipes, portable heating units, stoves and radiators will be
screened or insulated to prevent burns and other injuries:
 Electric space heaters that are UL-approved may be use only
in areas inaccessible to children.
 Portable open-flame and kerosene space heaters and
portable gas stoves will not be used.
Health and Safety inspections are conducted monthly. The Families
Coordinator conducts health and safety inspections during the
month of January, March, May, August, October and December.
The Center Supervisors conduct Health and Safety inspections
during the months of February, April, June, September and
November.
Renovations, upgrades, and /or remodels: Refer to the South
Central Head Start Program’s stated purchasing procedures in the
Fiscal Work Plan.
PERSON(S)
RESPONSIBLE
Center Supervisor
Facilities
Coordinator
TIMELINES
immediately
SUPPORTING
DOCUMENTATION
Facility strategic plan,
inspection forms,
maintenance logs
Center Supervisor
Facilities
Coordinator
Ongoing
Site visits, H & S
check, self-audit,
observation
Facility
Coordinator
Center Supervisor
monthly
Site visits, H & S
inspection, ADA Book
Facility
Coordinator
Specialist
Center Supervisor
Fiscal Coordinator
As needed
Specs., Bids, Financial
documents, Davis
Bacon Act
317
*H & S check-Health & Safety checklist
317
1304.53(a)(10) – (cont.) 1304.53(a)(10)(ii) – No highly flammable furnishings, decorations, or materials that emit highly toxic
fumes when burned are used; 1304.53(a)(10)(iii) – Flammable and other dangerous materials and potential poisons are stored
in locked cabinets or storage facilities separate from stored medications and food and are accessible only to authorized
persons. All medications, including those required for staff and volunteers, are labeled, stored under lock and key,
refrigerated if necessary, and kept out of the reach of children
STRATEGY
Paper or other materials that may burn easily will be safely stored
away from heat or open flame.
Cleaning materials, detergents, pesticides, aerosol cans, chemicals
used in lawn care and other potential poisons will be stored in
locked cabinets or storage facilities accessible only to authorized
persons.
 When possible, environmentally friendly products will be
used to minimize damaging effects to the environment.
 These materials will be used according to manufacturer’s
instruction for their intended purposes only.
All medications will be properly labeled, stored under lock and key
at the proper temperature, and away from food, according to the
Medication Administration & Handling procedure.
Families will be educated on proper storage of medications,
cleaning supplies, and other toxic materials.
*H & S check-Health & Safety checklist
PERSON(S)
RESPONSIBLE
Center Supervisor,
FEIII
TIMELINES
Ongoing
Center Supervisor
ongoing
Health
Coordinator,
Center Supervisor
Center Supervisor,
SUPPORTING
DOCUMENTATION
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation, MSDS
sheets
Ongoing
Medication
Administration log
Ongoing
Training logs,
newsletters
*FEIII-Family Educator III
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1304.53(a)(10) – (cont.) 1304.53(a)(10)(iv) - At a minimum, agencies must ensure that: Rooms are well-lit and provide
emergency lighting in the case of power failure; 1304.53(a)(10)(v) – Approved, working fire extinguishers are readily
available; 1304.53(a)(10)(vi) – An appropriate number of smoke detectors are installed and tested regularly;
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
All classrooms will have effective and functioning emergency
Center Supervisor Ongoing
Site visits, self-audit,
lighting.
H & S check,
observation
Emergency lighting will be tested regularly, and will be kept in
Center Supervisor Monthly
Facility strategic plan
good repair.
Flashlights will be available to be used in case of power failure.
Center Supervisor Ongoing
Observation
Circuit breakers will be clearly labeled and readily accessible to
Center Supervisor August
Observation
authorized adults.
Fire extinguishers will be installed in accordance with local
Center Supervisor
Site visits, H & S
building and fire codes.
check, self-audit,
Monthly
observation
 Fire extinguishers will be placed in accessible locations
throughout the building, and will be stirred monthly.
Annually
Staff meetings,
 Staff will be trained in the appropriate use of fire
Training logs
extinguishers.
Annually
Fire inspection
 Fire extinguishers will be serviced annually, and will be
tagged with the service date.
Fire extinguishers will be available in all vehicles owned, operated, Center Supervisor Ongoing
Site visits, H & S
or used by Head Start.
check, self-audit,
observation
Children and families will be educated on fire prevention and
FSS, Center
Newsletters, CPEs,
safety.
Supervisor
training logs, lesson
plans
Smoke detectors will be placed throughout the building no more
Center Supervisor Monthly
Site visits, H & S
than 40 feet apart. Smoke detectors will be tested monthly, and
check, self-audit,
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319
batteries will be replaced semi-annually, or as needed.
observation, Facility
strategic plan
1304.53(a)(10) – (cont.) 1304.53(a)(10)(vii) – Exits are clearly visible and evacuation routes are clearly marked and posted so
that the path to safety outside is unmistakable
STRATEGY
Exits will be clearly marked, unlocked, and kept free of obstruction
to enable safe and timely exit.
Fire and evacuation drills will be conducted monthly.
Buildings will have at least two exits on each floor. If a second
story window is being used as an exit, a safety ladder will be
installed.
*H & S check-Health & Safety checklist
PERSON(S)
RESPONSIBLE
Center Supervisor
Center Supervisor,
FEIII
Center Supervisor,
Svc Coordinator
TIMELINES
Ongoing
Monthly
Ongoing
SUPPORTING
DOCUMENTATION
Emergency exit plan,
Site visits, observation
Lesson plans
Site visits, H & S
inspection, self-audit,
observation
*FEIII-Family Educator III
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1304.53(a)(10) (cont.) 1304.53(a)(10)(viii) – Indoor and outdoor premises are cleaned daily and kept free of undesirable and
hazardous materials and conditions; 1304.53(a)(10)(ix) – Paint coating on both interior and exterior premises used for the care
of children do not contain hazardous quantities of lead
STRATEGY
Indoor and outdoor areas will be cleaned daily, and any safety or
health hazards will be removed.
Floors will be vacuumed or mopped with a sanitizing solution daily
and when soiled.
Mops will be sanitized thoroughly before and after each use.
Restrooms will be cleaned and sanitized daily.
Kitchen equipment will be kept clean and in good repair, and will
be sanitized before and after each use.
Facilities will be kept free of insects, rodents, and other pests by:
 Keeping doors and windows closed or screened
 Keeping trash and garbage containers covered and away
from building entrances
 Ensuring that windows used for ventilation and other
openings to basements or cellars do not permit entry of
rodents
 Ensuring that foundations, floors, walls, ceilings, windows,
and basements are free from cracks and holes.
Facilities painted before 1978 will be tested by a qualified
professional for lead levels of 0.06% or more. If excessive lead
levels are discovered, lead-contaminated paint will be removed, or
area will be refinished with lead-free encapsulant paint
Parents will be educated about the dangers of lead paint and lead
PERSON(S)
RESPONSIBLE
Center Supervisor,
FEIII
Center Supervisor
Center Supervisor
Center Supervisor,
Food Service
Manager
Center Supervisor
TIMELINES
daily
daily
At each use
Daily
Daily
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, H & S
inspection, observation
Site visits, H & S
inspection, observation
Observation
Site visits, Food
Service Observation,
self-audit, observation
Site visits, H & S
inspection, self-audit,
observation
Director
Upon initial
acquisition of
facility
Property information/
documents
Center Supervisor,
ongoing
Newsletters, training
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321
contamination in other household products.
logs, CPE, Healthy
Homes
1304.53(a)(10) (cont.) 1304.53(a)(10)(x) – The selection, layout, and maintenance of playground equipment and surfaces
minimize the possibility of injury to children
STRATEGY
Playground surfaces will be checked frequently for dangerous
debris, such as broken glass, and poisonous plants that may cause
allergic reactions or that are toxic when ingested, if found, such
items are removed immediately.
Playground equipment and playgrounds are designed with the
children’s safety in mind.
Equipment will be installed and secured according to
manufacturer’s directions, over adequate and appropriate “soft-fall”
material.
Equipment will be situated so that adequate space is provided for
each structure, and in a way that protects children from running into
the path of moving equipment, such as swings.
Playgrounds will receive comprehensive inspections, with special
attention on small or moving parts, and components that are
expected to wear.
 Each playground will be inspected by a Certified
Playground Inspector annually
PERSON(S)
RESPONSIBLE
Center Supervisor,
FEIII
TIMELINES
Daily
SUPPORTING
DOCUMENTATION
Site visits, H & S
check, self-audit,
observation
Children Services
Specialist, Center
Supervisor
Children Services
Specialist, Center
Supervisor
Annually
Playground safety
audit
Upon acquisition
Children Services
Specialist, Center
Supervisor
Children Services
Specialist, Svc
Coordinator,
Center Supervisor
Ongoing
Purchase
documentation, work
orders, bid
specifications
Playground Safety
Audit
Ongoing
Annually
Playground safety
audit, Site visits, H &
S check, self-audit,
observation
*H & S check-Health & Safety checklist
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322
1304.53(a)(10) (cont.) 1304.53(a)(10)(xi) – Electrical outlets accessible to children prevent shock through the use of childresistant covers, the installation of child-protection outlets, or the use of safety plugs; 1304.53(a)(10)(xii) – Windows and glass
doors are constructed, adapted, or adjusted to prevent injury to children
STRATEGY
Electrical outlets will be shielded with child-resistant covers.
PERSON(S)
RESPONSIBLE
Center Supervisor
TIMELINES
Daily
Appliances will be properly grounded.
Center Supervisor
Daily
Electrical cords will be kept in good condition and will be out of the Center Supervisor,
reach of children.
Family Educators
Daily
Families will be educated on and encouraged to follow safety
guidelines for electrical equipment and outlets in their homes.
Windows or glass door panels used by children will be constructed
of safety-grade glass or will have safety guards.
Center Supervisor,
Ongoing
Center Supervisor
Ongoing
Windows will be equipped with child-proof devices and will be
screened when opened.
Center Supervisor
Ongoing
Glass doors will be marked in order to prevent accidents.
Center Supervisor
Ongoing
Families will be informed about safety measures and encouraged to
secure windows and doors with screens and child-proof safety
devices.
Center Supervisor,
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Newsletters, CPE,
training logs
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Newsletters, CPE,
Training logs
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323
*H & S check-Health & Safety checklist
*FEIII-Family Educator III *CPE-Child/Parent Education form
1304.53(a)(10) (cont.) 1304.53(a)(10)(xiii) – Only sources of water approved by the local or state health authority are used;
1304.53(a)(10)(xiv) – Toilets and handwashing facilities are adequate, clean, in good repair, and easily accessible to children.
Toileting and diapering areas must be separated from areas used for cooking, eating, or children’s activities;
1304.53(a)(10)(xv) – Toilet training equipment is provided for children being toilet trained; 1304.53(a)(10)(xvi) – All sewage
and liquid waste is disposed of through a locally approved sewer system, and garbage and trash are stored in a safe and
sanitary manner
PERSON(S)
RESPONSIBLE
Director
TIMELINES
Ongoing
Accessible toilets and sinks will be available in each center.
Stepstools will be used where toilets or sinks are too high.
Center Supervisor
Ongoing
Children will be supervised during toileting and hand washing.
FEIII
Ongoing
Doors to toilet rooms will be easy to open by children from the
outside and the inside.
Soiled clothing, mops, and cleaning equipment will be rinsed in a
sink separate from those used for food preparation or hand washing.
Diapering will take place in an area separate from dental hygiene,
food preparation, or child activity areas.
Where needed, toilet training equipment will be provided.
Facilities will be connected to a public sewer system.
Garbage and trash will be removed from rooms used by children
staff, families, and volunteers on a daily basis.
Waste materials will be kept away from children’s activity areas
and from areas used for food storage and preparation.
Center Supervisor
Ongoing
Center Supervisor,
FEIII
Center Supervisor,
FEIII
Center Supervisor
Director
Center Supervisor
Ongoing
Center Supervisor
Ongoing
STRATEGY
Facilities will be supplied with running water from an EPA
approved source.
*H & S check-Health & Safety checklist
Ongoing
As needed
Upon acquisition
Daily
SUPPORTING
DOCUMENTATION
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Site visits, self-audit,
observation
H & S check, selfaudit, observation
H & S check, selfaudit, observation
H & S check, selfaudit, observation
Observation,
Property description
H & S check, selfaudit, observation
H & S check, selfaudit, observation
*FEIII-Family Educator III
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324
1304.53(a)(10) (cont.) 1304.53(a)(10)(xvii) – Adequate provisions are made for children with disabilities to ensure their safety,
comfort, and participation
STRATEGY
Necessary accommodations will be made to ensure that facilities
are accessible to persons with disabilities.
Special dietary or feeding needs will be accommodated.
Also see 45 CFR 1304.23(a)(2)
Necessary changes will be made to emergency evacuation
procedures to ensure the safety of children with disabilities.
The physical environment will remain consistent for children with
visual or hearing impairments.
Appropriate space will be provided for children who require
individual therapy or activities.
*H & S check-Health & Safety checklist
PERSON(S)
RESPONSIBLE
Center Supervisor,
Disabilities
Coordinator
Health
Coordinator, Food
Service Manager
Svc Coordinator,
Center Supervisor
Children Services
Specialist,
Disabilities
Coordinator,
Center Supervisor,
FEIII
Center Supervisor
*FEIII-Family Educator III
TIMELINES
As needed
As needed
As needed
SUPPORTING
DOCUMENTATION
Site visits, H & S
inspection, self-audit,
observation
Health IEP
As needed
Emergency procedures
manual, emergency
exit plan
Site visits, observation
As needed
observation
*IEP-Individual Education Plan
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325
1304.53(b)(1) – Grantee and delegate agencies must provide and arrange sufficient equipment, toys, materials, and furniture
to meet the needs and facilitate the participation of children and adults. Equipment, toys, materials, and furniture owned or
operated by the grantee or delegate agency must be: 1304.53(b)(1)(i) – Supportive of the specific educational objectives of the
local program; 1304.53(b)(1)(ii) – Supportive of the cultural and ethnic backgrounds of the children;
STRATEGY
A variety of age and developmentally appropriate equipment, toys,
materials, and furnishings will be available in each center.
 Materials will include art supplies, musical instruments,
dramatic play props, books, and gross motor equipment.
 Materials will be responsive to children’s interests and
abilities.
 Equipment for riding, climbing, pushing and pulling, and
digging will be available in outdoor environments.
 Materials that extend the indoor activities to the outdoors,
such as art or dramatic play materials, will be available in
the outdoor environment.
Materials in the classroom and on the playground will demonstrate
acceptance of each child.
 Environments will reflect the cultures of the children.
 Objects in the classroom will be age appropriate and will be
objects children see and use in their homes and community.
 Outdoor areas will be developed to enhance the natural
environment and will include culturally relevant structures
and materials whenever possible.
Also see 45 CFR 1304.21
*FEIII-Family Educator III
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Center
Supervisor, FEIII
TIMELINES
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, self-audit,
observation, lesson
plans
326
Children Services
Specialist, Center
Supervisor, FEIII
Ongoing
Site visits, self-audit,
observation, lesson
plans
326
1304.53(b)(1) (cont.) - 1304.53(b)(1)(iii) – Age-appropriate, safe, supportive of the abilities and developmental level of each
child served, with adaptations, if necessary, for children with disabilities; 1304.53(b)(1)(iv) – Accessible, attractive, and
inviting to children; 1304.53(b)(1)(v) – Designed to provide a variety of learning experiences and to encourage each child to
explore
STRATEGY
In order to support sound child development and age-appropriate
practices, equipment, toys, materials, and furniture appropriate for
the ages of the children enrolled will be selected.
Appropriate furniture, materials, and equipment will be available
for children with disabilities.
Also see 45 CFR 1304.21, 45 CFR 1308.4
Learning materials will be easily accessible on low shelves
allowing children to explore by themselves.
Materials will possess interesting shapes, textures, and colors that
invite play, learning, and exploration.
Equipment and furniture will be child-sized and age appropriate.
Equipment and materials designed to give children choices will be
selected.
*H & S check-Health & Safety checklist
PERSON(S)
RESPONSIBLE
Children Services
Specialist, Center
Supervisor, FEIII
Children Services
Specialist, Center
Supervisor, FEIII
CSS, Center
Supervisor, FEIII
TIMELINES
Ongoing
Ongoing
Ongoing
Children Services
Specialist, Center
Supervisor, FEIII
CSS, Center
Supervisor, FEIII
Ongoing
Children Services
Specialist, Center
Supervisor, FEIII
Ongoing
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, self-audit,
observation, lesson
plans
Site visits, self-audit,
observation, lesson
plans
Site visits, self-audit,
observation, lesson
plans
Site visits, self-audit,
observation, lesson
plans
Site visits, self-audit,
observation, lesson
plans
Site visits, self-audit,
observation, lesson
plans
*FEIII-Family Educator III
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327
1304.53(b)(1) (cont.) 1304.53(b0(1)(vi) – Safe, durable, and kept in good condition; 1304.53(b0(1)(vii) – Stored in a safe and
orderly fashion when not in use
STRATEGY
All toys and equipment will meet industry safety standards.
PERSON(S)
RESPONSIBLE
Center Supervisor
Equipment and furniture will be in good repair, free of sharp edges,
and will be inviting to children.
Center Supervisor,
FEIII
Ongoing
All equipment will be installed in strict accordance with the
manufacturer’s instructions.
Toys, equipment and furniture will be inspected regularly. Items in
disrepair will be disposed of and replaced. If possible, items may
be repaired.
Each activity area will have space for storage.
Center Supervisor
When installed
Children Services
Specialist, Center
Supervisor, FEIII
Center Supervisor,
FEIII
Daily, ongoing
Materials will be stored in locations not used by children in such a
manner as to keep materials dry and infestation-free.
Center Supervisor,
FEIII
Ongoing
Adult materials such as scissors, staplers, electrical appliances, and
knives will be inaccessible to children.
Center Supervisor,
FEIII
Ongoing
Outdoor equipment will be stored in an enclosed storage space.
Center Supervisor,
FEIII
Ongoing
* Children’s Services Specialist
*H & S check-Health & Safety checklist
TIMELINES
Ongoing
Ongoing
SUPPORTING
DOCUMENTATION
Site visits, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Observation
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
Site visits, H & S
check, self-audit,
observation
328
*FEIII-Family Educator III
328
1304.53(b)(2) N/A
1304.53(b)(3) N/A
PURPOSE AND SCOPE
1305.1 – Purpose and scope – Sections 1305.2 – 1305.10 prescribes procedures for the eligibility determination, recruitment,
selection, enrollment and attendance of children in Head Start programs and explains the policy concerning the charging of
fees by Head Start programs.
DEFINITIONS
1305.2 – Definitions
STRATEGY
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
a. Children with disabilities means children with mental
retardation, hearing impairments including deafness, speech or
language impairments, visual impairments including blindness,
serious emotional disturbance, orthopedic impairments, autism,
traumatic brain injury, other health impairments or specific
learning disabilities who, by reason thereof need special
education and related services. The term “children with
disabilities” for children aged 3 to 5, inclusive, may, at a State’s
discretion, include children experiencing developmental delays,
as defined by the State and as measured by appropriate
diagnostic instruments and procedures, in one or more of the
following areas: physical development, cognitive development,
communication development, social or emotional development,
or adaptive development; and who, by reason thereof, need
special education and related services.
b. Enrollment means the official acceptance of a family by a Head
Start program and the completion of all application procedures
329
329
necessary for a child and family to begin receiving services.
Child must attend 1 day class.
330
330
1305.2 – Definitions Continued
STRATEGY
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
c. Enrollment opportunities mean vacancies that exist at the
beginning of the enrollment year, or during the year because of
children who leave the program, that must be filled for a
program to achieve and maintain its funded enrollment.
d. Enrollment year means the period of time, not to exceed twelve
months, during which a Head Start program provides center or
home-based services to a group of children and their families.
e. Family means all persons living in the same household who are:
1. Supported by the income of the parent(s) or guardian(s) of
the child enrolling or participating in the program, and
2. Related to the parent(s) or guardian(s) by blood, marriage,
or adoption.
f. Funded enrollment means the number of children which the
Head Start grantee is to serve, as indicated on the grant award.
g. Head Start eligible means a child that meets the requirements
for age and family income as established in this regulation or, if
applicable, as established by grantees that meet the
requirements of section 645(a) (2) of the Head Start Act. Up to
ten percent of the children enrolled may be from families that
exceed the low-income guidelines.
h. Head Start program means a Head Start grantee or its delegate
agency(ies).
i. Income means total cash receipts as outlined in ACF IM HS 0902
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331
1305.2 – Definitions Continued
STRATEGY
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
j. Income guidelines means the official poverty line specified in
section 652 of the Head Start Act.
k. Low-income family means a family whose total annual income
before taxes is equal to, or less than, the income guidelines. For
the purpose of eligibility, a child from a family that is receiving
public assistance or a child in foster care is eligible even if the
family income exceeds the income guidelines.
l. Recruitment means the systematic ways in which a Head Start
program identifies families whose children are eligible for Head
Start services, informs them of the services available, and
encourages them to apply for enrollment in the program.
m. Recruitment area means that geographic locality within which a
Head Start program seeks to enroll Head Start children and
families. The recruitment area can be the same as the services
area or it can be a smaller area or areas within the service area.
n. Selection means the systematic process used to review all
applications for Head Start services and to identify those
children and families that are to be enrolled in the program.
o. Service area means the geographic area identified in an
approved grant application within which a grantee may provide
Head Start services.
p. Vacancy means an unfilled enrollment opportunity for a child
and family in the Head Start program.
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332
1305.3- Determining Community Strengths and Needs
STRATEGY
Complete comprehensive community Assessment
a. Head Start Parents
b. Head Start Staff
c. Community members
d. Businesses
e. School Districts
f. Elected Officials
PERSON(S)
RESPONSIBLE
Family Services
Specialist,
Operations
Manager
TIMELINES
Spring
SUPPORTING
DOCUMENTATION
Survey Data
333
333
1305.4 – Age & Income Eligibility
STRATEGY
Inform Family Service Specialist about changes in regulations
from ACF as they occur.
At least 10% of the children who are enrolled in each Head Start
program will have a disability. 5% of the slots will be held for
early enrollment of children identified with a disability, referred
from Infant/Toddler or school districts programs with in each
service area. Selection if there are more referrals than slots, will
be as follows: 1st 5% - these slots will be made available
proportionately throughout our targeted service area.
Professionally diagnosed as handicapped and income 4 year olds
with the lowest income first, 3 year olds with the lowest income
2nd. The 2nd 5% - Over income professionally diagnosed as
handicapped as follows: Considered by the referring agency to be
high risk,
1. Child Abuse or neglect referrals
2. Family is isolated
3. Cultural barriers
4. Language barriers
5. Severe emotional problems of child or parents
6. Increased socialization opportunities are needed
PERSON(S)
RESPONSIBLE
Director
TIMELINES
As needed
Center Supervisor
September
SUPPORTING
DOCUMENTATION
Posted ACF Circulars
HSFIS Computer
System
Family Service
Specialist
Children Service
Specialist
334
334
1305.4 - Continued
STRATEGY
Program may enroll more than 10% handicapped children and more
than the 5% transitional when space is available. They will be
considered for selection.
Income Eligible: Are those families whose income is equal to or
below the current poverty guidelines or SSI disability, Foster child,
TANF Cash Assistance.
Age Eligible: Those families with children who will be 4 years of
age on or before September 1 of the current school year.
**Wait List
Priority of those on the waitlist
1st families receiving TANF funds, SSI or a foster child
2nd by income with the following weight system.
(determined by resources per person in the household)
highest to a score of 30 which is 50% of poverty or less
next to a score of 20 which is 51 to 75% of poverty
next to a score of 10 which is 76 to 100% of poverty
**TANF funded slots acceptance priority will go to families
receiving TANF cash assistance and also meet the state criteria for
TANF funding. If TANF slots can’t be filled with families
receiving cash assistance acceptance then would follow the
program selection criteria.
PERSON(S)
RESPONSIBLE
Center Supervisor
Family Service
Specialist
Center Supervisor
TIMELINES
SUPPORTING
DOCUMENTATION
HSFIS
As openings
occur
Application
HSFIS
Center Supervisor
Application
HSFIS
Data Entry
Center Supervisor
Waitlist
HSFIS Wait list
335
Center Supervisor
Family Service
Specialist
Waitlist
HSFIS
335
1305.4 - Continued
STRATEGY
**The following only becomes a deciding factor when two
applicants have the exact same income. Screening for greatest
need: In the event of two or more income families with the same
income. The family with the greatest need to be defined by the
following point system: All will start with above points from the
waitlist and then will be looked at for the following risk factors.
Add risk factors that apply for a grand total. The highest score gets
priority.
Disabilities
Risk factors
Diagnosed 5
Homeless, Chemical dependency
Suspected 2
Jailed Parent
Child abuse/Neglect documented
Documented Medical referral
Single teen parent
Teen parents
Single parent
Less than 9th grade education
Both parents unemployed
H & W referral/agency referral
Less than 12th grade education
Kin Care
Language barrier
Completed HS pre-app
If a tie occurs in points: the family with most risk factors will
receive priority.
PERSON(S)
RESPONSIBLE
Center Supervisor
Family Service
Specialist
TIMELINES
As needed
SUPPORTING
DOCUMENTATION
Acceptances of page
of application
336
336
1305.4 Continued
STRATEGY
Target enrollment: At least 90% of the children, including
handicapped children, who are enrolled in the program, shall be
from income eligible families. When applications for admission to
a Head Start program are received for more children from low
income families than the Head Start program can accommodate, the
family with the lowest income per person will be given preference.
If income is the same the criteria for screening for the greatest need
will be used.
Over income families that meet high risk criteria :
The Head Start program can accept no more than 10% of the
enrollment who are from families whose income is higher than the
poverty guidelines.
An over income child with a disability will be given preference
over an over income child who is not diagnosed with a disability.
In the event the program must select between 2 or more over
income handicapped children, whose family income is the same, the
child whose handicap is more severe will be given preference.
Enrollment priority is given to children who are not 4 years old on
or before September 1.
PERSON(S)
RESPONSIBLE
Center Supervisor
Family Service
Specialist
TIMELINES
Application
SUPPORTING
DOCUMENTATION
HSFIS
Family Service
Specialist
Center Supervisor
September
HSFIS
Center Supervisor
As openings
occur
HSFIS
Center Supervisor,
Disabilities
Coordinator.
Center Supervisor
As opening s
occur
HSFIS
As openings
occur
HSFIS
337
3 year olds:
1. Can be accepted if diagnosed with a disability or
2. When slot con not be filled with 4 year olds
337
1305.4 Continued
STRATEGY
Automatically Income Eligible
I. According to the Federal Register 7/29/99 #1305 (Eligibility
Requirements and Limitations) families who are on public
assistance are income eligible. Those categories considered
public assistance are:
TANF (Temporary Assistance for Needy Families)
SSI (Supplemental Security Income-Disability) and
Children in Foster
Care
1. Even if a family is on any one of the above public
assistance categories and has an additional income besides
that, they are still income eligible because they are on that
assistance.
Verify income and age according to ACF Guidelines:
Income will be verified form Income Tax #1040, W-2 , pay stubs,
pay envelopes, written statements form employers, or
documentation showing current status as recipients of public
assistance for either last tax year or preceding 12 month period.
Verification of income must take place prior to acceptance and a
signed statement by a Head Start employee that documents were
examined and the child is eligible to participate in the program.
PERSON(S)
RESPONSIBLE
Family Services
Specialists, Center
Supervisor
TIMELINES
On going
SUPPORTING
DOCUMENTATION
Child Application
338
Center Supervisor
As openings
occur
HSFIS
Center Supervisor
As openings
occur
HSFIS and Income
Verification Form
338
RECRUITMENT OF CHILDREN
1305.5 – Recruitment - South Central Utilizes a focused prescribed approach to determine recruiting, selection, enrollment
and attendance of children in Head Start
STRATEGY
1. Policy council must approve target areas for recruitment.
PERSON(S)
RESPONSIBLE
Director
2. Train appropriate staff for recruitment of children
including 10% which must meet the handicapping conditions.
Family Services
Specialist
3. Develop pre applications for service area.
Family Services
Specialist
April
Pre App
4. Distribute pre-application forms to area wide agencies: Health
and Welfare, Health Department, community Action Agency,
Family Health Services, Idaho Housing, Adult/Child
Development Center, Canyon view, Walker Center, Southern
Idaho Learning Center, Mental Health, School Districts and
Medical Providers
5. Contact area wide newspapers for Public Service
Announcements regarding recruitment for the Head Start
Program
6. Notify families on the waiting list that recruitment is in process.
All Specialist
All Coordinators
Center Supervisors
April
August
Community Contact
Mail Log
Activity Report
Family Service
Specialist
April, June,
August, January
Newspaper Clipping
Mail Log, Dated Faxes
Center Supervisor
Jan. – July
As Needed
Mail log
7. Set appointments for application process with families.
Center Supervisor
Jan. - July
As Needed
Child Applications
8. Complete application process with families on HSFIS including
verification of income and age.
Center Supervisor
FE
Jan. - July
As Needed
Child Applications
TIMELINES
SUPPORTING
DOCUMENTATION
CCA
J – P.C. Meeting
Minutes
u
n
e
On Going
339
339
SELECTION PROCESS
1305.6 – Selection
1.
2.
3.
4.
5.
6.
7.
PERSON(S)
STRATEGY
RESPONSIBLE
The Family Service Specialist, along with the Center Supervisor FSS, Center
will review all applications and select children for enrollment
Supervisor
according to the selection criteria
Provide a minimum of 10% funded Head Start slots to children Center Supervisor
with disabilities. Facilitate early enrollment. Prioritize
applications by lowest of income and age.
Mail Notification to families for the child selected for
Center Supervisor
acceptance.
Assign families to unit
Center Supervisor
Assign families to Family Advocate/Home Visitor
Center Supervisor
Send letters for orientation
Center Supervisor,
FE III
Fill vacancies within 72 business hours.
Center Supervisor
TIMELINES
As openings
occur
SUPPORTING
DOCUMENTATION
HSFIS
At acceptance
target date
Center Enrollment
HSFIS
At Acceptance
HSFIS
On going
On going
10 days prior to
date
As needed
HSFIS
HSFIS
Mail Log
340
HSFIS Enrollment
Report
340
ENROLLMENT AND RE-ENROLLMENT
1305.7 - Enrollment
STRATEGY
Occurs after completion of orientation, orientation.
Child must attend 1 class day.
Maintain enrollment slots. Will be filled prior to 30 days passing
Income eligible child is enrolled and participating in Head Start
program. He or she remains income eligible through enrollment
year and immediately succeeding enrollment year as long as still
age eligible.
Submit bi-weekly enrollment status to Family Services Specialist
with plan for under enrollment
Children automatically eligible for a second year will be rolled over
as enrolled in the next year at the end of year one.
 Child’s file will be kept in locked files at site until start up
of 2nd year
Recruiters will collect information needed about families for their
use and for direct service staff’s use.
A waiting list of eligible children will be kept on the HSFIS system.
The list names from the Department of Health and Welfare will be
added to the system along with the names from pre-applications at
each site.
Absentee and Vacancy Policy: When a child has been absent for
three consecutive days, the Family Educator will try to contact the
family by phone or through a home visit to learn the reason for
absence. The Family Educator will continue to call, visit, leave
notes at the home for one week from the 3rd absence, the Family
Educator will send a letter by mail to the family regarding the
absence and request that the family contact the Head Start Center if
contact can not be made by phone or visit.
PERSON(S)
RESPONSIBLE
Center Super.
FE III
Center Supervisor
Center
Supervisor
Center Supervisor
Center Supervisor
Center Supervisor
Program Assistant
Center Supervisors
Home Visitor
Family Educator
III
Center Supervisor
TIMELINES
On going
On going
SUPPORTING
DOCUMENTATION
Attendance
O
record
HSFIS
n
Attendance – HSFIS
HSFIS
15th & 30th of
Each Month
August
P
r
Enrollment Report
Time of
Application
Monthly
HSFIS
As needed
Child File
HSFIS
341
HSFIS
341
1305.7 continued
STRATEGY
When the family is contacted the Family Educator III/Home Visitor
will ascertain the reason for the absence and determine with the
family what support services Head Start or other agencies can
provide to get the child back into class.
A child’s slot shall be considered vacant when the center gets no
response back from the letter sent to the family. Families will be
given at least five working days to respond to the letter.
A child slot shall be considered vacant when the child does not
participate for a period of more than 30 calendar days of unexcused
absences despite the provisions of family support.
PERSON(S)
RESPONSIBLE
Home Visitor
Family Educator
III
TIMELINES
As Determined
SUPPORTING
DOCUMENTATION
Child File
Center Supervisor
As Determined
Child File
Center Supervisor
As Determined
HSFIS
Attendance
342
342
ATTENDANCE
1305.8 - Attendance
STRATEGY
Attendance will be tracked each day of class
When a child is absent 3 consecutive days a contact must be made
w/family. Emphasize the benefit of regular attendance at the same
time stay sensitive to family circumstances
Chronic absenteeism will be handled on an individual case
Record all excuses of absences to aid in follow up
PERSON(S)
RESPONSIBLE
FE III
FE III, HV
Center Supervisor,
FE III, FSS
FE III, HV
Submit attendance report daily by using HSFIS
FE III, Program
Assistant
Stress importance of attendance with parents at orientation and
orientation home visit
Review attendance at family staffing
Center Supervisor,
HV
Center Super., FE
III, HV
Family Educator
III
Documented Excused Absences: An absence for the following
reasons for which there is acceptable documentation or written
evidence: Child is hospitalized,
Child is incapacitated due to a serious illness or injuries.
Child contacts a communicable disease.
Child has other health ailments which temporarily
perverts attendance.
Child cannot attend class due to receiving medical
treatments or therapy at the time class is being held.
Child’s attendance is affected by temporary family
situations.
All other absences will be considered unexcused.
TIMELINES
On going
As needed
As needed
On going
Orientation,
OHV
November,
February
Daily
SUPPORTING
DOCUMENTATION
Attendance report
CPE
Child File
SOAP
Child File
Daily Attendance
Report
Attendance
M
Report
HSIFS
o
l
y
CPE
343
Child File
Attendance Report
Child’s file
343
1305.8 -continued
STRATEGY
The program is required to maintain 85% average daily attendance
in order to monitor. Attendance will be tracked by the Family
Educator III as follows:
Family Educator III will complete attendance sheets
Family Educator III will monitor attendance sheets for Attendance
rate.
Family Educator III will report attendance figures to Center
Supervisor.
Center Supervisor will report attendance for entire center to the
Family Service Specialist
Program wide attendance rate will be recorded at Central Office
PERSON(S)
RESPONSIBLE
Family Educator
TIMELINES
Daily
Family Educator
III
Family Educator
III
Center Supervisor
Weekly
Program Asst.
Monthly
Monthly
Monthly
SUPPORTING
DOCUMENTATION
Attendance Sheets and
HSFIS
HSFIS Attendance
Sheets
HSFIS Attendance
report
Center Attendance
Report
Program Attendance
Report
1305.9 POLICY ON FEES
STRATEGY
South Central Head Start Enrollment and selection is not based on
fee.
PERSON(S)
RESPONSIBLE
Family Services
Specialist
TIMELINES
SUPPORTING
DOCUMENTATION
344
344
1305.10 COMPLIANCE
STRATEGY
South Central Head Start will comply with all performance
standards and requirements as outlined in 45 CFR 1303
PERSON(S)
RESPONSIBLE
Director, Policy
Council
TIMELINES
Ongoing
SUPPORTING
DOCUMENTATION
SAVI, Policy Council
Minutes, HSFIS, Etc.
345
345
Disabilities Philosophy
All people are special. We celebrate strengths and individuality, while providing support toward
meeting needs and goals. A disability affects every aspect of family life. Families with disabilities
live with more challenges and stress. Our role is being the “guide on the side” through the special
education process. Small accomplishments are cause for celebration and renewed strength to
continue on to new goals. Parents are their child’s primary educator and we must empower them to
become their educational advocate as well. We will continue to advocate for all children with
disabilities and their families on local, state and national levels.
346
346
Confidentiality Prologue – South Central Head Start believes that each child’s records and documents are to be kept
confidential and available only to appropriate staff and the child’s parents or legal guardians.
Note: In this workplan, the term ‘Family Advocate’includes FEIIs, Family Advocates, and Home Visitors. These staff work with
families in their homes.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
1) Head Start will obtain written parental consent prior to any
Center Supervisor All months
Consent Authorization
individual evaluations and screenings on all children.
& Release form
Permission to Evaluate
form
2) Head Start will obtain parental consent to formally refer a
Family Advocate
All months
Referral form
family to other agencies.
3) Head Start will obtain written parental consent to release
Family Advocate
All months
Release of Information
information from or to any agency.
4) Parents will have the right to review their child’s record at any
Center Supervisor All months
Child File – Access
time.
Log, Policies &
Procedures
5) Parents will receive a copy of an Individual Education Plan
Special Services
All months
IEP, Health IEP
and/or medical follow up plans.
Provider, School
District, DC, HC
6) Access logs will be used for all children’s files. They will be a Center Supervisor All months
Child’s File
part of the child’s file and signed by any person viewing the
child’s records.
7) Refer to the Social Services Plan 1304.4-2 Objective 9c for
All Staff
All months
Social Service Plan
confidentiality of records. Staff will keep child and family
13044-2 - Obj. 9 c
information confidential.
8) Health Record form is provided with the Parent
Home Visitor
August
Child Health Record
Calendar/Handbook.
* IEP – Individualized Education Plan
* LEA – Leading Educational Agency
* DC – Disabilities Coordinator
* HC – Health Coordinator
347
347
Subpart B – Disabilities Service Plan – 1308.4 – Purpose and scope of disabilities service plan.
PERFORMANCE STANDARDS & STRATEGIES
a) A Head Start grantee, or delegate agency, if appropriate, must
develop a disabilities service plan providing strategies for
meeting the special needs of children with disabilities and their
parents. The purpose of this plan is to assure:
1) That all components of Head Start are appropriately involved in
the integration of children with disabilities and their parents into
the Head Start program.
Family Educator IIIs integrate all component requirements and
procedures in the classroom. Center supervisors do so through
parent meetings and trainings. Family Educators integrate all
program components into home visits.
Health, Dental, Nutritional, and Child Development Education
occurs on home visits. Parent involvement is encouraged in the
classroom and expected with child at home.
Parent education on the above topics also occurs at parent meetings,
and at Head Start parent/staff trainings. Parents are invited to all
staff trainings.
Management meetings keep staff informed and help to integrate
component and policy changes.
2) That resources are used efficiently: South Central Head Start
Family Advocates and Center Supervisors connect Head Start
families to community resources first and Head Start resources
as a last resort.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
TIMELINES
Annually – June,
July, & August
Family Educator
III, Home Visitor,
Center Supervisor
Year Round
Family Advocate
Year Round
SUPPORTING
DOCUMENTATION
Disability Work Plan
CPE’s, Family
Tracking forms
Daily Lesson Plans
Monthly Overview
CPE, Child Goals
348
Center Supervisor
August-May
Parent Meeting
agendas
Director
Monthly
Home Visitor,
Center Supervisors
All Months
Management Meeting
Minutes
CPE
Community Resource
List
Referral forms
348
STRATEGY
Local interagency agreements/contracts with disabilities service
providers document commitment to collaborate for the most
effective and efficient use of all agencies resources.
b) The plan will be updated annually.
c) The plan will include provisions for children with disabilities to
be included in the full range of activities and services normally
provided to all Head Start children and provisions for any
modifications necessary to meet the special needs of the
children with disabilities.
Refer to Disability Plan 1308.5d # 4 & # 5
d) The Head Start grantee and delegate agency will use the
disabilities service plan as a working document which guides all
aspects of the agency’s effort to serve children with disabilities.
This plan will take into account the needs of the children for
small group activities, for modifications of large group
activities, and for any individual special help.
Staff foster independence in children by encouraging them to try
new things and to meet appropriate goals with small steps.
Staff provides pictures and books which show children and adults
with disabilities, including those in active roles.
Children with disabilities will be included on field trips and given
access to the same wide variety of materials to explore as the other
Head Start children.
If a deaf child who uses sign language or another communication
mode is enrolled, a staff member, parent, volunteer or aid who can
use that mode of communication will be available to help the child
benefit from the program.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
IAAs
Individual contracts
DC
Disabilities
Coordinator
Summer
Disabilities Work Plan
Disabilities Work Plan
Disabilities
Coordinator
Year Round
Disabilities Work Plan
349
All Staff
Ongoing
DC, CSS, FEIII
Ongoing
Family Educator
III
Monthly
Center Supervisor
Disabilities
Coordinator
Monthly
COR, Child Goals,
Daily Lesson Plans,
CPEs
Monthly Overview
Lesson Plans
Lesson Plans
Field Trip Plans
IEP, SOAP
* IAA – Interagency Agreement
*IEP-Individual Education Plan
*DC-Disabilities Coordinator
*CSS—Children’s Services Coordinator
*CPE—Child/Parent *COR—Child Observation Record
349
Subpart B – Disabilities Service Plan continued
STRATEGY
Head Start will enlist the help of aides, volunteers, cooks, bus
drivers and parents to assist in carrying out the Individual
Education Plan. Staff will access local resources for information
and technical assistance. Parents are invited to trainings.
Training will be provided to staff, parents and volunteers on
individualizing interactions and activities for children with
disabilities.
Small group activities for all children include language
development and will be provided daily as well as large group
language and listening games, and individual support.
(e) The grantee or delegate agency must designate a coordinator of
services for children with disabilities (Disabilities
Coordinator). The DC will arrange for preparation of the
disabilities service plan and of the grantee application budget
line item for services for children with disabilities. The
grantee or delegate must ensure that all relevant coordinators,
other staff and parents are consulted.
Disabilities Coordinator coordinates services for children with
disabilities and their families.
Disabilities Coordinator updates Disabilities Plan annually. Head
Start management staff and Policy Council must approve revisions.
Policy Council includes parents and community representatives.
Disabilities Coordinator will give input in grantee application
budget line.
Disabilities Coordinator is responsible for ensuring efficient use of
Head Start services.
PERSON(S)
RESPONSIBLE
TIMELINES
Disabilities Coor.
Monthly
Center Supervisor
Family Educator
III, & Health Coor.
DC, CS, MHC, & Monthly
FE III
SUPPORTING
DOCUMENTATION
Lesson Plans
Child Goals
SOAP
Training Agenda
Staff/Parent/Volunteer
Training Record
Family Educator
III
Monthly
Monthly Overview,
Daily Lesson Plan
Director
June, July, &
August
Disabilities Work
Plans
Policy Council
Minutes
350
Disabilities
Coordinator
Disabilities
Coordinator
Year Round
Disability Tracking
June, July, &
August
Disability Service Plan
Director
Disabilities Coor.
Disabilities
Coordinator
August
Annual Budget
Monthly
Job Description, Job
Evaluation,
Materials/services
invoices
350
Subpart B – Disabilities Service Plan continued
STRATEGY
1) 1308.4 (f) – the Disability Service Plan must contain:
Procedures for timely screening; See screenings 1308.6(b)(1-2)
2) Procedures for making referrals to the LEA for evaluation to
determine a need for special education and related services for a
child, as early as the child’s third birthday. See section
1308.6(d)
3) Assurance of accessibility of facilities; See section 1308.5(d)
4) Plans to provide appropriate adaptive furniture, equipment and
material if needed. See also 1308.6(m)
Family Advocates will provide resources lists to parents.
Management staff will access resources for adaptive materials/
equipment. i.e: Shriners, Medicaid, University of Idaho lending
materials, Easter Seals, United Cerebral Palsy, local
contributors/grant dollars, community service groups, LEAs,
private donations.
Technical assistance providers have information on the Technology
Related Assistance for individuals with Disabilities Act of 1988, 29
U.S. C. 2201 et seq. States are funded through this legislation to
plan Statewide assistive technology services, which include
services for young children. Parents are helped to understand the
necessity of including assistive technology services and devices in
their child’s IEP in order to obtain them.
Staff ensure that children with physical disabilities have chairs and
other pieces of furniture of the correct size and type for their
individual needs and growth.
As the children grow, the furniture and equipment will be checked
by an expert, such as a physical therapist. Efforts are made to use
adaptive furniture which can be shared between home, Head Start
and the 3 – 5 developmental preschool.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
Disabilities
Coordinator
TIMELINES
SUPPORTING
DOCUMENTATION
Disability Work Plan
Annually
Local IAA
Disability Work Plan
Services Coor, DC
& CS
Disabilities
Coordinator
Disabilities
Coordinator
Center Supervisor
Family Advocate
On going
Disabilities
Coordinator
On going
Disability Work Plan
H & Safety Checklist
Disability Work Plan
IEP
Disability Work Plan
IEP
CPE
Referral Form
“For the Parents of a
Child with Special
Rights” booklet
Referral Form
IEP
CPE
On going
On going
Family Advocate
Disabilities
Coordinator
Family Educator
Family Educator
Center Supervisor
Disabilities
Coordinator
On going
On going
SOAP, Referrals
Child’s Physician’s
Report
SOAP
351
351
Subpart B – Disabilities Service Plan continued
PERSON(S)
STRATEGY
RESPONSIBLE
TIMELINES
g) The plan, when appropriate, must address strategies for the
Transition of children into Head Start from infant/toddler
Programs (0 – 3), as well as the transition from Head Start
into the next placement. The plan must include preparation
of staff and parents for the entry of children with severe
disabilities into the Head Start program.
The Idaho State Department of Education interagency agreement
Center Supervisor Spring/August
describes transition procedures from infant toddler programs.
Transitions include meeting with parents, LEA, CDC and other
service providers to discuss child’s history, progress, evaluation and
projected needs for 3 – 5 placement.
Training for Head Start staff is arranged using available resources
Disabilities
As Needed
such as Infant Toddler program, doctors, school districts and the
Coordinator
child’s parent.
Center Supervisor
Options for preparing parent may include observing Head Start
Center Supervisor March – August
Center, short visits with their child to the classroom in progress,
riding the bus with child, discussions with past Head Start parent(s)
of children with disabilities, and observing the other Head Start
center(s) serving child(ren) with similar disabilities.
Transition activities from Head Start to other placements include
Home Visitor
April & May
those same transition activities as for all Head Start children, i.e.,
Center Supervisor
visits to local kindergarten(s), classroom activities regarding
behavior expectations in kindergarten, recess if possible with
kindergarten, school props in pretend area, reading books and
discussion on kindergarten, home visit discussion and goal setting.
When Head Start holds the IEP, transition to kindergarten also
Disabilities
May
includes meeting with parent(s), service provider(s) and school
Coordinator
district personnel to discuss the child’s history, progress, evaluation Center Supervisor
and projected needs for kindergarten.
* LEA – Leading Education Agency, local school district
* IFSP – Individual Family Service Plan
SUPPORTING
DOCUMENTATION
Interagency
Agreements
IEP, Staff Training
Records, IFSP
352
Transition Plan
Lesson Plans
Lesson Plans
Transition Plan
CPE
Child Goal Sheet
SOAP
352
Subpart B – Disabilities Service Plan continued
STRATEGY
With parent permission, appropriate Head Start records are
transferred to next placement.
(h) The grantee or delegate agency must arrange or provide special
education and related services necessary to foster the maximum
development of each child’s potential and to facilitate
participation in the regular Head Start program unless the
services are being provided by the LEA or other agency. The
plan must specify the services to be provided directly by Head
Start and those provided by other agencies. The grantee or
delegate agency must arrange for, provide, or procure services
which may include, but are not limited to special education and
these related services:
1) Audiology services, including identification of children with
hearing loss and referral for medical or other professional
attention; provision of needed rehabilitative services such as
speech and language therapy and auditory training to make best
use of remaining hearing; speech conservation; lip reading;
determination of need for hearing aids and fitting of appropriate
aids; and programs for prevention of hearing loss;
2) Physical therapy to facilitate gross motor development in
activities such as walking; to prevent or slow orthopedic
problems and to improve posture and conditioning;
3) Occupational therapy to improve, develop or restore fine motor
functions in activities such as using a fork or knife.
4) Speech or language services including therapy and use of
assistive devices necessary for a child to develop or improve
receptive or expressive means of communication.
5) Psychological services such as evaluation of each child’s
functioning; interpreting the results to staff and parents; and
counseling and guidance services for staff and parents regarding
disabilities;
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
Release of Information
DC
As Needed
IEP
Disabilities
Coordinator,
Home Visitor
As Needed
CPE
IEP
SOAP
Disabilities Coor,
Home Visitor
As Needed
Disabilities Coor,
Home Visitor
Disabilities Coor,
Home Visitor
As Needed
Disabilities Coor,
Home Visitor
As Needed
As Needed
353
CPE
IEP
SOAP
CPE
IEP, SOAP
CPE
IEP
SOAP
CPE
IEP
SOAP
353
Subpart B – Disabilities Service Plan continued
STRATEGY
6) Transportation for children with disabilities to and from the
program and to special clinics or other service providers when
services cannot be provided on-site. Transportation includes
adapted buses equipped to accommodate wheelchairs or other
such devises if required.
7) Assistive technology services or devices necessary to enable a
child to improve functions such as vision, mobility or
communication to meet the objectives in the IEP.
Related services will be provided by Head Start through
arrangements with certified/licensed specialists when such services
are not available from the LEA or local providers. Related services
providers may include OTs, PTs, Audiologists, Psychologists and
communication specialists.
Head Start will access resources for specialized equipment i.e:
Child’s parents and/or extended family, Medicaid, Shriners,
Cerebral Palsy Foundation, University of Idaho Assistive
Technology Center, LEA, IPUL (connections to other parents with
assistive technology), Gooding State School, local communities.
i) The Disabilities Service plan must include options to meet the
needs and take into consideration the strengths of each child
based upon the IEP so that a continuum of services available
from various agencies is considered.
IEP team will decide which services and placement options to
utilize, to best meet the child’s needs.
* OT – Occupational Therapy
* PT – Physical Therapy
PERSON(S)
RESPONSIBLE
DC
Transportation
Specialist
TIMELINES
As Needed
SUPPORTING
DOCUMENTATION
IEP
DC
As Needed
IEP
Disabilities
Coordinator
Monthly
IEP
Disabilities
Coordinator,
Home Visitor,
Center Supervisor
Monthly
IEP/ SOAP
Disabilities
Coordinator
IEP Team
354
Disabilities Work Plan
At IEP Meetings
IEP
* IPUL – Idaho Parents Unlimited
354
Subpart B – Disabilities Service Plan continued
STRATEGY
j) The options may include:
(1) Joint placement of children with other agencies;
(2) Shared provision of services with other agencies;
(3) Shared personnel to supervise Special Education services
when necessary to meet State requirements on
qualifications;
k) Administrative accommodations such as having two children
share one enrollment slot when each child’s IEP calls for parttime service because of their individual needs;
5) Any other strategies to be used to insure that special needs are
met. These may include:
i) Increased staff
ii) Use of volunteers and
iii) Use of supervised college students with training in child
development, special education, child psychology,
various therapies and family services to assist the staff.
l) The grantee must ensure that the Disabilities Service Plan
addresses grantee efforts to meet State standards for personnel
serving children with disabilities. Special Education and related
services must be provided by or under the supervision of
personnel meeting State qualifications.
South Central Head Start will maintain at least one staff member
who is Early Childhood Special Education Certified. This ECSE
can provide consultation, training and monitoring of on line staff
who work with children with disabilities and their families.
South Central Head Start will hire new staff with the goal of
increasing ECSE certified staff.
PERSON(S)
RESPONSIBLE
IEP Team
TIMELINES
At IEP Meeting
Family Services
Specialist
IEP Team
SUPPORTING
DOCUMENTATION
IEP
Enrollment Lists
As Needed
IEP
Mental Health
Behavior Plan
355
Operations
Manager
On Going
ECSE Certification
Document
Operations
Manager
Hiring Committee
As Openings
Occur
Job Description
Job Advertisement
Program Goals
*ECSE—Early Childhood Special Education
355
Subpart B – Disabilities Service Plan continued
STRATEGY
South Central Head Start will provide regular training funds for
staff to pursue CDA (Child Developmental Associate), ECE (Early
Childhood Education), ECSE training or Early Childhood Blended
Certification and other specific special education classes.
Director and/or attending South Central Representative will discuss
needs for pre-service training with SEA during annual updates of
interagency agreements for use in the planning of joint State level
conferences and for use in preparation of Comprehensive State
Personnel Development plans.
Center Supervisor and/or Disability Coordinator will discuss shared
training needs with LEAs during annual IAA review.
Specific training for all staff will be provided when a Head Start
child’s disability or condition requires special techniques or
equipment. Examples are structuring a language activity,
performing intermittent non-sterile catheterization, changing
collection bags, suctioning, or operating leg braces. Joint training
with other agencies is desired to stretch resources and exchange
expertise.
Staff are encouraged to attend training to keep abreast of new
materials, equipment and practices related to serving children with
disabilities and on preventing disabilities. On-going training and
technical assistance in support of the disabilities effort will be
planned to complement other training available to meet staff needs.
Head Start will identify or arrange the necessary support to carry
out training for parents and staff.
Staff who receive training will be encouraged to train peers at Head
Start.
* PERC – Professional Education Resource Coordinator
* SEA – State Education Agency – Department of Education
PERSON(S)
RESPONSIBLE
Director
SUPPORTING
DOCUMENTATION
Grant Application
Staff Training Records
TIMELINES
All Months
Director
Annually
State SEA and State
Head Start IAA
Disabilities Coor.
Center Supervisor
Disabilities
Coordinator
Health
Coordinator
Center Supervisor
Annually
IAA
As Needed
IEP
Disabilities Coor.
Health
Coordinator,
Mental Health
Consultant,
Family Services
Specialist
DC, CS, CSS
HC & MHC
All Months
Training
Flyers/Notices
Individual Training
Plan
Job Description
On Going
Training Record Sheet
356
* LEA – Leading Education Agencies
356
Subpart B – Disabilities Service Plan continued
STRATEGY
Family Educator III’s/ Center Supervisor may request training in
therapy techniques from LEA or private providers, for consistent
follow through in Head Start and at home.
When college and university students are utilized to provide special
services as part of their training, Head Start will arrange for
students’ supervisors to monitor their work. Head Start will
negotiate when developing interagency agreements and contracts to
have internships on-site to the greatest extent possible.
Head Start will access technical assistance through Head Start
Region X.
Staff is encouraged to take advantage of other free or low cost
training i.e: SEA/LEA, Idaho State University Colleges, Mental
Health Agencies, Health Agencies, Education Agencies.
m) The Disabilities Service Plan must include commitment to
specific efforts to develop Interagency Agreements with the LEAs
and other agencies within the grantee’s service area. If no
agreement can be reached, the grantee must document its
efforts and inform the Regional Office. The agreements
must address:
1) Head Start participation in the public agency’s Child Find
plan under Part B of IDEA;
2) Joint training of staff and parents;
3) Procedures for referral for evaluations, IEP meetings and
placement decisions;
4) Transition;
5) Resource sharing;
PERSON(S)
RESPONSIBLE
DC, CS, IEP
Team, Therapist,
Parent
Center Supervisor
Disabilities
Coordinator
Disabilities Coor.
Center Supervisor
TIMELINES
Monthly
As needed
On going
SUPPORTING
DOCUMENTATION
SOAP
Staff Training Records
IEP
Contracts
ISU, CSI, BSU
TA Training Request
form
Training flyers
357
* PERC – Professional Education Resource Coordinator
357
Subpart B – Disabilities Service Plan continued
STRATEGY
6) Head Start commitment to provide the number of children
receiving services under Head Start IEPs to the LEA for the
LEA Child Count report by Dec. 1, annually; and
7) Any other items agreed to by both parties. Grantees must make
efforts to update the agreements annually.
Interagency Agreements have been developed with all school
districts within our regions of service. They are reviewed annually.
Plans cover all areas delineated in (l) above.
(xiii) The Disabilities Coordinator must work with the Director in
planning with budgeting of grantee funds to assure that the
special needs identified in the IEP are fully met; that children
most in need of an integrated placement and of special
assistance are served; and that the grantee maintains the level
of fiscal support to children with disabilities consistent with
the Congressional mandate to meet their special needs.
Disability Coordinators will work with Director and grant budget
team when creating yearly budget.
Present budget will ensure funds for the fulfillment of special
assistance for those children who do not qualify for or have not
been able to access other funding sources. i.e.: Medicaid, EPSDT,
SSI, School District, Community Health Funds, Church Funds,
Shriner’s Hospital, Crippled Children’s Funds.
(xiv) The grant application budget form and supplement submitted
with applications for funding must reflect requests for
adequate resources to implement the objectives and activities
in the Disability Services Plan and fulfill the requirements of
the Performance Standards.
PERSON(S)
RESPONSIBLE
DC
TIMELINES
November 31
Annually
SUPPORTING
DOCUMENTATION
December 1
Child Count
DC
Annually
IAA
Disabilities Coor,
Center Supervisor,
& School Districts
Director
Annual
Anniversary
Date
Summer
IAA
Budget
358
Director, DC, &
Budget Team
Director
Budget Team
Summers
Grant Application
Annually
Grant Application
Director
CSS
Annually
Grant Application
358
Subpart B – Disabilities Service Plan continued
STRATEGY
xv) The budget request included with the application for funding
addresses the implementation of the Disabilities Service Plan.
Allowable expenditures include:
1) Salaries – Allowable expenditures include salaries of a full or
part–time coordinator of services for children with disabilities
(Disabilities Coordinator), who is essential to assure that
programs have the core capability to recruit, enroll, arrange for
the evaluation of children, provide or arrange for services to
children with disabilities, and work with Head Start
coordinators and staff of other agencies which are working
cooperatively with the grantee. Salaries of special education
resource teachers who can augment the work of the regular
teacher are an allowable expenditure.
2) Evaluation of Children - When warranted by screening or rescreening results, teacher observation or parent request,
arrangements must be made for evaluation of the child’s
development and functioning. If, after referral for evaluation to
the LEA, evaluations are not provided by the LEA, they are an
allowable expenditure.
3) Services – Program funds may be used to pay for services
which include special education, related services and summer
services deemed necessary on an individual basis and to prepare
for serving children with disabilities in advance of the program
year.
4) Transportation - Transportation is a related service to be
provided to children with disabilities. When transportation to
the program site and to special services can be accessed from
other agencies, it should be used. When it is not available,
program funds are to be used to provide it. Special buses or use
of taxis are allowable expenses if there are not alternatives
available and they are necessary to enable a child to be served.
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Director
Monthly
Budget
DC
Monthly
Budget
Director
Monthly
Budget
IEP
Director
Transportation
Specialist
Monthly
Budget
IEP
359
359
Subpart B – Disabilities Service Plan continued
STRATEGY
5) Making Services Accessible – Allowable costs include
elimination of architectural barriers which affect the
participation of children with disabilities, in conformance with
45 CFR Part 84, Nondiscrimination on the Basis of Disability in
Program and Activities Receiving or Benefiting from Federal
Financial Assistance and with the American with Disabilities
Act of 1990 (42 U.S.C. 12101). The Americans with
Disabilities Act requires that public accommodations including
private schools and day care centers may not discriminate on
the basis of disability. Physical barriers in existing facilities
must be removed if removal is readily achievable (i.e., easily
accomplishable and able to be carried out without much
difficulty or expense). If not, alternative methods of providing
the services must be offered, if those methods are readily
achievable.
Head Start will explore the possibility of a cooperative agreement
with the public school system to provide transportation, when Head
Start wheelchair accessible busses are inadequate.
6) Special Equipment and Materials – Purchase or lease of special
equipment and materials for use in the program and home is an
allowable program expense. Grantees must make it possible for
a child to move, communicate, improve function or address
objectives which are listed in the child’s IEP.
Efforts will be made to obtain expensive items such as wheelchairs
through resources such as Title V (formerly Crippled Children’s
Services), Medicaid & SSI. Center Supervisor will contact local
school districts to discuss sharing/borrowing special equipment:
standing table, voca box, etc.
PERSON(S)
RESPONSIBLE
Director
Services
Coordinator
TIMELINES
As Needed & as
Facilities Are
Remodeled
SUPPORTING
DOCUMENTATION
ADA
Health & Safety
Checklist
360
Disabilities Coor.
Transportation
Specialist
Disabilities
Coordinator
Center Supervisor
As Needed
IEP
As Needed
Budget
IEP
Disabilities
Coordinator
Center Supervisor
As Needed
Funding Applications
SOAP
IAA
360
Subpart B – Disabilities Service Plan continued
STRATEGY
7) Training & Technical Assistance – Increasing the abilities of
staff to meet the special needs of children with disabilities is an
allowable expense. Appropriate expenditures may include but
are not limited:
(i) Travel and per diem expenses for Disabilities Coordinator,
teachers and parents to attend training and technical
assistance events related to special services for children
with disabilities;
(ii) The provision of substitute teaching staff to enable staff to
attend training and technical assistance events;
(iii) Fees for courses specifically related to the requirements of
the Disabilities Service Plan, a child’s IEP or State
certification to serve children with disabilities; and
(iv) Fees and expenses for training/technical assistance
consultants if such help is not available from another
provider at no cost.
See all Administration Objective 22 – Program Staff Training Plan.
Our emphasis is on providing the needed special support so that the
child can develop to their fullest potential during their enrollment in
Head Start.
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Director
CSS
As Needed
Budget request
Center Supervisor
As Needed
Budget request
Director
CSS
As Needed
Budget request
Director
CSS
As Needed
Budget request
Disabilities Coor.
Family Educator
III
All Months
Lesson Plans
IEP
361
361
Subpart C – Social Services Performance Standards – 1308.5 Objective 1 – Recruitment and enrollment of children with
disabilities. Head Start will incorporate specific action to locate and recruit children with disabilities.
STRATEGY
a) The grantee or delegate agency outreach and recruitment
activities must incorporate specific actions to actively locate
and recruit children with disabilities.
Head Start is one of the participating agencies which work together
to plan and implement community screenings, assisting the LEAs
which have the major responsibility for identifying every child with
a disability under IDEA.
Head Start will accept early enrollment (May – July) of 5% from
previously diagnosed children transitioning from other agencies.
Refer to SS plan 1304.4-2.
Head Start will disseminate its information/pre-application flyer to
local service agencies for disbursement, i.e., Health Department,
Health Fairs, H & W, County Welfare Agencies, 0 –3 Infant
Toddler Program, School Districts 3 – 5 programs, local library,
local clinics and hospitals, Job Service & Post Office (Information
flyer specifies Head Start program is available to children with
disabilities or special needs.)
Through participation in local community interagency meetings,
Head Start will educate community agencies on Head Start’s policy
to recruit children with disabilities.
Head Start will remind LEAs at annual IAA review meetings and at
transition meetings of our policy to recruit children with disabilities
and our spring early enrollment policy.
Head Start staff will communicate regularly with other local
agencies providing disability services, (i.e., H & W, Infant Toddler
Program, School Districts Developmental Preschools, Hospitals,
Health Department), to actively locate and recruit children with
disabilities. Example: local Interagency meetings, Child Find
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Disabilities
Coordinator
Center Supervisor
Monthly
IAA
Family Services
Specialist, Center
Supervisor
May – July
Applications
Referrals
Monthly
Pre-apps
Open Registration
Flyers
Local Newspaper Ad
Radio announcement
script
Center Supervisor
Monthly
Meeting Minutes
Center Supervisor
Annual Review
Date
IAA
Disabilities
Coordinator
Center Supervisor
Annually or as
needed
Pre-apps
Center Phone Logs
IAA
362
362
Subpart C – 1308.5 – Recruitment & Enrollment continued
STRATEGY
To increase Head Start visibility and its mainstreaming effort, Head
Start will recruit child services providers to be on Head Start Health
& Education Advisory Committees and be involved in other
relevant Head Start activities such as Health Fair, Especially for
Parents trainings, and Parent Meetings/training sessions.
Center Supervisor will make presentations to local service groups
on Head Start services. Center Supervisors will provide Head Start
newsletters and pre-applications to local city councils, county
commissioners, legislators and elementary school principals to keep
them abreast of Head Start services.
Head Start will participate in interagency planning activities for
preschool and infant – toddler programs such as the State
Interagency Coordinating councils supported under the IDEA.
b) A grantee must insure that staff engaged in recruitment and
enrollment of children are knowledgeable about the provisions
of 45 CFR Part 84, Nondiscrimination on the Basis of Disability
in Programs and Activities Receiving or Benefiting from
Federal Financial Assistance, and of the Americans with
Disabilities Act of 1990, (42 U.S.C. 12101).
Head Start provides all employees with new employee training on
HAD 45 CFR Part 84, Nondiscrimination on the Basis of
Disabilities in Program and Activities Receiving or Benefiting from
Federal Financial Assistance or the Rehabilitation Act of 1973 (20
U.S.C. 794) stating that any program that receiving Federal funds
may not deny admission to a child solely on the basis of the nature
or extent of a disabling condition and shall take into account the
needs of the child in determining the aid, benefits, or services to be
provided.
c) A grantee must not deny placement on the basis of a disability
to any child when:
PERSON(S)
RESPONSIBLE
Family Services
Specialist, Center
Supervisor, DC,
CSS, HC
TIMELINES
Annually
SUPPORTING
DOCUMENTATION
Advisory Members
List
Event Participant Lists
Center Supervisor
On going
Center Supervisor
Monthly Activity
Report
Director
On going
Membership/
Attendance List
Staff Activity Form
Director
Deputy Director
Aug. & Jan.
New Staff Orientation
Family Services
Specialist
ongoing
Application, Selection
list
363
363
Subpart C – 1308.5 Recruitment & Enrollment continued
STRATEGY
1) The parents wish to enroll the child,
2) The child meets the Head Start age and income eligibility
criteria,
3) Head Start is an appropriate placement according to the
child’s IEP, and the family wishes to have their child
attending a Head Start center.
4) The program has space to enroll more children, even though
the program has made 10 percent of its enrollment
opportunities available to children with disabilities. In that
case children who have a disability and non-disabled
children would compete for the available enrollment
opportunities.
See Family Services Workplan 304.4-2 (4)(2)11.
d) The grantee must access resources and plan for placement
options, such as dual placement, use of resource staff and
training so that a child with disability for whom Head Start is an
appropriate placement according to the IEP is not denied
enrollment because of:
1) Staff attitudes and/or apprehensions;
Potential Head Start employees are screened for prejudiced
attitudes.
New employees are screened for prejudiced attitudes during
probationary first 3 months.
Trainings & resource materials, including webcasts, will be provided to staff to aid in the understanding of the challenges of
various abilities and the concept and implementation of inclusion.
Trainings can be provided by Head Start staff and specialized
service providers, either for small center groups or larger area staff
groups, or individuals.
PERSON(S)
RESPONSIBLE
TIMELINES
FSS
SUPPORTING
DOCUMENTATION
FS Work Plan
364
Hiring Committee
As Job Openings
Occur
Center Supervisor
1st 3 months
Interview Rating Form
Responses to Written
Questions
3 Month Evaluation
Disabilities Coor.
Center Supervisor
FE III’s
Deputy Director
Disabilities Coor.
Center Supervisor
On Going
Training Record
On going
Training Records
364
Subpart C – 1308.5 – Recruitment & Enrollment continued
STRATEGY
2) Inaccessibility of facilities;
Modifications per IEP will be made to individual centers, as
necessary.
Head Start centers will be remodeled as required, to be physically
accessible to children and parents with disabilities.
3) Lack of additional resources to serve a specific child;
Head Start, the child’s parents, and the Family’s Service
Coordinator will work together to access resources so that Head
Start can help provide needed services. Resources include:
Medicaid, SSI, University of Idaho Lending Technology program,
United Cerebral Palsy, Shriner’s, ACDC, Rotary, Lions, Local
Community Funds, Special Children’s program, School Districts.
4) Unfamiliarity with a disabling condition or special
equipment:
Head Start will ask parents for information and training specific to
their child.
Head Start will arrange for staff training sessions with special
service providers.
5) Need for personalized special services such as feeding,
suctioning and assistance with diabetic blood testing,
toileting, diapering and toilet training;
Child’s planning team will make a plan for special services
provision, reviewing all options: i.e.: parents, county nurse, school
nurse, Head Start staff, and private nurse through Medicaid.
e) The same policies governing Head Start eligibility, such as
priority for those most in need of the services, apply to children
with disabilities. Grantees also must take the following factors
into account when planning enrollment procedures: See Social
Services 1304.4-2 (a)
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
DC, CS & Facility
Specialist
Director
Facility Specialist
As Needed
IEP
As Needed
Building Permit
Applications
Disabilities Coor.
Health
Coordinator
Center Supervisor
Home Visitor
Ongoing
CPE’s
SOAP
365
Center Supervisor
Health Coor., DC
As Needed
DC, CS & HC
As Needed
IEP, Training Logs,
Staff Activity Report,
Training Record Form
Training Record Form
Center Supervisor
Health Coor.
Disabilities Coor.
As Needed
IEP or Health Plan
Subpart C – Recruitment & Enrollment continued
STRATEGY
1) The number of children with disabilities in Head Start service
area including types of disabilities and their severity;
No child will be denied enrollment because of the nature or severity
of the disability. Center Supervisor and Head Start Specialist team
will use current enrollment and eligibility priority schedule to
determine those most in need of services. There are a variety of
service options to meet families’ needs.
2) The services and resources provided by other agencies.
3) State laws regarding immunization of preschool children.
Grantee must observe applicable State laws which usually
require that children entering State preschool programs
complete immunizations prior to or within thirty days after
entering to reduce the spread of communicable diseases.
During the application process, staff will encourage parents to
access local immunization services so the child is up-to-date before
enrollment.
Head Start will not deny home visits if children are not up-to-date
with immunizations.
Family Advocates and Health Coordinator will encourage parents
to access immunization services for all family members.
f) A Head Start grantee must recruit children with severe
disabilities, including children who have been previously
identified as having disabilities. See 1308.5(a) 1-5
Regional 0 – 3 providers, School District 3 –5, local interagency
groups, programs, and other special service providers, will be
informed of the Head Start policy to recruit children with
disabilities. They will receive pre-applications to share with
potential Head Start families.
Pre-application specifies recruitment of children with disabilities.
PERSON(S)
RESPONSIBLE
CS, FSS
TIMELINES
Ongoing
SUPPORTING
DOCUMENTATION
Enrollment Lists
Head Start
Specialist Team
Monthly
Program Standards,
Application,
Enrollment List
Prioritization Schedule
CS, FSS
CS
Head Start
Specialist Team
Ongoing
Ongoing
Enrollment Lists
Enrollment Lists
Center Supervisor
Family Advocate
April – year
round
Application –
Immunization Record
FSS, CS
Family Advocates
Health Coor.
Family Advocates
On Going
Immunization Record
Wellness Home
Visit, child’s
imm. record
CPE, child’s
immunization record
Center Supervisor
Ongoing
Local Community
Interagency Meeting
Agendas
DC, FSS
Spring Pre-app
Review
Pre-Application
366
Subpart D – Health Services Performance Standards – Disabilities 1308.6 – Assessment of children continued
STRATEGY
Prior diagnosis records and documentation by trained professionals,
will be obtained using these steps:
Parent signs consent for Release of Information.
Release is sent to private physician or agency for documentation of
diagnosis and recommendations.
Information is reviewed by appropriate center staff.
Documentation is placed in child’s file.
If the diagnosis is still in effect and the child may qualify for special
services from the LEA, (and parent has not made LEA contact),
discuss with parent the services provided by the LEA. Make the
referral.
a) The Disabilities Coordinator must be involved with other
program staff throughout the full process of assessment of
children.
1) All children enrolled in Head Start are screened as the first step
in the assessment process. Screenings include: developmental,
vision, hearing, height & weight, blood pressure, mental health
and HCT or Hbg.
Disabilities Coordinator and other trained staff and special service
providers administer developmental and sensory screeners within
45 days of enrollment; health screenings within 90 days.
Screenings are administered in the child’s dominant language.
If a child has screening results within the last six months, those
results maybe sent for and used; no re-screening necessary unless
indicated by prior screening results.
Screeners are aware of variables that may affect a child’s
performance.
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
CS & HV
CS & HV
As Indicated
As Indicated
Release of Information
ROI, SOAP
CS & HV
As Indicated
Home Visitor
Center Supervisor
Home Visitor
As Indicated
As Occurs
Diagnosis Form,
Evaluation Report
Child File
Diagnosis Document
Referral Form
367
DC, HC,
SLP/CDS,
MHC, trained staff
CS & Screeners
Home Visitor
Year round
CSS
Monthly
Monthly
Monthly
Center Tracking
Screenings
Child File
Child File
Screening Results
ROI
Training Agendas
Subpart D – 1308.6 – Assessment of Children
STRATEGY
2) Staff carry out on-going developmental assessment for all
enrolled children throughout the year to determine progress and
to plan program activities to support growth.
3) Only those children who need further specialized assessment to
determine whether they have a disability and may require
special education and related services proceed to the next step,
evaluation.
When screener indicates a re-screening is needed, child will be rescreened within the appropriate time frame. ESI 8 – 10 weeks,
hearing and vision – 30 days, HCT – goal of 1 month and followup, and height and weight – 3 times a year. See Health Work Plan
1304.3
When screening, and teacher observation indicate a referral is
appropriate, Family Advocate will discuss such concerns with the
parents. Family Advocates will refer parents to local school districts
for developmental concerns; appropriate medical services for
medical concerns.
b) Screening, the first step in the assessment process, consists of
standardized health screening and developmental screening
which include speech, hearing and vision. It is a brief process,
which can be repeated. It is never used to determine that a child
has a disability. It only indicates that a child may need further
evaluation to determine whether the child has a disability. Rescreening must be provided as needed. See above.
PERSON(S)
RESPONSIBLE
Family Educator
III
TIMELINES
On Going
DC
Center Education
Team
SUPPORTING
DOCUMENTATION
COR Developmental
Assessment, DECA
SOAP
Referral forms
Center Supervisor
Family Advocate
FEIII
Year round
Screening Results
Center Supervisor
Family Advocate
As Indicated
Screening, COR
Anecdotes,
Observations, CPE,
Referral Form
368
Subpart D – Assessment continued
STRATEGY
1) Grantees must provide for the health and developmental
screening of all Head Start children by 45 calendar days after
the start of program services in the fall, or for children who
enroll after program services have begun, by 45 calendar days
after the child enters the program. This does not preclude
starting screening in the spring before program services begin in
the fall.
Refer to Health Work Plan for dental, health, screening
information; 1304.4 for mental health screening information.
Head Start children will receive speech and language screenings in
their primary language whenever possible. When no screeners are
available who speak a child’s language, Head Start will use parents’
opinion about their child’s speech & language development. i.e.:
phonemic sounds, comprehension, and sentence length.
Early Screening Inventory, a developmental screener, will be
administered in the child’s primary language by trained staff
whenever possible. Interpreters may be used.
2) Grantees must make concerted efforts to reach and include the
most in need and hardest to reach in the screening effort,
providing assistance but urging parents to complete screening
before the start of the program year.
During pre-application contact and application processes, CS/FEs
will discuss screening services available in the community, such as
Child Find and screenings done by WIC, physicians and dentists.
Parents will be encouraged to access community screenings for
their child. Staff will educate parents on the immunization laws for
admission to licensed day cares, preschools and kindergarten.
PERSON(S)
RESPONSIBLE
Children Services
Specialist
CSS, HC, Mental
Health Consultant
TIMELINES
Monthly
Monthly
Center Supervisor
Family Educator
III
SUPPORTING
DOCUMENTATION
Child File
Health Service Plan
Children’s Services
Workplan
Screening Form
SOAP/Child File
369
Center Supervisor
Family Educator
III
Within 45 days
of enrollment
ESI
Center Supervisor
Home Visitor
April - August
Referral Form
CPE
Subpart D – Assessment continued
STRATEGY
3) Developmental screening is a brief check to identify children
who might need further evaluation. It provides information in
three major developmental areas: visual/motor, language and
cognition, and gross motor/body awareness. It also includes
observation data, parent reports and home visit information.
Appropriate standardized developmental screening instruments
will be used. The Disabilities Coordinator will coordinate with
the Health Coordinator and staff who are responsible for
implementing health screening and with the education staff who
are the responsible for implementing developmental screening.
CSS, HC, DC, & CS will organize trained staff and
volunteer/professional service providers to administer screenings at
each center orientation before classes begin, or within 45 days of
enrollment throughout the program year.
Head Start will use all local resources, including families, to
provide translators for non-English speaking families for
screenings.
c) Staff must inform parents of the types and purposes of the
Screening well in advance of screening, the results of these
screenings and the purpose and results of any subsequent
evaluations.
Center Supervisor/Family Advocate will discuss initial screenings
with parent(s) during application process.
Center Supervisor/Family Advocate will get parent permission for
screening during application process.
Acceptance letter discusses screenings.
Family Advocates will discuss with parent(s) the results of
screenings on home visits.
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Coor./Specialists,
Center Supervisor
& Family Educator
III
Center Supervisor
Family Educator
III
August & as
Enrolled
Orientation Schedule
Screening Date
August & as
Enrolled
CPE
Orientation screeners
list
Center Supervisor
HV
Center Supervisor
HV
Center Supervisor
Home Visitor
April –
September
April –
September
April - Sept.
September. November
Application
Consent Form
Consent Form
370
Acceptance Letter
CPE
Subpart D – Assessment continued
STRATEGY
If results indicate further evaluation is necessary, Family Advocate
will discuss the referral and evaluation purposes and procedures,
and parents rights regarding evaluation process.
d) Developmental assessment, the second step, is the collection of
information on each child’s functioning in the areas of gross
and fine motor skills, perceptual discrimination, cognition,
attention skills, self-help, social and receptive skills and
expressive language. The Disabilities Coordinator will
coordinate with Education Coordinator for on-going assessment
of each Head Start child in all developmental areas. They will
include this developmental information in later diagnostic and
program planning activities for children with disabilities.
FA/FE will discuss with parent concerning the ongoing assessment
process, and the planning of appropriate goals and objectives and
activities.
Family Advocates and parents will collaboratively develop
children’s goal. Family Educator IIIs will develop supportive
classroom materials and activities and a positive behavior supports
plan, if needed.
e) The Disabilities Coordinator must arrange for further formal
evaluation of a child who has been identified as possibly having
a disability, the third step with parental consent.
1) The Disabilities Coordinator must refer a child to the LEA for
evaluation as soon as the need is evident, starting as early as the
child’s third birthday, with parent permission.
Parent consent in writing will be obtained before a child can be
referred for evaluation.
* COR – Child Observation Record
PERSON(S)
RESPONSIBLE
Home Visitor
TIMELINES
As Indicated
SUPPORTING
DOCUMENTATION
CPE
Home Visitor
Monthly
Portage/COR
Child Goal Sheets
Home Visitor &
Family Educator
IIIs
Ongoing
Lesson Plans
Child Goal Sheet
Home Visitor
As Indicated
Referral Form
371
Subpart D – Assessment continued
STRATEGY
When parent signs Release of Information form, Home Visitor will
send copies of screenings, developmental assessment information
and FE observations to LEA with referral.
2) If the LEA does not evaluate the child, Head Start is
responsible for arranging or providing for an evaluation,
using its own resources and accessing others. In this case,
the evaluation must meet the following requirements:
i) Testing and evaluation procedures will be selected and
administered in the child’s native language or mode of
communication unless it clearly is not feasible.
ii) Testing and evaluation procedures will be administered
by trained (State certified or licensed) personnel.
A collaborative team will decide necessary evaluations. The team
consists of parents, and possibly physicians, developmental
specialists, LEA rep, MHC, Head Start Staff
Family Advocate will provide parent with evaluation options. Use
Medicaid providers when possible.
PERSON(S)
RESPONSIBLE
Center Supervisor
Home Visitor
CSS, Disabilities
Coordinator
DC
Home Visitor
Input from other service providers will be sent with ROI
Home Visitor
Evaluators will submit results promptly. Results shall indicate
strengths, needs, effects of the disability and suggestions for
treatment or services.
iii) No single procedure may be the sole criterion for
determining an appropriate educational program for a
child.
iv) The evaluation(s) will be conducted by a
multidisciplinary team or group of persons including at
least one teacher or specialist with knowledge in the area
of suspected disability.
Disabilities Coor.
Home Visitor
TIMELINES
Within 1 Week
As Needed
SUPPORTING
DOCUMENTATION
Release of Information
SOAP
LEA Referral Form
License/Certificate
As Indicated
Child File, referral
form, Special Abilities
Booklet
After LEA
CPE, referral form,
Refusal, or
Special Abilities
parent preference Booklet
Before
SOAP
evaluation
Within 30 days
Assessment Results /
Child File
Disabilities
Coordinator
As Occurs
DC
As Needed
Child File, screenings,
observations,
evaluations
Child’s File
372
Subpart D – Assessment continued
STRATEGY
v) Evaluators will use only assessment materials which have
been validated for the specific purpose for which they are
used.
vi) Tests used with children with impaired sensory, manual or
communication skills will be administered so that they
reflect the children’s aptitudes and achievement levels and
not just the disabilities.
vii) Tests and materials will assess all areas related to the
suspected disability.
viii) In the case of a child whose primary disability appears to be
a speech or language impairment, the team must assure that
enough tests are used to determine that the impairment is
not a symptom of another disability. A speech or language
pathologist should be involved in the evaluation.
3) Parental consent in writing will be obtained before a child can
have an initial evaluation to determine whether the child has a
disability.
4) Confidentiality must be maintained in accordance with grantee
and State requirements. Parents must be given the opportunity
to review their child’s records in a timely manner and they must
be notified and give permission if additional evaluations are
proposed. Grantees must explain the purpose and results of the
evaluation and make concerted efforts to help the parents
understand them. See also Social Services 1304.4-2(c)
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
CSS
Assessor
DC
Assessor
DC
DC
SLP/CDS
TIMELINES
On Going
SUPPORTING
DOCUMENTATION
Assessment Manuals
On Going
Child’s File
On Going
Child’s File
On Going
Child’s File
373
Home Visitor, CS
Before
Evaluation
Provider’s Consent to
Evaluate Form
All Staff
Daily
Head Start Policies &
Procedures Manual
Child File
Evaluation Results
Summary
Rights &
Responsibilities
Evaluator/DC
Home Visitor
Subpart D – Disabilities Service Plan continued
STRATEGY
5) The multi-disciplinary team provides the results of the
evaluation, and its professional opinion that the child does or
does not need special education and related services, to the IEP
Team. If it is their professional opinion that a child has a
disability, the team is to state which of the eligibility criteria
applies and provide recommendations for programming, along
with their findings. Only children who the evaluation team
determines need special education and related services may be
counted as children with disabilities.
Head Start will exercise care to ensure that no child is misidentified because of economic circumstances, ethnic or cultural
factors, or developmental lags not caused by a disability, bilingual
or dialectical differences, or because they do not speak English.
A child whose problem has been corrected (e.g., a child wearing
glasses whose vision is corrected and who does not need special
education and related services) does not qualify as a child with a
disability. A short-term medical problem such as post-operative
recovery or a problem requiring only medical care and health
monitoring, does not qualify as a disability.
The evaluation team will consider the way the disability affects the
child’s ability to function as well as the cause of the condition.
Some children may have a recent evaluation from a clinic, hospital
or other agency (other than the LEAs) prior to enrolling in Head
Start. If that evaluation did not include needed functional
information or professional opinion as to whether the child meets
one of the Head Start eligibility criteria, the DC, Health
Coordinator, Center Supervisor, or Home Visitor should contact the
agency to try to obtain that information.
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Disabilities
Coordinator
Family Educator
III, HV
Disabilities
Coordinator
As occurs
Child’s File
As occurs
Head Start
Performance
Standards – Eligibility
Criteria
MDT/
IEP Team
Disability
Coordinator
Health
Coordinator
Home Visitor
Center Supervisor
As occurs
IEP – Eligibility
Statement
Release of Information
April – August
374
Subpart D – 1308.7 – Eligibility Criteria: Health Impairment
STRATEGY
a) A child is classified as having a health impairment who has
limited strength, vitality, or alertness due to a chronic or
acute health problem which adversely affects learning.
b) The health impairment classification may include, but is not
limited to, cancer, some neurological disorders, rheumatic
fever, severe asthma, uncontrolled seizure disorders, heart
conditions, lead poisoning, diabetes, AIDS, blood disorders,
including hemophilia, sickle cell anemia, cystic fibrosis,
heart disease, malnutrition and attention deficit disorder.
c) This category includes medically fragile children such as
ventilator dependent children who are in need of special
education and related services.
d) A child may be classified as having an Attention Deficit
Disorder (ADD) under this category who has chronic and
pervasive developmentally inappropriate inattention,
hyperactivity, or impulsively. To be considered a disorder,
this behavior must affect the child’s functioning severely.
To avoid overuse of this category, use caution to assure that
only the enrolled children who most severely manifest this
behavior must be classified in this category.
PERSON(S)
RESPONSIBLE
Members of Eval.
Team for Health
Impaired Children
May include:
Physician,
Pediatrician,
Psychologist or
Other specialist
related to these
specific disabilities
See Above
Same as above
TIMELINES
Monthly
Monthly
Monthly
Monthly
SUPPORTING
DOCUMENTATION
IEP, Physician Report,
Specialist Eval.
Results/Reports
Diagnostic Statement
IEP, Physician Report,
Specialist Eval.
Results/Reports
Diagnostic Statement
IEP, Physician Report,
Specialist Eval.
Results/Reports
Diagnostic Statement
IEP, Physician Report,
Specialist Eval.
Results/Reports
Diagnostic Statement
375
Subpart D – Disabilities Service Plan continued
STRATEGY
1) The condition must severely affect the performance of a child
who is trying to carry out a developmentally appropriate activity
that requires orienting, focusing, or maintaining attention during
classroom instructions and activities, planning and completing
activities, following simple directions, organizing materials for
play or other activities, or participating in group activities. It
also may be manifested in over-activity or impulsive acts which
appear to be or are interpreted as physical aggression. The
disorder must manifest itself in at least two different settings,
one of which must be the Head Start program site.
Head Start staff will assist with assessments in child’s Head Start
class. Staff will support parents in completing assessments on
child’s behavior. Head Start staff will provide positive behavior
supports to the child which may improve the child’s functioning
and eliminate behavior taken as evidence of possible ADD.
2) Children must not be classified as having Attention Deficit
Disorders based on:
i) Temporary problems in attending due to events such as a
divorce, death of family member or post-traumatic stress
reactions to events such as sexual abuse or violence in the
neighborhood;
ii) Problems in attention which occur suddenly and acutely
with psychiatric disorders such as depression, anxiety and
schizophrenia;
iii) Behaviors which may be caused by frustration stemming
from inappropriate programming beyond the child’s ability
level or by developmentally inappropriate demands for long
periods of inactive, passive activity;
iv) Intentional, noncompliance, or opposition to reasonable
requests that are typical of good preschool programs; or
v) Inattention due to cultural or language differences.
PERSON(S)
RESPONSIBLE
TIMELINES
Family Educators
Disability
Coordinator
HV
30 Days from
Consent to
Evaluate
Diagnosticians
Within 30 days
after evaluation.
SUPPORTING
DOCUMENTATION
Assessments
376
Diagnostic Statement
Subpart D – Disabilities Service Plan continued
STRATEGY
3) An Attention Deficit Disorder must have had it onset in early
childhood and have persisted through the course of child
development when children normally mature and become able
to operate in a socialized preschool environment. Many
children younger than four have difficulty orienting,
maintaining and focusing attention and are highly active.
When Head Start is responsible for the evaluation, attention
deficit disorder applies to four and five year old children, but
not to three year olds.
4) Assessment procedures will include teacher reports which
document the frequency and nature of indication of possible
attention deficit disorders and describe the specific situations
and events occurring just before the problems manifested
themselves. Reports will indicate how the child’s functioning is
impaired and must be confirmed by independent information
from a second observer.
Head Start will provide and/or support parents in accessing possible
related services: Family Counseling, Genetic Counseling, Nutrition
Counseling, Recreational Therapy, Supervisor on Physical
Activities, Transportation and Assistive Technology Devises or
Services.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
Mental Health
Consultant
Family Educator
Home Visitor
Center Supervisor
TIMELINES
As Needed
SUPPORTING
DOCUMENTATION
Observation Record
SOAP
MH Report
Daily Lesson Plans
DECA Assessments
CPE
Referral Form
Note - If a child is being treated for ADD/HD with medication, and with medication the child’s learning is not impaired, the child does
not need, or qualify for, special education. He/she may qualify for a 504 accommodation plan, if special accommodations are being
made: i.e. mid day medication administration, smaller group size, adult support within reach in class/on bus. If a child has been
diagnosed ADD or ADD/HD, and has another diagnosed disability, then the child qualifies for special education services under IDEA
and does not need a 504 plan, even if special accommodations are being made. The IEP should cover all the related services and
accommodations needed. Per SDE, preschools are not required to have written 504 plans for preschool children who require special
accommodations, but there must be documentation (i.e. lesson plans, accommodation plan that show any special accommodations that
are being provided if they choose not to write a 504 plan. Parents will be involved in the planning for their child.
377
Subpart D – Disabilities 1308.8 – Eligibility criteria: Emotional/Behavior disorders
STRATEGY
a) An emotional/behavioral disorder is a condition in which a
child’s behavioral or emotional responses are so different from
those of the generally accepted, age-appropriate norms of children
with the same ethnic or cultural background as to result in
significant impairment in social relationships, self-care, educational
progress or classroom behavior. A child is classified as having an
emotional/behavioral disorder who exhibits one or more of the
following characteristics with such frequency, intensity, or duration
as to require intervention:
1) Seriously delayed social development including an inability to
or maintain satisfactory (age appropriate) interpersonal
relationships with peers or adults (e.g., avoids playing with
peers);
2) Inappropriate behavior (e.g., dangerously aggressive towards
others, self-destructive, severely withdrawn, noncommunicative);
3) A general pervasive mood of unhappiness or depression, or
evidence of excessive anxiety or fears (e.g., frequent crying
episodes, constant need for reassurance); or
4) Has a professional diagnosis of serious emotional disturbance.
Head Start will provide support and assist parents in accessing:
behavior management, environmental adjustments, family
counseling, psychology therapy, transportation, assistive
technology as needed.
PERSON(S)
RESPONSIBLE
Member of an
Eval Team for
Emot./Behavior
Disorders may
include:
Pediatrician,
Psychologist,
Psychiatrist or
other clinically
trained & State
qualified mental
health professional
TIMELINES
As Indicated
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Physicians Report
Specialists Evaluation
Results/Report
378
Home Visitor
Mental Health
Consultant
As needed
CPE/IEP
Mental Health Plan
Subpart D – Disabilities Service Plan continued
STRATEGY
a) The eligibility decision must be based on multiple sources
of data, including assessment of the child’s behavior or
emotional functioning in multiple settings.
b) The evaluation process must include a review of the child’s
regular Head Start physical examination to eliminate the
possibility of misdiagnosis due to an underlying physical
condition.
PERSON(S)
RESPONSIBLE
Evaluation Team
TIMELINES
Always
SUPPORTING
DOCUMENTATION
Evaluation Results
Evaluation Team
Always
Physical Exam Report
379
Subpart D – Disabilities 1308.9 – Eligibility criteria: Speech or Language Impairments
STRATEGY
c) A speech or language impairment means a communication
disorder such as stuttering, impaired articulation, a language
impairment, or a voice impairment, which adversely affects a
child’s learning.
d) A child is classified as having a speech or language impairment
whose speech is unintelligible much of the time, or who have
been professionally diagnosed as having speech impairments
which require intervention or who is professionally diagnosed
as having a delay in development in his or her primary language
which requires intervention.
e) A language disorder may be receptive or expressive. A
language disorder may be characterized by difficulty in
understanding and producing language, including word
meanings (semantics), the components of words (morphology),
the components of sentences (syntax), or the conventions of
conversation (pragmatics).
f) A speech disorder occurs in the production of speech sounds
(articulation), the loudness, pitch or quality of voice (voicing),
or the rhythm of speech (fluency).
g) A child should not be classified as having a speech or language
impairment whose speech or language differences may be
attributed to:
PERSON(S)
RESPONSIBLE
Members of an
Evaluation Team
for a Speech or
Language
Impairment may
include: Speech
Pathologist,
Language
Pathologist,
Audiologist,
Otolayngologist
and Psychologist
Same as above
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Specialist Evaluation
Results/Report
Same as above
Same as above
Same as above
Same as above
Same as above
Same as above
Same as above
380
Subpart D – Disabilities Service Plan continued
STRATEGY
1) Cultural, ethnic, bilingual, or dialectical differences or being
non-English speaking; or
2) Disorders of a temporary nature due to conditions such as a
dental problem; or
3) Delays in developing the ability to articulate only the most
difficult consonants or blends of sounds within the broad
general range for the child’s age.
PERSON(S)
RESPONSIBLE
Same as above
TIMELINES
SUPPORTING
DOCUMENTATION
Same as above
Same as above
Same as above
Same as above
Same as above
Subpart D – Disabilities 1308.10 - Eligibility criteria: Mental Retardation
PERSON(S)
STRATEGY
RESPONSIBLE
Head Start will provide support and assist parents to access possible Home Visitor
related services as determined by individual need such as;
Disabilities
Environmental Adjustments, Language Therapy, Transportation,
Coordinator
Family Counseling, Speech Therapy, Assistive Technology Devices Center Supervisor
or Services, Environmental Adjustments, Family counseling,
Mental Health
Genetic Counseling, Language Therapy, and Recreational Therapy. Consultant
a) A child is classified mentally retarded who exhibits
significantly sub-average intellectual functioning and exhibits
deficits in adaptive behavior which adversely affect learning.
Adaptive behavior refers to age-appropriate coping with the
demands of the environment through independent skills in selfcare, communication and play.
Evaluation Team:
Psychologist
Pediatrician
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
CPE
IEP
Referral Form
Diagnostic Statement
Evaluation Results
381
Subpart D – Disabilities 1308.11 - Eligibility criteria: Hearing impairment including deafness
STRATEGY
a) A child is classified as deaf if a hearing impairment exists
which is so severe that the child is impaired in processing
linguistic information through hearing with or without
amplification and learning is affected. A child is classified as
hard of hearing who has a permanent or fluctuating hearing
impairment which adversely affects learning; or
b) Meets the legal criteria for being hard of hearing established by
the State; or
c) Experiences recurrent temporary or fluctuating hearing loss
caused by otitis media, allergies, or eardrum perforations and
other outer or middle ear anomalies over a period of three
months or more. Problems associated with temporary or
fluctuating hearing loss can include impaired listening skills,
delayed language development and articulation problems.
Children meeting these criteria will be referred for medical care,
have their hearing checked frequently and receive speech,
language or hearing services as indicated by their IEPs. As
soon as special services are no longer needed, these children
will no longer be classified as having a disability.
Head Start will provide and/or support parents in accessing possible
related services as determined by individual need such as; Auditory
Training, Aural Habitation, Environmental Adjustments, Family
Counseling, Genetic Counseling, Language Therapy & Speech
Therapy, Medical Treatment, Total Communication, Speech
Reading or Manual Communication, Transportation, Use of
Amplification, Assistive Technology Devices or Services
PERSON(S)
RESPONSIBLE
Members of Eval
Team for Hearing
Impaired may
include:
Audiologist and
Otholayngologist
Same As Above
Same As Above
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Specialist Evaluation
Results/Report
Monthly
“
Monthly
IEP
382
Home Visitor
Disabilities
Coordinator
Health
Coordinator
Mental Health
Consultant
Monthly
Referral Form
CPE
IEP
Subpart D – Disabilities 1308.12 - Eligibility criteria: Orthopedic Impairment
STRATEGY
a) A child is classified as having an orthopedic impairment if the
condition is severe enough to adversely affect a child’s learning.
An orthopedic impairment involves muscles, bones, or joints
and is characterized by impaired ability to maneuver in
educational or non-educational settings, to perform fine or gross
motor activities, or to perform self-help skills and by adversely
affected educational performance.
b) An orthopedic impairment includes, but is not limited to, spina
bifida, cerebral palsy, loss of deformed limbs, contractures
caused by burns, arthritis, or muscular dystrophy.
Head Start will provide support and assist parents in accessing
possible related services as determined by individual need such as;
Environmental Adjustments, Family Counseling, Language
Therapy, Medical Treatment, Occupational Therapy, Physical
Therapy, Assistive Technology, Recreational Therapy, Speech
Therapy, Transportation, Nutrition Counseling.
PERSON(S)
RESPONSIBLE
Members of a Eval
Team for
Orthopedic
Impairment may
include:
Pediatrician,
Orthopedist,
Neurologist,
Occupational
Therapy, Physical
Therapist and
Rehabilitation
Professional
Same As Above
Home Visitor
Center Supervisor
Disabilities Coor.
Health Coor.
Mental Health
Consultant
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Physical Report
Specialist Evaluation
Results/Report
Monthly
Diagnostic Statement
Health Records
Monthly
Referral Form
CPE
IEP
383
Subpart D – Disabilities 1308.13 - Eligibility criteria: Visual impairment including blindness
STRATEGY
a) A child is classified as visually impaired when visual
impairments, with correction, adversely affects a child’s
learning. The term includes both blind and partially seeing
children. A child is visually impaired if:
1) Central acuity does not exceed 20/200 in the better eye with
corrective lenses, visual acuity is greater than 20/200, but is
accompanied by a limitation in the field of vision such that
the widest diameter of the visual field subtends an angle no
greater than 20 degrees. Or
2) A child is classified as having a visual impairment if central
acuity with corrective lenses is between 20/70 and 20/200 in
either eye, or if visual acuity is undetermined, but there is
demonstrated loss of visual function that adversely affects
the learning process, including faulty muscular action,
limited field of vision, cataracts, etc.
Possible related services such as determined by individual need.
Head Start will provide support and assist parents in accessing:
Environmental Adjustments, Family Counseling, Occupational
Therapy, Orientation and Mobility Training, Pre-Braile Training,
Recreational Therapy, Sensory Training, Transportation, Functional
Vision Assessment and Therapy.
PERSON(S)
RESPONSIBLE
Members of a Eval
Team for Visual
Impairment
including
blindness may
include:
Ophthalmologist,
Optometrist
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
IEP
Physician’s Report
Diagnostic Statement
Monthly
IEP
Physician’s Report
Diagnostic Statement
Monthly
IEP
Physician’s Report
Diagnostic Statement
384
Home Visitor
Center Supervisor
Disabilities Coor.
Health Coor.
Mental Health
Consultant
Monthly
Referral Form
CPE
IEP
Subpart D – Disabilities 1308.14 - Eligibility criteria: Learning Disabilities
STRATEGY
a) A child is classified as having a learning disability who has a
disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or
written, which may manifest itself in imperfect ability to listen,
think, speak or, for preschool age children, acquire the
precursor skills for reading, writing, spelling or doing
mathematical calculations. The term includes such conditions
as perceptual disabilities, brain injury, and aphasia.
b) An evaluation team may recommend that a child be classified as
having a learning disability if:
1) The child does not achieve commensurate with his or her
age and ability levels in one or more of the areas listed in (1)
above when provided with appropriate learning experiences
for the age and ability; or
2) The child has a severe discrepancy between achievement of
development or developmental milestones and intellectual
ability in one or more of these areas: oral expression,
listening comprehension, pre-reading, pre-writing and premathematics; or
3) The child shows deficits in such abilities as memory,
perceptual and perceptual-motor skills, thinking, language
and non-verbal activities which are not due to visual, motor,
hearing or emotional disabilities, mental retardation, cultural
or language factors, or lack of experiences which would help
develop these skills.
PERSON(S)
RESPONSIBLE
A Master’s degree
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
IEP
level professional
with a background
Diagnostic Statement
in Learning
Disabilities should
Monthly
Be a member of
the
Monthly
Physician Report
Specialist Evaluation
Evaluation team as
Monthly
Well as a
Results/Reports
Pediatrician,
Psychologist,
And/or any other
Related specialist.
Monthly
385
Subpart D – Disabilities 1308.14 – continued
STRATEGY
c) This definition for learning disabilities applies to four and five
year old children in Head Start. It may be used at a program’s
discretion for children younger than four or when a three year
old child is referred with a professional diagnosis of Learning
Disability. But because of the difficulty of diagnosing learning
disabilities in three year olds, when Head Start is responsible for
the evaluation it is not a requirement to use this category for
three year olds.
Head Start will provide and help parents in accessing possible
related services as determined by individual need. They include:
Vision Evaluation, Psychology, Hearing Evaluation, Pediatric
Evaluation, Neurology, Motor Development, Child Psychiatry.
PERSON(S)
RESPONSIBLE
TIMELINES
A Master’s degree Monthly
level professional
with a background
in Learning
Disabilities should
be a member of the
evaluation team as
well as a
Pediatrician,
Psychologist,
and/or any other
related specialist.
Home Visitor
Monthly
Center Supervisor
Disabilities Coor.
Health Coor.
Mental Health
Consultant
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Physician Report
Specialist Evaluation
Reports
Referral Form
CPE
IEP
386
Subpart D – Disabilities 1308.15 - Eligibility criteria: Autism
STRATEGY
a) A child is classified as having autism when the child has a
developmental disability that significantly affects verbal and
non-verbal communication and social interaction, that is
generally evident before age three and that adversely affects
educational performance.
Head Start will provide support and assist parents in accessing
possible related services determined by individual need such as;
Family Support Services, Language Therapy, Transportation
PERSON(S)
RESPONSIBLE
Members of an
Evaluation Team
may include:
Psychologist,
Pediatrician,
Audiologist,
Psychiatrist, and
Language
Pathologist
HV, CS, DC,
Mental Health
Consultant
TIMELINES
Monthly
Monthly
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Physician Report
Specialist Evaluation
Results/Reports
Referral Form
CPE
IEP
Subpart D – Disabilities 1308.16 - Eligibility criteria: Traumatic brain injury
STRATEGY
a) A child is classified as having traumatic brain injury whose
brain injuries are caused by an external physical force, or by an
internal occurrence such as stroke or aneurysm, with resulting
impairments that adversely affect educational performance.
The term includes children with open or closed head injuries,
but does not include children with brain injuries that are
congenital or degenerative or caused by birth trauma.
Head Start will provide support and assist parents in accessing
possible related services as determined by individual need, such as;
Rehabilitation Specialist, Occupational Therapy, Speech or
Language Therapy, Assistive Technology.
PERSON(S)
RESPONSIBLE
Members of an
Evaluation Team
may include:
Pediatrician,
Psychologist,
Psychiatrist,
Physical Therapist
and Speech or
Language
Pathologist.
HV, CS, DC
387
TIMELINES
Monthly
Monthly
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Physician Report
Specialist Evaluation
Results/Reports
Referral Form
CPE
IEP
Subpart D – Disabilities 1308.17 - Eligibility criteria: Other Impairments
STRATEGY
a) The purposes of this classification, “Other impairments,” is:
1) To further coordination with LEAs and reduce problems of
record keeping;
2) To assist parents in making the transition from Head Start to
other placements; and
3) To assure that no child enrolled in Head Start is denied
services available to other preschool children considered to
have disabilities in the State.
b) If the State Education Agency eligibility criteria for preschool
children include an additional category which is appropriate for
a Head Start child, children meeting the criteria for that
category must receive services as children with disabilities in
Head Start programs. Examples are “preschool disabled,” “in
need of special education,” “educationally disabled,” and “noncategorically disabled.”
PERSON(S)
RESPONSIBLE
Members of a
Evaluation Team
for Other
Impairments may
include:
Pediatrician,
Psychologist or
Psychiatrists,
Audiologist,
Special Educators,
Speech, Language
or Physical
Therapists,
Rehabilitation
Professional or
Other specialists
with expertise in
the appropriate
area(s).
TIMELINES
Monthly
Monthly
Monthly
SUPPORTING
DOCUMENTATION
IEP
Diagnostic Statement
Monthly
Physician Report
Monthly
Specialist Evaluation
Results/Reports
388
Subpart D – Disabilities 1308.17 - continued
c) Children ages three to five, inclusive, who are experiencing
developmental delays as defined by the State and as measured
by appropriate diagnostic instruments and procedures in one or
more of the following areas: physical development, cognitive
development, communication development, social or emotional
development, or adaptive development, and who by reason
thereof need special education and related services, may receive
services as children with disabilities in the Head Start program.
d) Children who are classified as deaf-blind, whose concomitant
hearing and visual impairments cause such severe
communication and other developmental problems that they
cannot be accommodated in special education programs solely
for deaf or blind children are eligible for services under this
category.
e) Children classified as having multiple disabilities whose
concomitant impairments (such as mental retardation and
blindness), in combination, cause such severe educational
problems that they cannot be accommodated in special
education programs solely for one of the impairments are
eligible for services under this category. The term does not
include deaf-blind children, for record keeping purposes.
A child who is deaf and has speech and language impairments
would not be considered to have multiple disabilities, as it could be
expected that these impairments were caused by the hearing loss.
Head Start will provide support and assist parents in accessing
possible related services as determined by individual need such as;
Speech, Language, Occupational or Physical Therapist as needed.
Assistive Technology Devices or Services, Mental Health Services,
Transportation
Same As Above
Monthly
Diagnostic Statement
Physician Report
Specialist Evaluation
Results/Reports
Same As Above
Monthly
Diagnostic Statement
Physician Report
Specialist Evaluation
Results/Reports
Same As Above
Monthly
Diagnostic Statement
Physician Report
Specialist Evaluation
Results/Reports
Same As Above
Monthly
Home Visitor
Center Supervisor
Disabilities Coor.
Health Coor.
Mental Health
Consultant
Monthly
Diagnostic Statement
Physician Report
Specialist Evaluation
Results/Reports
Referral Form
CPE
IEP
389
Subpart D – Disabilities 1308.18 – Disabilities/Health Coordination
STRATEGY
a) The Disabilities Coordinator and the Health Coordinator work
closely together in the assessment process and follow up to
assure that the special needs of each child with disabilities are
met, i.e., some children (17%) with Downs Syndrome have a
condition of spine (attanto-axia instability) and should not
engage in somersaults, trampolining or other activities which
could lead to spinal injury without first having a cervical spine
x-ray.
See Health Plan 1304.3-3 - Objectives II, III, IV, V, VI, VII, VIII,
XIII and XIV.
Health Coordinator and Disabilities Coordinator will consult
regarding assessment results and tentative goals and objectives, to
ensure all the child’s needs are met.
Health Coordinator and Disabilities Coordinator will consult any
time either feels the need for follow up by special service providers.
i.e.: Mental Health Consultant, OT/PT, SLP, pediatrician
b) The grantee must ensure coordination between the
disabilities coordinator and the staff person responsible for
the mental health component to help teachers identify
children who show signs of problems such as possible
serious depression, withdrawal, anxiety or abuse.
The Disabilities Coordinator and the Mental Health Consultant &
CSS will observe class to help classroom staff identify children
who show signs of problems such as possible serious depression,
withdrawal, anxiety or abuse. The above staff will provide Family
Educators with suggestions and referrals when indicated.
PERSON(S)
RESPONSIBLE
CSS
TIMELINES
Monthly
SUPPORTING
DOCUMENTATION
CS meeting notes
Health Coor.
Disabilities Coor.
As Needed
Child’s File
Health Coor.
Disabilities Coor.
As Needed
SOAP
Disabilities Coor.
Children Services
Specialist, Mental
Health Consultant
Training Specialist
Monthly
Site Visit Form
Mental Health
Observation Form
Tracking Notes
CS meeting notes
390
Subpart D – Disabilities 1308.18 – continued
PERSON(S)
RESPONSIBLE
Center Supervisor
Family Advocate
STRATEGY
TIMELINES
South Central Head Start will help parents of all children enrolled
On Going
become knowledgeable about disabilities and to appreciate the
strengths and uniqueness of all people. CS & Family Advocates
will work to reduce the isolation which some families experience
with trainings, parent meetings, social events
See Mental Health Plan – 1304.24 for MHS for all enrolled children, including children with disabilities.
MHC will provide training to DC & FE’s in identifying children
Mental Health
As Requested
who show signs of possible mental health needs.
Consultant
FE/FA will discuss MH concerns with parents. If parents approve,
Home Visitor
On Going
FE contacts CSS, who contacts MHC for individual child mental
Family Educator
health observation.
Center Super.
Mental Health
Consultant
FEs will keep specific records of a child’s behaviors, concerns,
Family Educator
On Going
precipitating events, other children involved, time of day, and any
other pertinent information and share this with MHC and HV.
CS will work with staff to educate parents and children without
Center Supervisor On Going
disabilities about disabilities to provide an informed population and
psychologically inclusive environment.
c) Each Head Start Director or designee must supervise the
administration of all medications, including prescription and
over-the-counter drugs, to children with disabilities in
accordance with State requirements.
The Health Coordinator or designee, through the Center Supervisor, Health Coor.
As Indicated On
will supervise the administration of all medications, including
Center Supervisor Medication Plan
prescription and over-the-counter drugs, to children with disabilities Family Educator
in accordance with State requirements.
III
d) The Health Coordinator under the supervision of the Head Start
Director or designee must:
SUPPORTING
DOCUMENTATION
CPE’s
Center Meeting/Event
Training Log
Training Agenda
Contract
SOAP, Mental Health
Individual Observation
Form
SOAP, Anecdotals,
Functional Behavior
Assessment
Parent meeting
minutes,
Lesson Plans
Medication Plan/ Log
Child File
391
Subpart D – Disabilities 1308.18 – Disabilities/Health Coordination
STRATEGY
1) Obtain the doctor’s instructions and parental consent before
any medication is administered.
2) Maintain an individual record of all medications dispensed
and review the record regularly with the child’s parents.
3) Record changes in a child’s behavior which have
implications for drug dosage or type and share this
information with the staff, parents and the physician.
4) Assure that all medications, including those required by the
staff and volunteers, are adequately labeled, stored under
lock and key and out of reach of children, and refrigerated, if
necessary.
Center Supervisor will discuss with parent and center class staff
scheduling medication administration during times when parents
are available to administer it, whenever possible.
Staff will be made aware of the possible side effects of any
medications that are administered. See Health Plan 1304.3-4
(a)(1,2)(b) Objective XV.
PERSON(S)
RESPONSIBLE
Center Supervisor
TIMELINES
As Needed
SUPPORTING
DOCUMENTATION
SOAP
Center Supervisor
As Needed
Medication Log
Family Educator
III
As Needed
SOAP
Center Supervisor
Monthly
Health Services Plan
Center Supervisor
As Needed
Health
Coordinator
As Needed
Administration Form
Medication in Child
File, Medication Log
Staff Training As
Needed
392
Subpart E – Education Services Performance Standards – Disabilities 1308.19 – Developing Individualized Education
Programs (IEPs). 1308.19 – Developing Individual Education Programs (IEP).
STRATEGY
a) When Head Start provides for the evaluation, the MultiDisciplinary evaluation Team makes the determination whether
the child meets the Head Start eligibility criteria. The MultiDisciplinary evaluation Team must assure that the evaluation
findings and recommendations, as well as information from
developmental assessment, observations and parent reports, are
considered in determining the child is Head Start eligibility.
MDT members consider all available information when
determining disability eligibility.
b) Every child receiving services in Head Start who has been
evaluated and found to have a disability and in need of special
education will have an IEP before special education and related
services are provided to ensure that comprehensive information
is used to develop the child’s program.
Center Supervisor arranges for CST meeting to make decisions
concerning needs, services, placement and write an IEP, or discuss
a current IEP or IFSP if LEA is not providing services.
CST members may consist of: MDT members, Disabilities Coor,
Health Coor, Children Services Specialist, Family Educator III,
Mental Health Consultant, Center Supervisor, and related service
providers and must include parents.
IEP will be completed within 60 days after permission to test is
given, 30 days after evaluations are complete.
If parent(s) disagrees with any part of IEP, it will not be
implemented until consensus is reached, and parents have signed.
Head Start will use an IEP form which complies with State
Department of Education requirements.
* LEA – Lead Education Agency – Local School Districts
PERSON(S)
RESPONSIBLE
MDT
Disabilities
Coordinator
LEA
TIMELINES
ASAP After
Evaluations
Within 30 days
of Evaluation
SUPPORTING
DOCUMENTATION
Disability Criteria
Evaluation Results
Child File
393
Center Supervisor
Disabilities
Coordinator
Disabilities
Coordinator
As Needed
Child’s File
SOAP
Within 30 days
of Evaluation
IEP
Disabilities
Coordinator
LEA
Disabilities
Coordinator
Disabilities
Coordinator
Within 60 days
of Parent
Permission
Monthly
Child’s File
IEP
Always
SOAP
IEP
IEP Form in Dept. of
Education Special
Education Manual
Subpart E – Education Services Performance Standards – Disabilities 1308.19 – continued
STRATEGY
c) When the LEA develops the IEP, a representative from Head
Start must attempt to participate in the IEP meetings and
placement decision for any child meeting Head Start eligibility
requirements.
When revising IAAs with local school districts, Head Start
representative will try to ensure agreement that SD will routinely
invite Head Start to IEP meetings concerning “shared” children.
d) If Head Start develops the IEP, the IEP must take into account
the child’s unique needs, strengths, developmental potential and
the family strengths and circumstances as well as the child’s
disabilities.
IEP Team will focus on the whole child and the family
characteristics when developing an IEP.
e) The IEP will include:
1) A statement of the child’s present level of functioning in the
social-emotional, motor, communication, self-help, and
cognitive areas of development, and the identification of
needs in those areas requiring specific programming.
2) A statement of annual goals, including short term objectives
for meeting these goals.
3) A statement of services to be provided by each Head Start
component that are in addition to those services provided for
all Head Start children, including transition services.
4) A statement of the specific special education services to be
provided to the child and those related services necessary for
the child to participate in a Head Start program. This
includes services provided by Head Start and services
provided by other agencies and non Head Start professionals.
PERSON(S)
RESPONSIBLE
Home Visitor
Disabilities
Coordinator
TIMELINES
IEP Date
SUPPORTING
DOCUMENTATION
IEP Signature Page
Center Supervisor
Disabilities
Coordinator
Disabilities
Coordinator
Anniversary
Date
IAA
As Needed
IEP
Disabilities Coor.
Child Study Team
Always
IEP
Disabilities
Coordinator
Within 30 days
of qualification
determination
IEP
Disabilities
Coordinator
Disabilities
Coordinator
IEP
Disabilities
Coordinator
IEP
IEP
394
Subpart E – Education Services Performance Standards – Disabilities 1308.19 – continued
STRATEGY
5) The identification of the personnel responsible for the
planning and supervision of services and for the delivery of
services.
6) The projected dates for initiation of services and the
anticipated duration of services.
7) A statement of objective criteria and evaluation procedures
for determining at least annually whether the short-term
objectives are being achieved or need to be revised.
8) Family goals and objectives related to the child’s disabilities
when they are essential to the child’s progress.
f) When Head Start develops the IEP, the team must include:
1) The Head Start Disabilities Coordinator or a representative
who is qualified to provide or supervise the provision of
special education services.
2) The child’s teacher or home visitor.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
TIMELINES
SUPPORTING
DOCUMENTATION
IEP
Disabilities
Coordinator
Disabilities
Coordinator
IEP
Disabilities
Coordinator
IEP
IEP
Disabilities
Coordinator
ASAP After
Evaluation
IEP
Disabilities
Coordinator
3) One or both of the child’s parents or guardians; also see
Disabilities
Parent Involvement Work Plan.
Coordinator
4) At least one of the professional members of the MultiDisabilities
Disciplinary Team which evaluated the child.
Coordinator
g) An LEA representative will be invited in writing if Head Start is Disabilities
initiating the request for a meeting.
Coordinator
h) The grantee may also invite other individuals at the request of
Disabilities
the parents and other individuals at the discretion of the Head
Coordinator
Start program, including those component staff particularly
involved due to the nature of the child’s disability.
ASAP After
Evaluation
ASAP After
Evaluation
ASAP After
Evaluation
ASAP After
Evaluation
ASAP After
Evaluation
IEP
IEP
IEP
IEP
IEP
395
Subpart E – Education Services Performance Standards – Disabilities 1308.19 – continued
STRATEGY
i) A meeting must be held at a time convenient for the parents and
staff to develop the IEP within 30 calendar days of a
determination that the child needs special education and related
services. Services must begin as soon as possible after the
development of the IEP.
Home Visitor will ask parents for date, time and place that is
convenient for them to meet.
DC, CS, and HV will work with parents in arranging any related
services needed, per IEP.
If funding is needed for special education or for related services,
DC, CS and HC will work with parents on securing such funding.
i.e.: Medicaid/SSI, LEA, Family’s Private Insurance, Head Start (as
a last resort), United Cerebral Palsy and other specific disabilities
groups.
j) Grantees and their delegates must make vigorous efforts to
involve parents in IEP process. The grantee must:
1) Notify parents in writing (and, if necessary, also verbally or
by other appropriate means) of the purpose, attendees, time
and location of the IEP meeting far enough in advance so
that there is opportunity for them to participate.
2) Make every effort to assure that the parents understand the
purpose and proceedings and that they are encouraged to
provide information about their child and their desires for
the child’s program. See also Family Services Work Plan.
HV will go through purpose and procedures of IEP meeting with
parents using Parents of a Child with Special Abilities booklet
before the IEP meeting.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
Home Visitor
TIMELINES
ASAP After
Evaluation
SUPPORTING
DOCUMENTATION
IEP
Within 30 days
of qualification
for Special Ed.
ASAP After IEP
Meeting
ASAP After IEP
CPE
Disabilities
Coordinator
30 Days Prior to
IEP
Written Notification
Letter
Home Visitor
Disabilities
Coordinator
FA – Before IEP
DC – At IEP
Meeting
Home Visitor
Before IEP
meeting
Parents of a Child
With Special Rights
Booklet
CPE
CPE
DC, FA, CS & HC
Disabilities Coor.
Health Coor.
Home Visitor
CPE
IEP
SOAP
Long Form
CPE
396
Subpart E – Education Services Performance Standards – Disabilities 1308.19 – continued
STRATEGY
Family Advocate will discuss Parents Rights & Responsibilities.
HV will offer parents assistance in noting how their child functions
at home and in the neighborhood. Parents should be encouraged to
contribute this valuable information to the IEP team for use in
ongoing planning. Care will be taken to put parents at ease and to
eliminate or explain specialized terminology.
Information regarding IPUL will be given to parents of a child
determined to have a disability. This organization is part of IDEA.
Home Visitor will encourage participation in IPUL. IPUL, Idaho’s
federally funded Parent Training and Information Program,
provides parent training centers which provide information, support
and assistance to parents, enabling them to advocate for their child.
Staff may need to adjust procedures for assisting parents with
disabilities to participate in their children’s programs. They may
access materials to assist in this effort are available from technical
assistance providers.
3) Provide interpreters, if needed, and offer the parents a copy of
the IEP in the parents’ language after it has been signed. Locate
translators: use family members, CSI Refuge Center, other
community members, and school language instructors to
interpret.
PERSON(S)
RESPONSIBLE
Home Visitor
Disabilities
Coordinator
Home Visitor
Disabilities
Coordinator
TIMELINES
Before IEP
Meeting
Before IEP
Meeting
SUPPORTING
DOCUMENTATION
Parents Rights in
Parents of a Special
Child booklet
Parents of Child with
Special Abilities
booklet
COR
Screenings
Anecdotal Notes
Disabilities
Coordinator
Home Visitor
Center Supervisor
Before IEP
Meeting
Parents of a Child with
Special Abilities
booklet
CPE
Center Supervisor
Home Visitor
As Needed
CPE, SOAP
Center Supervisor
As Needed
In-kind Form
Time Sheet
397
Subpart E – Education Services Performance Standards – Disabilities 1308.19 – continued
STRATEGY
4) Hold the meeting without the parents only if neither parent can
attend, after repeated attempts to establish a date or facilitate
their participation. In this case, document all efforts to secure
the parent’s participation. Record phone calls, letters in the
parents’ native language or visits to parent’s homes or places of
work, along with any responses or results. Then arrange an
opportunity to meet with the parents to review the results of the
meeting and secure their input and signature.
IEP Meeting must occur within 30 days of qualifying for special
education services.
k) Grantees must initiate the implementation of the IEP as soon as
possible after the IEP meeting by modifying the child’s program
in accordance with the IEP and arranging for the provision of
related services. If a child enters Head Start with an IEP
completed within two months prior to entry, services must
begin within the first two weeks of program attendance.
CS, HV and Parent will meet to discuss any modification in child’s
program needed per IEP. They will consult with CSS or HC or DC
to be certain changes are made according to legal procedure.
DC, CS, and Parent will work together to arrange related services to
begin within two weeks.
PERSON(S)
RESPONSIBLE
Disabilities
Coordinator
Home Visitor
TIMELINES
SUPPORTING
DOCUMENTATION
SOAP
Disabilities
Coordinator
Disabilities
Coordinator
Center Supervisor
Home Visitor
Within 30 Days
of Evaluation
As Occurs
IDEA
IEP
SOAP
IEP
Therapy/Service Logs
Center Supervisor
As Needed
SOAP
Disabilities Coor.
Center Supervisor
Within 2 weeks
of IEP
IEP, SOAP,
Therapy Logs
398
Subpart F – Nutrition Performance Standards – Disabilities 1308.20 – Nutrition Services
STRATEGY
a) The Disabilities Coordinator will work with staff to ensure that
provisions to meet special needs are incorporated into the
nutrition program.
Home Visitor will consult with Health Coordinator to access
Nutrition Consultant. Nutrition Consultant is available to meet with
parents. Family Advocate will also refer parents to Health
Department for nutrition services and resources for those children
who are not able to develop normally because of malnutrition.
See Nutrition Plan 1304.23
b) Appropriate professionals, such as Physical Therapists, Speech
Therapists, Occupational Therapists, Nutritionists or Dietitians
must be consulted on ways to assist Head Start staff and parents
of children with severe disabilities with problems of chewing,
swallowing and feeding themselves.
c) Children with disabilities will be included in meals and snack
times with classmates.
d) The plan for services for children with disabilities must address
prevention of disabilities with a nutrition basis.
Home Visitor will provide information on nutrition and its
connection to normal physical, mental and psycho/social growth to
families of children with disabilities.
Home Visitor will provide information to parents on the connection
between Speech & Language problems and dental carries, i.e., baby
bottles.
PERSON(S)
RESPONSIBLE
Disabilities Coor.
Health Coor.
Center Cook
Home Visitor,
Health
Coordinator
Disabilities
Coordinator
TIMELINES
Before Child’s
1st Class Day
SUPPORTING
DOCUMENTATION
Special Diet Statement
for Older Children
As Needed
Referral Form
CPE
Health
Coordinator
Disabilities
Coordinator
As Needed
SOAP
Specialist Reports
Center Supervisor
FE III
Health
Coordinator
Home Visitor
Upon Enrollment Child Attendance
Form
Upon Enrollment Menu
Fall
CPE
Nutrition Lesson
Home Visitor
As needed
When there are
younger siblings
CPE
399
Subpart G – Parent Involvement Performance Standards – Disabilities 1308.21 – Parent participation and transition of
children into Head Start from other placements and from Head Start to public school.
STRATEGY
a) In addition to the many references to working with parents
throughout these standards, the Head Start staff must:
1) Support parents of children with disabilities entering from
infant/toddler program.
Participate in transition meetings with parents, child, Head Start, 3
–5 programs, ACDC and/or other service provider. See 1308.4 –
transition activities.
Invite parents to observe classroom the year previous to child’s
entering.
Offer parents use of Head Start library/education materials.
Discuss program options that might suit each child’s strengths and
needs.
2) Provide information to parents on how to foster the
development of their child with disabilities. ie.:
Head Start Mainstreaming Series
PERM education materials
Assorted resources about specific disabilities on how to
foster development
PORTAGE assessment
Teach parent High Scope Development and appropriate
practices for working with young children.
IPUL materials
Internet resources
Head Start Parents of a Child with Special Abilities booklet
PERSON(S)
RESPONSIBLE
Center Supervisor
Disabilities Coor.
Center Supervisor
HV
CS, HV
Center Supervisor
Home Visitor
TIMELINES
6 months before
transition to preschool services.
April/May
SUPPORTING
DOCUMENTATION
IFSP Transition Plan
Monthly
As Needed
IEP, Transition Plan
Child File
CPE
SOAP
On Going
CPE
400
Subpart G – Parent Involvement Performance Standards – Disabilities 1308.21 – Parent participation and transition of
children into Head Start from other placements and from Head Start to public school. (continued)
STRATEGY
3) Provide opportunities for parents to observe large group, small
group and individual activities described in their child’s IEP
Encourage parents to observe class activities and to join in/assist as
per their interest.
Provide video tapes of mainstreamed children with disabilities. See
also Parent Involvement 1304.5-3(b)(d).
4) Provide follow-up assistance and activities to reinforce program
activities at home.
Assist parent(s) plan home activities that parallel those on
IEP/classroom activities. See also Parent Involvement 1304.52(a)(b)
The Head Start staff help parents understand that their active
participation is needed to complete services in a team approach.
5) Refer parents to groups of parents of children with similar
disabilities who can provide helpful peer support.
Refer to local support groups.
Refer to IPUL – Idaho Support/Education group.
Refer to Magic Valley Learning Center - See also Social Service
1304.4-2(b)(1)
6) Inform parents of their rights under IDEA.
Home Visitors discuss rights and responsibilities when reviewing
Parents of a Child With Special Rights booklet.
*IDEA—Individuals with Disabilities in Education Act
PERSON(S)
RESPONSIBLE
CS
TIMELINES
SUPPORTING
DOCUMENTATION
Family Educator
III, CS, FA
Center Supervisor
Home Visitor
Monthly
Monthly
CPE (transition
activities)
PERM, Head Start
Region X Materials,
SCHS Training Videos
Home Visitor
1 - 2 Times a
Month
Child Goal Sheet
CPE
HV, FE, CS
On Going
CPE
Home Visitor
Home Visitor
Home Visitor
As Needed
As Enrolled
As Needed
HS local Resource List
Resource List & CPE
CPE
Home Visitor
As Enrolled
Parents of a Child
With Special Rights
Booklet
401
Subpart G – Parent Involvement Performance Standards – Disabilities 1308.21 – continued
STRATEGY
7) Inform parents of resources available to them from the
Supplemental Security Income (SSI) Program, the Early and
Periodic Screening, Diagnosis and Treatment (EPSDT)
Program, Health & Welfare Service Coordination, ISDB, and
others, and assist them with efforts to access such resources.
See also Social Services 1304.4-2(a)(6)
8) Identify needs (caused by the disability) of siblings and other
family members.
Discuss, complete, and review parent and family goal sheets.
PERSON(S)
RESPONSIBLE
Home Visitor
Home Visitor
TIMELINES
As Needed
SUPPORTING
DOCUMENTATION
CPE’s
Inform parents that Head Start MHC is available as a resource.
Home Visitor
During staffings, CS and FE III will follow up on family needs and
child’s progress with Family Advocate.
9) Staff will provide information to families to prevent disabilities
among younger siblings.
Home Visitor will provide parent with child development
information so parent has reasonable expectations and can provide
appropriate experiences for siblings.
Disabilities Coordinator, Home Visitor, Center Supervisor can
recommend resources on disabilities that deal with siblings learning
from older sibling with a disability (model).
Through regular staffings and follow-up contacts, the CS should
ensure that staff carrying out home visits do not overlook possible
disabilities among younger siblings who should be referred for
early evaluation and preventive actions.
Head Start will refer the family to local Child Find screening
services to ensure siblings are meeting developmental milestones.
Center Supervisor
Family Ed. III
During mapping
& goal setting
Wellness Home
Visit
On Going by
Appointment
2 - 3 Times a
Year
Home Visitor
As Needed
CPE
Disabilities Coor.
Home Visitor
Center Supervisor
Center Supervisor
Monthly
CPE
On Going
Staffing Notes
Home Visitor
As Scheduled
CPE
Referral Form
Home Visitor
Family Partnership
Agreement
Family Partnership
Agreement, CPE
Family Partnership
Agreement, CPE
Staffing Notes
402
Subpart G – Parent Involvement Performance Standards – Disabilities 1308.21 – continued
STRATEGY
10) Build parent confidence, skill and knowledge in accessing
resources and advocating to meet the special needs of their
children.
Provide information on disabilities.
Encourage parent participation/contact with resource groups. i.e.:
IPUL, local support groups.
Help parent collaborate with other parent(s) for transportation and
child care.
Home Visitor attends meetings with service providers and parent (at
their request) as support/advocate.
b) Grantees must plan to assist parents in the transition of
children from Head Start to public school or other
placement, beginning early in the program year.
Home Visitor will use Parents of a Child With Special Rights
booklet on home visits.
If only Head Start has been providing services, transition meetings
with the school district, Head Start, service providers and parents
are held to discuss services provided, current assessment levels and
needs for next year. HV will discuss this option with parents
Make ongoing referrals to support/education groups that help
parents transition, i.e.: IPUL, ASAP (Twin Falls)
Make ongoing recommendations of articles/information to parents
on inclusion and parents and children’s rights under the law.
Provide information on services available from LEAs and other
sources of services parents can access such as dental treatment,
service coordination, summer services, etc. using Parents of a Child
with Special Rights booklet and Kindergarten Transition booklet
and Community Resource Guide.
HV will recommend that parents share information on
interventions/services with their child’s kindergarten teacher
PERSON(S)
RESPONSIBLE
TIMELINES
SUPPORTING
DOCUMENTATION
Home Visitor
Home Visitor
Monthly
On Going
Home Visitor
Center Supervisor
Home Visitor
As Needed
CPE
CPE
Parent Goal Sheet
CPE
As Needed
SOAP
403
Home Visitor
September
CPE
HV, Disabilities
Coordinator
April – May
SOAP CPE
Home Visitor
Regularly
CPE
Home Visitor DC
Regularly
CPE
Home Visitor
On Going
CPE
HV
May
CPE
Subpart G – Parent Involvement Performance Standards – Disabilities 1308.21 – continued
STRATEGY
Inform parents of the differences between the two systems (Head
Start & Public Schools) in role, staffing patterns, schedules and
focus.
Encourage visits by staff and parents to facility to help plan
appropriate placement.
PERSON(S)
RESPONSIBLE
Home Visitor
Center Supervisor
TIMELINES
April – May
April – May
At transition
meeting
April – May
SUPPORTING
DOCUMENTATION
CPE
Transition booklet
SOAP
Familiarize Head Start parents and Head Start staff with the
receiving program’s characteristics and expectations.
Center Supervisor
Home Visitor
CPE, Transition
Booklet, Parent
Meeting Agenda
Parent Meeting
Agenda
Invite a kindergarten teacher to talk with parents during a Head
Start Parent Meeting about schedules, services provided, how to get
help, what documents are needed for kindergarten enrollment.
Home Visitor will encourage parents to attend kindergarten
orientation, spring registration.
c) Head Start grantees, in cooperation with the child’s
parents, must notify the school of the child’s planned
enrollment prior to the date of enrollment. Will provide
information while maintaining confidentiality.
Center Supervisor will contact children’s local schools to inform
them of the number of transitioning children with disabilities who
were not receiving services from their school district’s
developmental preschool. Names remain confidential.
Home Visitor provides early transfer of records with parent
consent.
Center Supervisor
May
Home Visitor
April
May
CPE
Center Supervisor
April
Community Contact
Sheet
Home Visitor
April
ROI
404
ADDENDUM 1 – Dental IEPs
STRATEGY
An informal dental Individual Education Plan will be completed on
all children with any of the following conditions:
a) More cavities than child’s age
b) Any extractions or pulpotomy treatment.
c) Dentist recommendation of caries control.
d) Any signs or symptoms of gum disease or oral infection.
e)
Any other condition
that is determined by Health Coordinator to need an
informal IEP, i.e.: (poor nutritional habits, poor dental
hygiene, etc.)
An informal IEP meeting will be completed on home visit by the
parent and Home Visitor and may also include the Health
Coordinator, Center Supervisor, Nutrition Consultant or others.
An informal IEP will be written on Health IEP form. Copies will
be given to parent, Family Educator, Child’s File and Health
Coordinator.
PERSON(S)
RESPONSIBLE
Home Visitor
Health Coor.
TIMELINES
As Needed
Home Visitor
As Needed
SUPPORTING
DOCUMENTATION
Dental IEP
Dental IEP
CPE
405
Home Visitor
As Needed
Dental IEP
TRANSPORTATION
SERVICES
APPROVED: 06/18/2008
1310.1 Purpose. Under the authority of the Head Start Act this section prescribes regulations on safety features and the safe
operation of vehicles used to transport children participating in Head Start.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
H.S. Director
On going
Daily Safety Check Sheets
Safe operation of vehicles used to transport
Transportation
Scheduled Maintenance Plan
children participating in the Head Start program.
Coordinator
Operations Manager
Center Supervisor
Bus Driver
Head Start Staff
H.S. Director
Daily
Observation Check Lists
Child restraint systems must be used in all Head
Operations Manager
Start vehicles to transport children on a regular
Transportation
basis
Coordinator
Bus Driver
Head Start Staff
At the time of acceptance
New Vehicle Checklist
Inspection of new vehicles at the time of
Transportation
of new equipment
delivery
Coordinator
1310.2 Applicability. All Head Start agencies that provide transportation services, regardless of whether such transportation
is provided directly on agency owned or leased vehicles or through arrangement with a private or public transportation
provider.
STRATEGY
South Central Head Start will provide transportation services to
all qualified program participants as this need is identified
during the application process
PERSON(S)
RESPONSIBLE
H S Director
Operations
Manager
Transportation
Coordinator
TIMELINES
On going as
needed
SUPPORTING
DOCUMENTATION
Applications
Center Class Lists
Bus Routes
409
Routes may be restricted by the length of time involved in
transporting participants, therefore, the policy reflects a ten mile
radius for either the center or the community that is served.
Center Supervisor
Bus Driver
Transportation
Coordinator
Center Supervisor
Bus Driver
Annually as
routes are set up
Applications
Bus route maps
1310.3 Definitions. Defines terms used by the Department of Health and Human Services, Office of Head Start and
South Central Head Start
STRATEGY
Agency in this regulation means a Head Start or Early Head
Start or delegate agency unless otherwise designated.
Agency Providing Transportation Services means an agency
providing transportation services, either directly or through
another arrangement with a private or public transportation
provider, to children enrolled in its Head Start.
Allowable Alternate Vehicle means a vehicle designed for
carrying eleven or more people, including the driver, that meets
all the Federal Motor Vehicle Safety Standards applicable to
school buses, except 49 CFR 571.108 and 571.131.
Bus monitor means a person with specific responsibilities for
assisting the driver in ensuring the safety of the children while
they ride, board, or exit the vehicle and for assisting the driver
during emergencies.
Child Restraint System means any device designed to restrain,
seat, or position children who weigh 50 pounds or less which
meets the requirements of Federal Motor Vehicle Safety
Standard No. 213, Child Restraint Systems, 49 CFR 571.213.
PERSON(S)
RESPONSIBLE
HHS, ACF, Office
of Head Start
HHS, ACF, Office
of Head Start
TIMELINES
On going
SUPPORTING
DOCUMENTATION
Performance Standards
On going
Performance Standards
410
HHS, ACF, Office
of Head Start
On going
Performance Standards
H.S. Director
Transportation
Coordinator
Center Supervisor
Bus Driver
Transportation
Coordinator
Bus Driver
On going
Annually, at the
beginning of the
program year
Performance Standards
Bus Monitor Trainings
Training Logs
Upon order of
new
transportation
equipment or as
needed
Performance Standards
Commercial Driver's License (CDL) means a license issued by
a State or other jurisdiction, in accordance with the standards
contained in 49 CFR part 383, to an individual which authorizes
the individual to operate a class of commercial motor vehicles
as required by Federal Department of Transportation—an “S”
(school bus) endorsement is required of all bus drivers.
Fixed route means the established routes to be traveled on a
regular basis by vehicles that transport children to and from
Head Start program activities, and which include specifically
designated stops where children board or exit the vehicle.
Head Start Program means a program of services provided by
a Head Start agency or delegate agency and funded under the
Head Start Act.
National Driver Register means the National Highway Traffic
Safety Administration's automated system for assisting State
driver license officials in obtaining information regarding the
driving records of individuals who have been denied licenses
for cause; had their licenses denied for cause, had their
licenses canceled, revoked, or suspended for cause, or have
been convicted of certain serious driving offenses.
Reverse beeper means a device which automatically sounds an
intermittent alarm whenever the vehicle is engaged in reverse.
School Bus means a motor vehicle designed for carrying 11 or
more persons (including the driver) and which complies with
the Federal Motor Vehicle Safety Standards applicable to
school buses.
Seat Belt Cutter means a special device that may be used in an
emergency to rapidly cut through the seat belts used on
vehicles in conjunction with child restraint systems.
Transportation Services means the planned transporting of
children to and from sites. Incidental trips, such as
transporting a sick child home before the end of the day, or
H.S. Director
Human Resource
Coordinator
Transportation
Coordinator
Upon Application
and offer of
position
Performance Standards
Employee Application
Transportation
Coordinator
Center Supervisor
Bus Driver
H.S. Director
When routes are
established
Performance Standards
Human Resource
Coordinator
Upon review of
record
Performance Standards
Hiring Procedures
411
Transportation
Coordinator
Transportation
Coordinator
Upon ordering
new vehicle
As required
Bid sheet
New vehicle checklist
Bus inventory list
Transportation
Coordinator
Ongoing
Mounted on bus, out of reach of
children
H.S. Director
Family Service
Specialist
As scheduled
As needed
Routes and mileage sheets
such as might be required to transport small groups of children
to and from necessary services, are not included under the
term.
Trip routing means the determination of the fixed routes to be
traveled on a regular basis for the purpose of transporting
children to and from the Head Start program or activities.
Transportation
Coordinator
Transportation
Coordinator
Annually
Modified as
needed
Bus routes
Route maps
412
1310.10 General.
For families who need transportation in order for their children to attend the program, the program assists them in obtaining
transportation. When the program does not directly provide transportation services, either for all or a portion of the children, it must
provide reasonable assistance to the families of such children to arrange transportation to and from its activities. Vehicles used in
providing transportation services are equipped with required safety equipment. Transportation services must ensure that any auxiliary
seating, such as temporary or folding jump seats, used in vehicles of any type providing such services are built into the vehicle by the
manufacturer as part of its standard design
STRATEGY
Families who need transportation in order for their children to
PERSON(S)
RESPONSIBLE
H.S. Director
TIMELINES
Upon Enrollment
SUPPORTING
DOCUMENTATION
Application
attend the program, the program assists them in obtaining
transportation.
When transportation is provided through another organization
or an individual, the agency must ensure the compliance of the
transportation provider with the applicable requirements.
Specific types of assistance being offered must be made clear to
all prospective families in the program's recruitment
announcements.
Reasonable assistance may include but is not limited to helping
to arrange car pools, arrangements through other organizations,
distributing information on public transportation systems, etc.
Operations
Manager
Family Service
Specialist
Transportation
Coordinator
Center Supervisor
H.S. Director
Operations
Manager
Family Service
Specialist
Transportation
Coordinator
H.S. Director
Operations
Manager
Family Service
Specialist
Transportation
Coordinator
H.S. Director
Operations
Manager
Family Service
Specialist
Family
Advocate/Home
Visitor
Transportation
Coordinator
Bus route map
When determined
Cooperative agreement
Ongoing
Pre-applications
Applications
Acceptance list
As needed
Monthly community
contact sheets
CPEs
413
It is the general policy of South Central Head Start to provide
transportation service to as many Head Start participants as
possible. However, due to the size of our service area, priority is
given to those with the greatest need. Our routes may be
restricted by the length and time involved in transporting
participants. Our general policy will be restricted to a 10 mile
radius from either the Head Start Center or the center of the
neighboring communities in which we serve.
Each vehicle used in providing transportation services
is equipped with:
(1) a communication system to call for assistance in case of an
emergency:
H.S. Director
Operations
Manager
Family Service
Specialist
Transportation
Coordinator
Center Supervisor
Bus Driver
Transportation
Coordinator
Center Supervisor
Bus Driver
At time of
acceptance
Bus route map
Ongoing
Daily safety checklist
Observations
414
(2) safety equipment for use in an emergency, including
a charged fire extinguisher that is properly mounted
near the driver's seat and a sign indicating its location;
(3) a first aid kit and a sign indicating the location of such
equipment; and
(4) a seat belt cutter(s) for use in an emergency evacuation and
a sign indicating its location.
Any auxiliary seating, such as temporary or folding jump seats,
used in vehicles of any type providing transportation services,
are:
a) built into the vehicle by the manufacturer as part
of its standard design,
Transportation
Coordinator
Center Supervisor
Bus Driver
Ongoing
Daily checklist
Annual inspection form
b) are maintained in proper working order, and
c) are inspected as part of the annual inspection
Each agency providing transportation services must
ensure that all accidents involving vehicles that
transport children receiving such services are reported
in accordance with applicable State requirements.
Please see 1310.17(b)(4)
Each agency must ensure that children are only released
to a parent or legal guardian, or other individual
identified in writing by the parent or legal guardian.
This regulation applies when children are not
transported and are picked up from the classroom, as
well as when they are dropped off by a vehicle
Agencies must maintain lists of the persons, including
alternates in case of emergency, and up-to-date child
rosters must be maintained at all times to ensure that no
child is left behind, either at the classroom or on the
vehicle at the end of the route.
H.S. Director
Operations
Manager
Family Service
Specialist
Transportation
Coordinator
Center Supervisor
Bus Driver
As needed
Emergency card
Parent note
Identification verification
1310.11 Child Restraint Systems.
Each agency providing transportation services must ensure that each vehicle used to transport children receiving such services is
equipped for use of height- and weight-appropriate child safety restraint systems
415
STRATEGY
All buses will be equipped with height and weight appropriate
child safety restraint systems.
PERSON(S)
RESPONSIBLE
H.S. Director
Operations
Manager
Transportation
Coordinator
TIMELINES
Upon purchase of
new equipment
and all equipment
utilized
SUPPORTING
DOCUMENTATION
Purchasing
documentation
Vehjicle placement
sheets
Height/weight charts in
child files
1310.12 Required used of School Buses or Allowable Alternate Vehicles.
Grant funds for use in providing transportation services or to purchase a vehicle that is either a school bus or an allolwable alternate
vehicle. Each vehicle used to transport children receiving transportation services is equipped for use of height- and weightappropriate child safety restraint systems.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Each vehicle must use height- and weight-appropriate child
Transportation
ongoing
Bid specifications
restraint systems
coordinator
Purchasing
documentation
Each vehicle must be equipped with a reverse beeper.
Transportation
At time of
Bid specifications
coordinator
purchase, ongoing
Purchasing
documentation
Daily safety checklist
416
1310.13 Maintenance of vehicles.
Each agency providing transportation services must ensure that vehicles used to provide such services are maintained in safe
operating condition at all times. The organization operating the vehicle must establish and implement procedures.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
A thorough safety inspection of each vehicle on at least an
Transportation
Annually
Inspection Sheets
annual basis through an inspection program, including:
Coordinator
Bus Driver
Daily
 Systematic preventative maintenance on such vehicles
 Daily pre-trip inspection of the vehicle by the driver
§ 1310.14 Inspection of new vehicles at the time of delivery.
STRATEGY
Each agency providing transportation services must ensure that
bid announcements for school buses and allowable alternate
vehicles for use in transporting children in its program include
the correct specifications and a clear statement of the vehicle's
intended use.
Agencies must ensure that there is a prescribed procedure for
examining such vehicles at the time of delivery to ensure that
they are equipped in accordance with the bid specifications and
that the manufacturer's certification of compliance with the
applicable FMVSS is included with the vehicle.
PERSON(S)
RESPONSIBLE
Grantee Executive
Director
H.S. Director
Operations
Manager
Transportation
Coordinator
Grantee Executive
Director
H.S. Director
Operations
Manager
Transportation
Coordinator
TIMELINES
Upon availability
of funding
SUPPORTING
DOCUMENTATION
Legal advertisement
Bid specifications
As needed
New vehicle checklist
417
1310.15 Operation of vehicles.
Each agency providing transportation services, either directly or through an arrangement with another organization or an individual,
to children enrolled in its program must ensure that:
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Any child weighing 50 pounds or less must be seated in a child
Bus Driver
As needed
Observation form
restraint system appropriate to the height and weight of the
Center Supervisor
Height/weight chart –
child while the vehicle is in motion.
child file
Baggage and other items transported in the passenger
Bus Driver
Daily
Daily Safety checklist
compartment are properly stored, secured; aisles remain clear;
Center Supervisor
Observation forms
doors and emergency exits remain unobstructed at all times.
At least one bus monitor on board at all times, with additional
Bus Driver
Daily
Bus Rider Form
bus monitors provided as necessary, such as when needed to
Center Supervisor
Observation
accommodate the needs of children with disabilities.
Except for bus monitors who are assisting children, all vehicle
Bus Driver
Daily
Observation
occupants must be seated and wearing height- and weightCenter Supervisor
appropriate safety restraints while the vehicle is in motion.
418
1310.16 Driver qualifications.
Each agency providing transportation services must ensure that persons who drive vehicles used to provide such services, at a
minimum:
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Must be 21 years of age.
Personnel
During
Drivers license
Technician
application
process
Hold a valid Commercial Driver's License (CDL) from the State
Personnel
During
Drivers license
of Idaho and for the same class as the vehicle the driver will be
Technician
application
operating in and have on their person at all times.
process
Meet physical, mental, and other requirements established under
Personnel
Upon conditional
Copy of DOT physical
applicable law or regulations as necessary to perform jobTechnician
offer of
related functions with any necessary and with reasonable
employment
accommodations.
All CDL holders who drive for the Head Start program will
Personnel
Upon conditional
Copy of drug screen
submit to pre-employment, random and post accident drug /
Technician
offer of
alcohol testing.
employment
As randomly
drawn
At time of
accident
South Central Head Start must ensure that there is an applicant
Personnel
Application screener
review process for use in hiring drivers.
Technician
Applicants for driver positions must be advised of the specific
Personnel
During
background checks required of the applicant
Technician
application
process
There is criteria for the rejection of unacceptable applicants
Personnel
During
Applicant’s screener
established.
Technician
application
results
process
Upon conditional offer of employment, the review procedure
Personnel
Upon conditional
DMV report
419
must include, a check of the applicant's driving record through
the appropriate State agency, including a check of the
applicant's record through the National Driver Register, if
available in the State of Idaho.
Staff and consultants have the knowledge, skills, and experience
they need to perform their assigned functions and
responsibilities
After a conditional offer of employment to the applicant and
before the applicant begins work as a driver, a medical
examination, (performed by a licensed doctor of medicine or
osteopathy), establishing that the individual possesses the
physical ability to perform any job-related functions with any
necessary accommodations.
Technician
offer of
employment
Personnel
Technician
During interview
process
Personnel
Technician
Upon conditional
offer of
employment
Application
Resumé
Screener & interview
DOT physical form
1310.17 Driver and Bus Monitor Training
Drivers and bus monitors are trained in accordance with Head Start regulations. The program ensures that drivers who are hired to
drive vehicles used in providing transportation services receive the training required prior to transporting any child enrolled in the
program.
STRATEGY
Drivers receive a combination of classroom instruction and
behind-the-wheel instruction sufficient to:
a) operate the vehicle in a safe and efficient manner;
b) safely run a fixed route, including loading and
unloading children, stopping at railroad crossings
and performing other specialized driving maneuvers;
PERSON(S)
RESPONSIBLE
Center Supervisor
Transportation
Coordinator
TIMELINES
August, twice
annually as
scheduled
SUPPORTING
DOCUMENTATION
Pre-service agenda
Training sign-in sheets
Observation Forms
420
Health Coordinator
CPR/First Aid Card
c) administer basic CPR & first aid in case of injury;
d) handle emergency situations, including vehicle
evacuation procedures;
e) operate any special equipment, such as wheelchair
assistance devices or special occupant restraints;
Monthly safety drill form
lifts,
Disabilities
Coordinator
Daily safety checklist
Mileage record
Bus monitor incentive
sheet
Monthly expense report
f) conduct routine maintenance and safety checks of the vehicle
g) maintain accurate records as necessary.
Drivers must also receive instruction on the topics of:
Transportation
Coordinator
Center Supervisor
Pre-service
Regular training
Annually
Training sign-in sheets
Pre-service sign-in sheet
Center staff meeting
Staff calendar
b) a structured approach to staff training and
development, attaching academic credit whenever
possible. This system should be designed to help
build relationships among staff and to assist staff in
acquiring or increasing the knowledge and skills
needed to fulfill their job responsibilities, in
accordance with the requirements of 1306.23;
Director
Operations
Manager
Transportation
Coordinator
Yearly
Training requests
Transcripts
Sign-in sheets
c) ongoing opportunities for staff to acquire the
knowledge and skills necessary to implement the
content of the Head Start Program Performance
Standards, including methods for identifying and
Director
Operations
Manager
Transportation
Annual required
trainings
Program required
training sign-in sheet
a) the goals and philosophy of the Head Start program
and the ways in which they are implemented by the
program
421
reporting child abuse and neglect that comply with
applicable State and local laws using, so far as
possible, a helpful rather than a punitive attitude
toward abusing or neglecting parents and other
caretakers;
Coordinator
Family Services
Specialist
d) 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.
Transportation
Coordinator
Disabilities
Coordinator
As needed
IEP/IFSP
Drivers must receive refresher training courses including the
topics listed above and any additional necessary training to meet
the requirements applicable in the State where the program
operates.
The agency ensures that
Transportation
Coordinator
Annually and as
scheduled
Training agenda
Center Supervisor
Annually or as
scheduled for new
staff
Evaluation and training
log
Bus Driver Observation
form
Bus Driver
Transportation
Coordinator
beginning of year
Bus Monitor training
a)
the annual evaluation of each driver of a vehicle
used to provide transportation services includes
an on-board observation of road performance
b)
before bus monitors are3 assigned to a route,
they are required to complete training on child
boarding, exiting procedure, use of child restraint
systems, any required paperwork, responses to
emergencies, emergency evacuation procedures,
use of special equipment, child pick-up and
release procedures and pre- and post-trip vehicle
check.
422
1310.17(b)(4) Handle emergency situations, including vehicle evacuation. Before bus monitors assigned to vehicles used to
provide transportation services begin their duties, they are trained on child boarding and exiting procedure, use of child restraint
systems, any required paperwork, responses to emergencies, emergency evacuation procedures, use of special equipment, child pickup and release procedures and pre- and post-trip vehicle check.
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
Post Accident:
Police Report
Call 911
Bus Driver
At the scene of
Citation (if cited)
Contact Law enforcement
Bus Monitor
accident
Insurance information
Seek (call for) medical attention for all occupants of vehicle
Bus Driver
At the scene of
Medical reports
Bus Monitor
accident
Workers compensation
(post accident)
claim form
Copy of 911 tape
Evacuation of children, Bus Monitor and staff from vehicle, at
Bus Driver
At the scene of
least 150 feet from vehicle or to a safe place (following program Bus Monitor
accident
Incident report
work plan for vehicle evacuation.
ASAP
(post accident)
Post Accident: (notification)
Bus Driver/BM
ASAP
Incident Report
Notify:
1). Center Supervisor /Staff
Center Sup/Staff
(post accident)
2). Director/Operations Manager, Human Resource Coordinator Center Sup/Staff
3). Transportation Coordinator
Notify: Head Start parents (guardian) to inform of accident and Center Supervisor
Class list with
current plan (pick up return to center etc.)
Center Staff
ASAP
documentation of
CO personnel
(post accident)
contact. Staff will initial
each name.
Emergency cards at
Central Office
Center Supervisor
Post Accident: (drug/alcohol testing)
Head Start staff (driver) must be accompanied and transported
Transportation
ASAP
Medical report drug
to a local medical facility for drug/alcohol testing. (Refer DOT
Coordinator
(post accident)
screening results
Drug Free Policy and Agreement.)
423
Post Accident: (follow-up)
Follow-up procedures will take place within 24 hours.
Follow-up on those passengers who needed medical attention
Contact grantee regarding notification of accident
Center Supervisor
Home Visitor
Family Advocate
Center Supervisor
Home Visitor
Family Advocate
Transportation
Coordinator
Director
Operations
Manager
Notify vehicle insurance carrier
CSI Representative
Repair and/or replacement of vehicle
Transportation
Coordinator
Director/Operations
Manager
Center Supervisor
Within 24 hours
of accident during
Home Visit – for
next 30 days With
in 14 days of
accident.
Within 30 days
Notification
ASAP (post
accident)
Documentation to
follow-up within
7-10 days
ASAP
Upon receiving
information
Upon notification
from insurance
carrier
Class list – phone contact
Home Visit –CPE’s
Attendance sheet
Medical report.
Workers compensation
claim form
Police report
Incident report
Photographs
Workers compensation
claim form (staff)
Contact from Insurance
carrier with instructions
on repairs
Letter from insurance
carrier
Written bids.
424
1310.20 Trip Routing.
Each agency providing transportation services must ensure that in planning fixed routes the safety of the children being
transported is the primary consideration. The agency must also ensure that the following basic principles of trip routing are
adhered to:
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
The time a child is in transit to and from the Head Start Center
Center Supervisor
Upon acceptance
Route map
must not exceed one hour unless there is no shorter route
Bus Driver
available or any alternative shorter route is either unsafe or
impractical.
Vehicles must not be loaded beyond the maximum passenger
Center Supervisor
Daily
Child pick-up/drop-off
capacity at any time.
Bus Driver
list
Vehicles must not be required to back up or make "U" turns,
Center Supervisor
Daily
Route map
except when necessary for reasons of safety or because of
Bus Driver
physical barriers. Bus Monitor will assist driver with backing
Bus Monitor
up and u-turn procedures.
Stops must be located to minimize traffic disruptions and to
Center Supervisor
Daily
Route map
afford the driver a good field of view in front of and behind the
Bus Driver
Observation form
vehicle.
When possible, stops must be located to eliminate the need for
Center Supervisor
Daily
Route map
children to cross the street or highway to board or leave the
Bus Driver
Observation form
vehicle.
If children must cross the street before boarding or after leaving
Center Supervisor
Daily
Observation form
the vehicle because curbside drop off or pick up is impossible,
Bus Driver
they must be escorted across the street by the bus monitor or
Bus Monitor
another adult.
Specific procedures must be established for use of alternate
Center Supervisor
Annually or as
Route map
routes in the case of hazardous conditions that could affect the
Bus Driver
needed
Alternative Route Plan
safety of the children who are being transported, such as ice or
Center Staff
water build up, natural gas line breaks, or emergency road
Parents
closing. In selecting among alternatives, transportation
425
providers must choose routes that comply as much as possible
with the requirements of this section.
1310.21 Safety Education
Safety training is provided for parents and children within the first thirty days of the program year.
PERSON(S)
STRATEGY
RESPONSIBLE
TIMELINES
The program provides training for parents and children in
Family Services
Within 30 days of
pedestrian safety.
Specialist
enrollment
Center Supervisor
Family
Advocate/Home
Visitor
The training provided to children is developmentally
appropriate and an integral part of program experiences.
Training is provided when an adult needs to accompany a Head
Start child while crossing the street.
The required transportation and pedestrian safety education of
children and parents, with the exception of bus evacuation
drills, is provided within the first thirty days of the program
year.
Children receiving safety education training are taught:
a) safe riding practices;
b) safety procedures for boarding and leaving the
Family Services
Specialist
Childrens Services
Coordinator
Bus Driver
Center Supervisor
Bus Driver
Center Supervisor
Bus Driver
Bus Monitor
Classroom Staff
Annually
As needed
Within 30 days of
enrollment
Daily
SUPPORTING
DOCUMENTATION
Parent committee
calendar
CPE #1
CPE
Sign-in sheet
Parent committee
Calendar
Bus Monitor training
Parent meeting agenda
CPE
Bus Monitor training
Parent meeting agenda
CPE
Classroom lesson plan
426
vehicle;
c) safety procedures in crossing the street to and
from the vehicle at stops;
d) recognition of the danger zones around the
vehicle; and
e) emergency evacuation procedures, including
participating in an emergency evacuation drill
conducted on the vehicle the child will be riding.
Safety education training for parents:
a) emphasizes the importance of escorting their
children to the vehicle stop and the importance
of reinforcing the training provided to children
regarding vehicle safety; and
Bus Driver
Bus Monitor
Classroom Staff
Monthly
Safety drill tracking sheet
Center Supervisor
Annually, within
first 30 days of
enrollment
Parent meeting agenda
During 1st Home
Visit
Parent Meeting sign-in
sheets
Monthly
Evaluation on safety drill
Observation form
Family
Advocate/Home
Visitor
CPE
b) complements the training provided to their
children so that safety practices can be reinforced
both in Head Start and at home by the parent.
The program ensures that bus evacuation drills are conducted Bus Driver
monthly during the program year.
Center Supervisor
Transportation
Coordinator
427
1310.22 Children with disabilities.
The program provides transportation services for children with disabilities.
PERSON(S)
STRATEGY
RESPONSIBLE
Ensures that there are school buses or allowable alternate
H S Director
vehicles adapted or designed for transportation of children with
Operations
disabilities available as necessary to transport such children
Manager
enrolled in the program.
Transportation
Coordinator
Whenever possible, children with disabilities are transported in
H S Director
the same vehicles used to transport other children enrolled in
Operations
the Head Start program.
Manager
Transportation
Coordinator
Center Supervisor
The program specifies any special transportation requirements
H S Director
for a child with a disability when preparing the child's
Operations
Individual Education Plan (IEP) or Individual Family Service
Manager
Plan (IFSP), and ensures that in all cases special transportation
requirements in a child's IEP or IFSP are followed, including:
Special Needs
Coordinator
a) special pick-up and drop-off requirements;
Transportation
Coordinator
b) special seating requirements;
Center Supervisor
Bus Driver
c) special equipment needs;
d) any special assistance that may be required; and
e) any special training for bus drivers and monitors.
TIMELINES
As needed
SUPPORTING
DOCUMENTATION
Vehicle placement list
As needed
Vehicle placement list
As needed
Child’s IEP/IFSP
Specialized training
agenda/sign-in sheet
428
1310.23 Coordinated transportation.
Each agency providing transportation services must make reasonable efforts to coordinate transportation resources with other
human services agencies in its community in order to control costs and to improve the quality and the availability of
transportation services. At a minimum each program must
PERSON(S)
SUPPORTING
STRATEGY
RESPONSIBLE
TIMELINES
DOCUMENTATION
H S Director
Annually or as
Cooperative agreements
Coordinate transportation resources to control costs and to
Operations
needed
as needed
improve the quality and the availability of transportation
Manager
services
Transportation
Coordinator
Identify the true costs of providing transportation in order to
H S Director
Annually or as
Cooperative agreements
knowledgeably compare the costs of providing transportation
Operations
needed
as needed
directly versus contracting for the service.
Manager
Transportation
Coordinator
Explore the option of participating in any coordinated public or
H S Director
Annually or as
Cooperative agreements
private transportation systems existing in the community.
Operations
needed
as needed
Manager
Transportation
Coordinator
Where no coordinated public or private non-profit transportation
H S Director
Annually or as
Cooperative agreements
system exists in the community, make every effort to identify
Operations
needed
as needed
other human services agencies also providing transportation
Manager
services and, where reasonable, to participate in the
Transportation
establishment of a local transportation coordinating council.
Coordinator
429