2019 – 2020 Loudoun County Public Schools
Head Start Annual Training and Report
Provided to School Board Members on June 23, 2020 Head Start Annual Training and Report 2019 -2020 Table of Contents
Description of Head Start 3 Mission Statement 5 Vision Statement 6 LCPS Administration and School Board Role in Overseeing the Head Start 7 Program*
LCPS Administration and School Board Organizational Chart* 9 Head Start Program Organizational Chart 2019 – 2020 10 Policy Council and Governing Body Responsibilities* 11 Policy Council By-Laws** 17 Planning and Monitoring Checklist 2020-2021* 23 Self-Assessment Report 2019-2020** 48 School Readiness Goals and Outcomes 2019 – 2020 53 School Readiness Goals 2020 – 2021** 59 Five Year Program Goal ** 62 Internal Dispute Resolution** 63 Complaint Form: Family and Community* 66 Standards of Conduct, Confidentiality Policy & Conflict of Interest for
Staff, Consultants and Volunteers** 68 Head Start Personnel Policies and Procedures** 71 Recruitment, Outreach, and Enrollment Policy 2020-2021** 79 Attendance Policy** 85 Ensuring Child Health and Safety Procedure** 90 Data Management Procedure** 92 Budget Development Procedure** 94 Program Information Report (PIR) 2018-2019*** 95 Community Assessment 2018-2019*** 119
* Board Approval Required ** Board and PC Approval Required *** 2019-20 Documents will be available by August 30, 2020 Head Start is …
❖ over fifty years old nationally and twenty-seven years old in Loudoun County
❖ a comprehensive program designed to meet the needs of low-income three and four- year-old children including: • social and emotional • health and nutritional • psychological and educational
❖ administered by the Department of Health and Human Services and authorized by Congress
❖ locally administered with federal funds and in-kind monetary support or services from the community and the school system
❖ individualized in its program design to meet local needs: • for three-year-old children in the east and four-year-old children throughout the county who live at the poverty level • funded to serve 100 students; always fully enrolled with a waiting list • located in six classrooms throughout Loudoun County: ➢ Dominion, Rock Ridge, Tuscarora, and Woodgrove High School classrooms, Sugarland and Sully Elementary classrooms ➢ partnership with the Family and Consumer Sciences Students and Teachers in the four high schools • a 17:2 pupil to teacher ratio in classes of four-year-old students and 15:2 in the class with 3-year-olds • at least 10% of enrollment includes children with disabilities • teachers have early childhood certification and both Teachers and Assistant Teachers receive on-going training in the HighScope®, Second Step®, and Conscious Discipline® curriculums and Head Start mandates • two full-time classes at Dominion and Tuscarora High Schools meet six hours a day, and 4 part-time classes at Rock Ridge and Woodgrove High Schools, Sugarland and Sully Elementary Schools meet 4 hours a day, Monday through Friday • students are served breakfast and lunch • teachers and assistant teachers work 7. 5 hours daily at full-time sites and 5.5 hours daily at part-time sites • delayed start in September allows for home visits and family orientations
Page 3 Head Start has…
❖ Education Services: • supported by Head Start Education Coordinator, six Teachers and six Assistants • HighScope® curriculum: daily routine, plan-do-review® process, active learners, key developmental indicators, social skills, gross motor and anecdotal report forms for conferences • Second Step® curriculum for violence prevention and empathy training supports the Conscious Discipline® social/emotional curriculum • provide developmental and speech/language screenings
❖ Health and Nutrition Services: • supported by an RN on staff, and student nurses/dietetic interns as available • medical, dental and nutritional support including follow up on physical/dental exams and immunizations • in-school tooth-brushing, family style breakfast and lunch following nutritional standards • health screenings: vision, hearing, growth assessment
❖ Mental Health Services: • supported by a Family Services Professional with a Masters Degree on staff • mental health/behavioral observations and screenings • mental health support to children, families and staff • supports staff and families with the Conscious Discipline® curriculum
❖ Family and Community Partnership Services: • supported by 2 Masters level Family Services Professionals, two Family Community Partnership Assistants, and student interns from accredited schools of social work when available • support families with resources for basic needs • conduct Family Connection Classes on relevant family topics • coordinate community connections, volunteers in classrooms • recruit/enroll eligible children
❖ Program Design and Management: • supported by Head Start Supervisor and Program Management Specialist • governance provided by parent/community Policy Council and LCPS School Board to guide program including: budget, personnel, program planning • Loudoun County Public Schools provides support in: transportation, maintenance, food services and has financial and legal responsibility
Governance/HeadStartDescription Revised: May 2020
Page 4 Loudoun County Public Schools Head Start Program
Mission Statement
It is the purpose of the LCPS Head Start program to promote social competence and enhance school readiness of low-income children by focusing on their cognitive, social and emotional development – • in a learning environment that supports their growth in: o language and literacy o math and science o art and physical skills; and • through the provision of: o health services o educational services o nutritional services o social services o and disabilities services. The services provided are based on family needs and goals. The Head Start staff follow the guidelines in the Head Start Program Performance Standards and the Head Start Act to provide services.
Page 5 Loudoun County Public Schools Head Start Program
Vision Statement
In the spirit of cooperation and collaboration with:
Head Start families,
Head Start staff,
Loudoun County Public Schools,
and Community Partners,
We will encourage children and families and each other to be:
• healthy • happy • self-confident • socially well-adjusted • curious • creative • self-sufficient and independent individuals, who are optimistic about life’s possibilities.
Governance/Shared Governance/VisionStatement Revised: 02/2017
Page 6 Loudoun County Public Schools Head Start Program LCPS Administration and School Board Organizational Chart and their Role in Overseeing the Head Start Program
The LCPS School Board, which serves as the Governing Body for the LCPS Head Start program, designates general responsibility of the program to the Superintendent. The Board approves each refunding Grant Application, Cost-of-Living Adjustment and other amendments and the chairperson signs the SF424 prior to submission to the Regional Office. At the first School Board meeting in June, the LCPS Head Start Supervisor presents the Board with the Head Start Annual Training and Report and the annual Head Start Grant Application. The Board has two weeks to review and provide input or ask questions. At the next meeting in June, the School Board is asked for their approval of the Annual Training and Report and the Head Start Grant Application. The document includes all items which require Board approval as stated in the Head Start Policy Council and Governing Body Responsibilities document. All School Board members are invited to attend regular Policy Council meetings.
The Superintendent reviews and signs the Federal Financial Status Report (SF 425). The Superintendent designates specific supervisory responsibility, program oversight, budget management and evaluation responsibilities through the Assistant Superintendent for Instruction to the Director of Elementary Education. The Superintendent is responsible for all grants received by LCPS Head Start.
The Assistant Superintendent for Pupil Services provides guidance with implementation of IDEA and with details regarding students such as clarification of official enrollment documentation.
The Assistant Superintendent for Support Services directly responds to maintenance requests. He/she supervises Transportation services and provides for any new mandates regarding LCPS Head Start children and transportation.
The Assistant Superintendent for Business and Financial Services has overall responsibility for the systems in place to safeguard the entire financial process. The LCPS Head Start Supervisor uses the systems in place in order to ensure proper accounting procedures and reporting. The Assistant Superintendent for Business and Financial Services provides direct support through the accountant services that the LCPS Head Start Supervisor receives through the Accounting Department.
The LCPS Head Start Supervisor has direct contact with the staff of the Assistant Superintendent for Human Resources and Talent Development regarding all human resources issues and the hiring and firing process.
The Director of Elementary Education meets weekly with department members and serves as the evaluator for the LCPS Head Start Supervisor. The Supervisor meets with the Director on an as-needed basis to inform and obtain support and advice in addition to attending regular meetings together. The Director is invited to attend regular Policy Council meetings.
Page 7 The Working Partnership between the Governing Body, Policy Council and Program Supervisor
The Superintendent, School Board, Director of Elementary Education, Supervisor of Federal Programs, Policy Council and the LCPS Head Start Management Team receive monthly statistical reports which provide the necessary information to provide effective oversight. The School Board receives an electronic copy of the Policy Council Meeting Packet as part of their support for the program. The Training Plan for Shared Governance defines the times for training and action needed for the Policy Council and School Board. The program has a Family/ Community Complaint Form and an Internal Dispute Resolution Policy. Effective May 2007, the School Board cedes authority to the Policy Council to determine their own composition and to design the procedures for the election of parent and community representatives.
Legal and Fiscal Responsibility for the Administration of the LCPS Head Start Program
The LCPS School Board has legal responsibility to follow the laws of Congress defining the operation of the program. The LCPS School Board must ensure that all financial aspects of the grant exceed audit expectations:
1. Financial reports are accurate, current and complete;
2. Accounting records are maintained which include awards, authorizations, obligations, liabilities. Expenditures are sorted by Purchase Card, Petty Cash, Purchase Orders, Direct Pays, I-Expenses, Journal Entries and Payroll;
3. Effective internal controls are in place;
4. Budget review where outlays are compared with budgeted amounts;
5. Costs are allowable; • reasonable (within the realm of the grant application) • allowable (on the LCPS Head Start Chart of Accounts) • allocable (able to be set aside for a purpose) • including non-federal share accounting
6. cash draws are done after expenditures;
Internal Controls are reviewed by the CFO and LCPS Head Start Supervisor.
This oversight Procedure of the LCPS Administration and School Board and the Organizational Chart are reviewed and approved by:
Loudoun County School Board:
______Signature Printed Name Title Date
Governance/LCPSAdministration&SchoolBoardOrganizationalChart&theirRoleinOverseeingtheHSProgram Revised: 5/29/2019
Page 8 LCPS Administration and School Board Organizational Chart
Loudoun County Public Schools School Board
Superintendent Dr. Eric Williams
Assistant Assistant Assistant Assistant Assistant Superintendent Superintendent Superintendent Superintendent Superintendent Pupil Services Support Services Instruction Business & Financial Human Resources and Dr. Asia R. Jones Kevin L. Lewis Dr. Ashley Ellis Services Talent Development Sharon Willoughby Dr. Lucia Sebastian • Special Education • Food Services • Guidance and Health • Transportation Services • Accounting • Hiring Director of . • Payroll • Evaluation Elementary Education . Dr. Michael Martin • Purchasing • Employee Benefits • Risk Management
Head Start & STEP Supervisor Charisse Rosario Page 9 Loudoun County Public Schools Head Start Program Organizational Chart 2019-2020
Loudoun County School Board
Superintendent U.S. Department of Dr. Eric Williams Health and Human Services
Assistant Superintendent for Instruction Dr. Ashley Ellis Region 3 Head Start Program Specialist Natalie Young Director of Elementary Education Dr. Michael Martin (School Board Designee at Policy Council)
Accountant Health/Mental Health Head Start Director Head Start School Board Representative at Policy Ana Cuadrado Advisory Committee Charisse Rosario Policy Council Council Management Team
Secretary II Project Assistant Shranda Arietta Mandana Mortazavi
Program Management & Health Nutrition Family Community Mental Health Education & Technology Family Community Family Community Systems Specialist Coordinator Coordinator Coordinator Partnership Assistant Partnership Coordinator Partnership Assistant Emily Hanlin Kris Cadwell Daniel Savage Richelle Newlin (Bilingual) Brenda Sorto Lynne VanAtta Management Team Management Team Management Team Management Team
Leigh Anne Critzer School Nutrition Teachers Assistant Teachers Services
Belinda Lesley Poroj- Jackeline Brooke Tye Sana Bilwani Pauline R der Carol Trejo Anne Miller Paola Ingalls Rabia Aziz Elisa Rivera Lisa Levdahl i Sparacino Vasquez Eisenhauer DMH RRH SUG THS WHS DMH RRH SUG WHS SUL SUL THS
Forms/OrganizationalChart2019-2020withCompleteNames Revised: January 2020
Page 10 Loudoun County Public Schools Head Start Program
Policy Council & Governing Body Responsibilities
Revised: January 2017
Based on the Head Start Act of 2007 & Head Start Program Performance Standards of 2016
Page 11 Shared Governance Diagram Plan Compartido Gubernativo
Policy Council Junta Directiva
Create Procedures to
Plan for the Program Implement Federal Standards Plan para el Programa Crear Procedimientos para Implementar los Estándares Federales
People Personas Responsibilities Responsabilidades
LCPS School Board Head Start Staff Junta Escolar Personal de Head Start
Support Personnel Decisions Apoyar Decisiones de Personal
Page 12 LCPS Head Start Policy Council Responsibilities
1. The Policy Council shall approve and submit to the Governing Body decisions about each of the following activities (as described in the Head Start Act §642):
A. Activities to support the active involvement of parents in supporting program operations, including policies to ensure that the Head Start agency is responsive to community and parent needs.
B. Program recruitment, selection, and enrollment priorities.
C. Applications for funding and amendments to applications for funding for programs under this subchapter, prior to submission of applications described in this clause.
D. Budget planning for program expenditures, including policies for reimbursement and participation in policy council activities.
E. Bylaws for the operation of the policy council.
F. Program personnel policies and decisions regarding the employment of program staff, consistent with paragraph (1)(E)(iv)(IX) of the Head Start Act, including standards of conduct for program staff, contractors, and volunteers and criteria for the employment and dismissal of program staff. (also §1302.90)
G. Developing procedures for how members of the policy council of the Head Start agency will be elected.
2. Each agency’s governing body and policy council jointly must establish written procedures for resolving internal disputes between the governing board and policy council in a timely manner that include impasse procedures (§1301.6)
3. A program must establish procedures on data management, and have them approved by the governing body and policy council, in areas such as quality of data and effective use and sharing of data, while protecting the privacy of child records (§1302.101)
4. A program, in collaboration with the governing body and the policy council, must establish goals and measurable objectives that include: strategic long-term goals for ensuring programs are and remain responsive to community needs as identified in their community assessment; goals for the provision of educational, health, nutritional, and family and community engagement program services; school readiness goals; and effective health and safety practices to ensure children are safe at all times (§1302.102)
5. A program annually must conduct a self-assessment that uses program data including aggregated child assessment data, and professional development and parent and family engagement data as appropriate, to evaluate the program’s progress towards meeting goals, and the effectiveness of the professional development and family engagement systems in promoting school readiness. A program must communicate and collaborate with the governing body and the policy council when conducting the annual self-assessment (§1302.102)
Page 13 LCPS Head Start Governing Body Responsibilities
According to the Head Start Act and the Head Start Program Performance Standards, the Governing Body shall:
1. Have legal and fiscal responsibility for administering and overseeing programs under this subchapter, including the safeguarding of Federal funds; (§642)
2. Adopt practices that assure active, independent, and informed governance of the Head Start agency, including practices consistent with subsection (d)(1) of the Head Start Act, and fully participate in the development, planning, and evaluation of the Head Start programs involved; (§642)
3. Be responsible for ensuring compliance with Federal laws (including regulations) and applicable State, tribal, and local laws (including regulations); and (§642)
4. Be responsible for other activities, including — (§642)
A. Selecting delegate agencies and the service areas for such agencies; N/A
B. Establishing procedures and criteria for recruitment, selection, and enrollment of children;
C. Reviewing all applications for funding and amendments to applications for funding for programs under this subchapter;
D. Establishing procedures and guidelines for accessing and collecting information described in subsection (d)(2) of the Head Start Act;
E. Reviewing and approving all major policies of the agency, including—
1) The annual self-assessment and financial audit;
2) Such agency's progress in carrying out the programmatic and fiscal provisions in such agency's grant application, including implementation of corrective actions; and
3) Personnel policies of such agencies regarding the hiring, evaluation, termination, and compensation of agency employees;
F. Developing procedures for how members of the policy council are selected, consistent with paragraph (2)(B) of the Head Start Act;
G. Approving financial management, accounting, and reporting policies, and compliance with laws and regulations related to financial statements, including the—
1) Approval of all major financial expenditures of the agency;
2) Annual approval of the operating budget of the agency;
Page 14 3) Selection (except when a financial auditor is assigned by the State under State law or is assigned under local law) of independent financial auditors who shall report all critical accounting policies and practices to the governing body; and
4) Monitoring of the agency's actions to correct any audit findings and of other action necessary to comply with applicable laws (including regulations) governing financial statement and accounting practices;
H. Reviewing results from monitoring conducted under section 641A(c) of the Head Start Act, including appropriate follow-up activities;
I. Approving personnel policies and procedures, including policies and procedures regarding the hiring, evaluation, compensation, and termination of the Executive Director, Head Start Director, Director of Human Resources, Chief Fiscal Officer, and any other person in an equivalent position with the agency;
J. Establishing, adopting, and periodically updating written standards of conduct that establish standards and formal procedures for disclosing, addressing, and resolving—
1) Any conflict of interest, and any appearance of a conflict of interest, by members of the governing body, officers and employees of the Head Start agency, and consultants and agents who provide services or furnish goods to the Head Start agency; and
2) Complaints, including investigations, when appropriate; and
K. To the extent practicable and appropriate, at the discretion of the governing body, establishing advisory committees to oversee key responsibilities related to program governance and improvement of the Head Start program involved
5. Each agency’s governing body and policy council jointly must establish written procedures for resolving internal disputes between the governing board and policy council in a timely manner that include impasse procedures (§1301.6)
6. A program must establish procedures on data management, and have them approved by the governing body and policy council, in areas such as quality of data and effective use and sharing of data, while protecting the privacy of child records (§1302.101)
7. A program, in collaboration with the governing body and the policy council, must establish goals and measurable objectives that include: strategic long-term goals for ensuring programs are and remain responsive to community needs as identified in their community assessment; goals for the provision of educational, health, nutritional, and family and community engagement program services; school readiness goals; and effective health and safety practices to ensure children are safe at all times (§1302.102)
Page 15 Sources of Information Available to Conduct Responsibilities LCPS Head Start ensures the sharing of accurate and regular information for use by the Governing Body and the Policy Council, about program planning, policies, and Head Start agency operations, by providing:
• Monthly financial statements, including credit card expenditures;
• Monthly program information summaries;
• Program enrollment reports, including attendance reports for children whose care is partially subsidized by another public agency;
• Monthly reports of meals and snacks provided through programs of the Department of Agriculture;
• The financial audit;
• The annual self-assessment, including any findings related to such assessment;
• The communitywide strategic planning and needs assessment of the Head Start agency, including any applicable updates;
• Communication and guidance from the Secretary; and
• The program information reports
LCPS Head Start provides appropriate Training and Technical Assistance to the members of the Governing Body and the Policy Council to ensure that they understand the information they receive and can effectively oversee and participate in the program. This includes training on program performance standards and program eligibility (§1302.12).
For more information, please follow the links below:
• Head Start Act of 2007: https://eclkc.ohs.acf.hhs.gov/hslc/standards/law/HS_Act_2007.pdf
• Head Start Program Performance Standards, 2016: eclkc.ohs.acf.hhs.gov/hslc/hs/docs/hspss-final.pdf
The Policy Council and Governing Body Responsibilities are reviewed and approved by:
Loudoun County School Board:
______
Signature Printed Name Title Date
Governance/PolicyCouncilandGoverningBodyResponsibilities Revised: 5/9/2017
Page 16 Loudoun County Public Schools
LCPS Head Start Program Policy Council Bylaws 2019-2020
Page 17 LCPS HEAD START PROGRAM POLICY COUNCIL BYLAWS
ARTICLE I: NAME
The name of this organization shall be the Loudoun County Public Schools (LCPS) Head Start Program Policy Council and shall be referred to as the Policy Council.
ARTICLE II: PURPOSE
The Policy Council shall be the official forum for Head Start parent participation in developing policies and planning for the LCPS Head Start Program. The purpose of the Policy Council shall be to share governance responsibilities for the LCPS Head Start Program as specified in 45 CFR Part 1301.3 and the Head Start Act (Public Law 110-134, Section 642) with the LCPS School Board. The Policy Council is responsible for the direction of the LCPS Head Start Program, including program design and operation and long-and short- term planning goals and objectives, taking into account the annual communitywide strategic planning and needs assessment and self- assessment.
ARTICLE III: RESPONSIBILITIES
The Policy Council must use data to identify program strengths and needs, develop and implement plans that address program needs, and continually evaluate compliance with program performance standards and progress toward achieving program goals. The Policy Council shall approve and submit to the governing body decisions about each of the following activities:
• Activities to support the active involvement of parents in supporting program operations, including policies to ensure that the Head Start agency is responsive to community and parent needs.
• Program recruitment, selection, and enrollment priorities.
• Applications for funding and amendments to applications for funding for programs under this subchapter, prior to submission to the School Board.
• Budget planning for program expenditures, including policies for reimbursement and participation in policy council activities.
• Bylaws for the operation of the Policy Council.
• Program personnel policies and decisions regarding the employment of program staff, including standards of conduct for program staff, contractors, and volunteers and criteria for the employment and dismissal of program staff.
• Development of procedures for how members of the policy council will be elected.
• Recommendations on the selection of delegate agencies and the service areas for such agencies.
• Each agency’s governing body and policy council jointly must establish written procedures for resolving internal disputes between the governing board and policy council in a timely manner that include impasse procedures.
• A program must establish procedures on data management and have them approved by the Governing Body and Policy Council, in areas such as quality of data and effective use and sharing of data, while protecting the privacy of child records.
• A program, in collaboration with the Governing Body and Policy Council, must establish goals and measurable objectives.
• Communicate and collaborate with the Governing Body and Policy Council, program staff, and parents of enrolled children when conducting the annual Self-Assessment.
ARTICLE IV: MEMBERSHIP
Section 1: Composition There shall be two (2) categories of membership; Parent Representatives and Community Representatives.
A. Parent Representatives shall be individuals who are parents or legal guardians of the children currently enrolled in LCPS Head Start. Membership of the Policy Council shall consist of at least fifty-one percent (51%) Parent Representatives (in relation to Community Representatives).
B. Community Representatives shall include members at large of the community that represent public and/or private
Page 18 organizations responsible for improving the educational opportunities, health, nutrition, and socio-economic wellbeing of children and families, and are familiar with resources and services for low-income children and families. There are two (2) types of Community Representatives: parents of children previously enrolled in the program, and staff from local organizations.
Section 2: Member Election A. Parent Representatives: Policy Council Parent Representatives shall be elected from each Head Start class during the October parent committee meetings (also known as Family Connection Classes), and at future parent committee meetings as needed. Each class shall be entitled to elect two voting Policy Council Representatives, for a total of twelve (12) Parent Representatives. A third representative may be elected as an Alternate Parent Representative from each class.
B. Community Representatives: Policy Council Community Representatives shall be elected at the November Policy Council meeting and at future meetings as needed. Only Parent Representatives shall vote when electing Community Representatives. There shall be no more than seven (7) Community Representatives. Parents of formerly enrolled children who wish to be elected to the position of Community Representative in November must complete a letter of intent and give it to the Policy Council Chairperson prior to the November election meeting.
Section 3: Voting Rights All elected Parent and Community Representatives present shall have one vote each in all matters coming before the Policy Council. The Alternate Parent Representatives shall only have voting rights if one of the Parent Representatives from their class is not present. There shall be no voting by proxy. The Policy Council Chairperson does not have a vote except in the case of a tie.
Section 4: Term of Membership The following criteria shall apply:
A. Parent Representatives shall serve for one (1) term which will begin at the regularly scheduled October Policy Council meeting (or upon election to fill a vacancy) and conclude when a successor Policy Council is seated the following October. Parent Representatives will serve a term of up to one (1) year dependent upon date of election.
B. Community Representatives shall serve for one (1) term which will begin at the regularly scheduled November Policy Council meeting (or upon election) and conclude when a successor Policy Council is seated the following October. Community Representatives will serve a term of up to one (1) year dependent upon date of election.
C. No elected member of Policy Council shall serve more than a combined total of five (5) terms.
Section 5: Termination of Membership Membership shall be terminated by written resignation of the member, or by missing three (3) consecutive regular meetings without notifying the Head Start office. After two (2) consecutive meetings are missed, the Head Start office staff will contact the absent member. Representatives whose membership is terminated will be notified in writing.
Section 6: Vacancies The following criteria shall apply:
A. Vacancies shall be filled within thirty (30) days.
B. Parents shall be notified of a vacancy at their parent committee meeting. Those parents may then elect a replacement.
C. If there is a Parent Representative vacancy during a month in which the parent committee does not meet, the Parent Representatives of Policy Council may then elect a replacement.
D. If a vacancy occurs with a Community Representative, the Parent Representatives may elect a replacement.
Section 7: Nepotism The following criteria shall apply:
Page 19 A. No person can serve as a member of Policy Council while any member of his/her immediate family (mother, father, sister, brother, spouse, or children) is employed by the LCPS Head Start Program; and,
B. No LCPS Head Start staff (or members of their immediate families) may serve on Policy Council, except parents who occasionally substitute for regular LCPS Head Start staff.
Section 8: Confidentiality & Conflict of Interest The following criteria shall apply:
A. Policy Council members must abide by and sign the Standards of Conduct, Confidentiality, and Conflict of Interest form. If violated, membership is terminated.
B. Members of Policy Council shall not have a conflict of interest with the LCPS Head Start Program and not receive compensation for serving on the Policy Council or for providing services to the LCPS Head Start Program except parents who occasionally substitute for regular LCPS Head Start staff.
ARTICLE V: MEETINGS
Section 1: Meetings The following criteria shall apply:
A. Regular meetings shall be held monthly (except July and December) at a time determined by the membership.
B. The Policy Council will have special meetings called at the request of the Chairperson, two or more Policy Council members, or the Director.
C. All members of Policy Council should attend meetings regularly, arrive on time, and actively participate in meetings. Members shall keep informed of Policy Council's purpose, plans and progress, remember the rights of other members to express their opinions, consider all information and points of view before voting and accept and support the final decision of the majority of the Policy Council.
D. Meetings are cancelled when Loudoun County Public Schools are closed or have a 2-hour delay. The Policy Council will meet the following week on the designated day and time and location. If it is not possible to hold a meeting the following week the Council will meet at its regular third Thursday meeting time the following month.
Section 2: Notices The LCPS Head Start Secretary shall be responsible for notifying each member of the Policy Council in advance of a regular or special meeting by letter, telephone or email.
Section 3: Agendas The agenda of the meeting shall be prepared in partnership with the Policy Council Chairperson and the Head Start Director. Items to be placed on the agenda will be submitted to the Chairperson and/or Head Start Director at least one (1) week prior to the Policy Council meeting.
Section 4: Governing Rules A. Basic parliamentary procedures shall be adhered to at all Policy Council meetings (Robert's Rules of Order).
B. Quorum
i. A quorum will consist of two (2) Parent Representatives and one (1) Community Representative, one of whom must be a Policy Council Officer. ii. No motion may be carried without a quorum.
Section 5: Training Appropriate training and technical assistance shall be provided to the members of the Policy Council to ensure that the members understand the information the members receive and can effectively oversee and participate in the LCPS Head Start Program.
Page 20 ARTICLE VI: OFFICERS
Section 1: Officers The officers of the Policy Council shall consist of the following and their respective duties/responsibilities shall be:
A. Chairperson - The Chairperson shall call and preside over all regular and special meetings. The Chairperson shall explain each motion before it is voted upon and sign correspondence regarding Policy Council matters following Policy Council approval. The Chairperson must be a Parent Representative of LCPS Head Start.
B. Vice-Chairperson - The Vice-Chairperson shall assume the duties of the Chairperson whenever the Chairperson is unable to do so. The Vice-Chairperson shall also assist the Chairperson in any necessary duties. The Vice-Chairperson must be a Parent Representative of LCPS Head Start.
C. Secretary - The Secretary shall record and maintain minutes of all Policy Council meetings, receive and advise the Policy Council of any and all correspondence. The Secretary will work closely with the LCPS Head Start staff in all matters pertaining to correspondence and minutes. The Secretary may be a Parent Representative or a Community Representative of LCPS Head Start.
D. Assistant Secretary - The Assistant Secretary shall assume the duties of the Secretary whenever the Secretary is unable to do so. The Assistant Secretary will be responsible for recording the attendance at all Policy Council meetings. The Assistant Secretary may be a Parent Representative or a Community Representative of LCPS Head Start.
E. Treasurer - The Treasurer will review all financial transactions of the Policy Council and present all monthly and quarterly fiscal reports. The Treasurer will serve on the Budget Committee. The Treasurer may be a Parent Representative or a Community Representative of LCPS Head Start.
F. Assistant Treasurer - The Assistant Treasurer shall assume the duties of the Treasurer whenever the Treasurer is unable to do so. The Assistant Treasurer may be a Parent Representative or a Community Representative of LCPS Head Start.
Section 2: Election of Officers The following procedures shall be followed:
A. Nominations for officers shall be made from the floor at the November Policy Council meeting.
B. All officers shall be elected at the November Policy Council meeting and shall be elected by a majority of those members present.
C. There shall be parents of currently enrolled children among the elected officers.
D. Votes will be taken by secret ballot and counted by appointed tellers.
Section 3: Term of Office The following shall apply:
A. All officers shall be elected to serve a term of one (1) year.
B. Officers are to serve until the next election year unless their membership has been terminated from the Policy Council.
Section 4: Removal Any officer may be removed by resignation or non-performance of duties. In the case of removal for non-performance of duties, members must be notified in writing prior to the meeting at which removal will be considered. Section 5: Vacancy When an officer vacancy occurs, an interim officer may be appointed by the Chairperson within thirty (30) days of vacancy. If the position of Chairperson becomes vacant, the Vice-Chairperson will be appointed as the Chairperson. An election for the position of Vice-Chairperson will be held as soon as possible.
Page 21 ARTICLE VII: COMMITTEES
Section 1: Committees Committees shall consist of the following and their duties/responsibilities shall be:
A. Executive Committee: The Executive Committee shall consist of the officers of the Policy Council. The Executive Committee is empowered to serve for the Policy Council during times when programmatic decisions are required prior to the regular Policy Council meeting. A quorum for voting purposes is three (3).
B. Personnel Committee: Members of this committee shall:
i. Discuss the LCPS Head Start Personnel Policies and Procedures and make recommendations to the Policy Council;
ii. Select a representative who will interview and recommend persons to be hired to fill vacancies in the program;
iii. Make recommendations to the Policy Council for approval or disapproval to hire or terminate the Head Start Director and Head Start staff.
C. Budget Committee: The Treasurer of Policy Council shall serve on this committee. The responsibility of this committee shall be to:
i. Collaborate in the discussions regarding program budgets, work plans and funding applications prior to submission to Policy Council for approval or disapproval;
ii. Collaborate in the discussions regarding the budget for the Parent Activity Fund.
D. Ad Hoc Committee: This committee will be formed when necessary (i.e. recruitment/selection, transition, Self-Assessment).
E. Hospitality Committee: This committee will work with the appropriate LCPS Head Start staff in planning refreshments for meetings. Additionally, the committee will assist with the set-up and clean-up of each meeting.
ARTICLE VIII: ADOPTION & AMENDMENTS
Section 1: Adoption These Bylaws may be adopted by a majority vote of Council members.
Section 2: Amendments These Bylaws may be amended by two-thirds (2/3) vote of Policy Council members present.
Section 3: Review These Bylaws must be reviewed and approved annually.
S:\HeadStart\Governance\Policy Council\Bylaws.docx Revised: 10/2019
Page 22 PROGRAM GOVERNANCE Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Procedures describing how the Governing January Train the Policy Council members when the Policy Council Policy Council Meeting Agendas Director Body and Policy Council implement shared and Governing Body Responsibilities are discussed. Policy and Minutes decision-making Council members approve or edit the documents related Policy Council By-Laws to each area of the responsibilities as necessary. This is Policy Council and Governing noted on the Agendas and the Meeting Minutes. Body Responsibilities
Program’s Philosophy: Vision and Mission March-April Submit Vision and Mission to Policy Council for discussion Vision and Mission documents Director and approval and then submit to the Governing Body for approval.
Annual Self-Assessment January-April Review the Self-Assessment Procedure and follow the Program Information Report (PIR) Program Manager; guidelines to engage the Self-Assessment Team. Once Community Assessment Management Team Self-Assessment is complete, meet to discuss the outcomes and generate the Self-Assessment Report. Submit for Policy Council and Governing Body approval.
Program Personnel Policies and Procedures On-going Share Personnel Policies and Procedures Manual with LCPS Head Start Personnel Project Assistant Review Updates staff. Update and revise as changes arise from LCPS. Policies and Procedures
May-June Review the manual with Policy Council to be aware of Policy Council signed approval Policy Council Chairperson; and as changes in policies and procedures of LCPS. Project Assistant; Director needed Program Planning, Program Systems and May Present the policies, procedures and systems of the LCPS Head Start Training Plan for Director; Program Procedures program to the Policy Council members and the Shared Governance Management & Systems Governing Body in order for them to approve the LCPS Head Start Planning and Specialist procedures, carry them out, or revise them as needed. Monitoring Checklist
Policies that Define the Roles and May-June Review responsibilities with Governing Body to ensure LCPS Head Start Annual Report to Director; Project Assistant Responsibilities of the Governing Body they are fulfilled. the School Board Members Policy & Procedures Manual On-going Review the LCPS Personnel Policies and Procedures LCPS Personnel Policies and Project Assistant; Director Manual as new revisions and updates are created by LCPS Regulations which relate to the Head Start Program.
On-going Add or update all policies relevant to Head Start and LCPS Head Start Personnel Project Assistant; Director submit to the Policy Council for approval. Policies and Procedures Policy Council Meeting Agendas and Minutes
Page 23 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
PROGRAM GOVERNANCE Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Parent Activity Fund Record Monthly Monthly report during Policy Council meetings. Policy Council Meeting Agendas Director; Policy Council and Minutes Treasurer Policy Council Treasurer’s Notebook Budget Planning for Program Expenses Monthly Give Monthly Program Information Summary for Finances Monthly Program Information Director to Policy Council and the Governing Body who review the Summary for Finances budget for planning purposes and for projecting Program Expenditure Reports remaining funds. Budget Expenditures Monthly Give Monthly Program Information Summary for Finances Policy Council Meeting Agendas Director to Policy Council and the Governing Body who review the and Minutes budget and the use of Head Start expenditures. Monthly Program Information Summary for Finances
Monthly Give Monthly Program Information Summary for Finances Monthly Program Information Director to all Coordinators. Summary for Finances Policy Council Meeting Minutes Monthly Maintain a file with minutes signed by the Chairperson. Policy Council File Director July-June Save the document in the Shared Drive Governance Head Start Shared Drive Folder.
Monthly Read previous month’s minutes at each meeting in order Policy Council Meeting Agendas Policy Council Chairperson July-June to be aware of errors in the minutes and to gain Policy and Minutes Council approval.
Monthly Send minutes to the classrooms to be kept in a notebook. Policy Council Minutes Director July-June
Monthly Send minutes to the LCPS Governing Body. Policy Council Meeting Packet Director July-June
Community Assessment August Program Management and Systems Specialist completes Community Assessment Program Management & the Community Assessment. Systems Specialist Director
August Program Management and Systems Specialist presents Policy Council Meeting Agenda Program Management & the Community Assessment to the Policy Council for and Minutes Systems Specialist review. Director
Page 24 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
PROGRAM GOVERNANCE Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Head Start Program Goals May-June Revisit, edit and prioritize goals for current and Policy Council Meeting Agendas Director subsequent years during the Self-Assessment process. and Minutes Submit to Policy Council for discussion and approval and then send to the Governing Body for approval.
Budget Information and Refunding Grant May Present a draft of the Grant Application to the Policy Budget information and draft of Director; Program Application Council members for review and approval in May. Send to Grant Budget Application Management & Systems the Governing Body for approval in June. Policy Council Meeting Agendas Specialist and Minutes Review of outreach, recruitment, selection September- Present the policy and the Selection Criteria to the Policy Outreach, Recruitment, Selection Director; and enrollment of children for the upcoming October Council members for discussion and approval and then and Enrollment Policy Family Community school year send to the Governing Body for approval. Policy Council Meeting Agendas Partnership Coordinator and Minutes Selection Process for the upcoming school September- Review with Policy Council the Selection Criteria in order Community Assessment Director; year October to ensure that they address the greatest needs found in Policy Council Meeting Agenda Family Community the current Community Assessment. and Minutes Partnership Coordinator
Family/Community Complaint Resolution August- Discuss the Complaint Resolution Procedure with families Orientation Agenda Director Procedure September during Orientation meetings. A copy is available in the Family Handbook and is revised as needed.
August Share the Complaint Resolution Procedure with Policy Policy Council Meeting Agenda Director Council during review of Policy Council and Governing and Minutes Body Responsibilities. Discuss any changes to the procedure. Policy Council Length of Service October Review Policy Council Address List and ensure that Policy Council Address List Director members maintain the term maximum.
Procedures for Resolving Internal Disputes May Review the Internal Dispute Resolution Policy with Policy Internal Dispute Resolution Policy Director (Internal Dispute Resolution Policy) Council for discussion and approval and then send to the Training Plan for Policy Council Governing Body for approval. Policy Council Meeting Agenda & Minutes
Page 25 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
PROGRAM GOVERNANCE Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Policy Council Membership October Elect parent representatives at the first Family Connection Policy Council Membership Family Community and as needed Class and as needed. Ballots Partnership Coordinator
November Elect community representatives. Policy Council Meeting Agendas Director and as needed and Minutes
Monthly Review Meeting Sign-In Sheets. Sign-In Sheets Director
On-going Remove any parent members of Policy Council if they are C+: Family Services Director absent for three consecutive months (three meetings) Policy Council By-Laws without contacting Head Start. Resignation Letter
As needed Fill available positions as needed. Policy Council Meeting Agendas Management Team and Minutes Policy Council By-Laws Training or Orientation to Governing Body Monthly Review the Training Plan for Shared Governance annually Policy Council Agenda and Director; Members and Policy Council beginning in and adjust as necessary. Minutes Policy Council Chairperson November Training Plan for Shared Governance Policy Council By-Laws November-April Review Policy Council By-Laws annually with Policy Policy Council By-Laws Director; and as needed Council to ensure they understand their role as a whole Policy Council Agenda and Policy Council Chairperson and the roles of the Policy Council officers. Minutes
As needed with Submit By-Laws to Policy Council for discussion and Policy Council By-Laws Director; revisions approval and then send to the Governing Body for Policy Council Agenda and Policy Council Chairperson approval. Minutes Standards of Conduct and Confidentiality for November Present this form to the Policy Council members for their Head Start Standards of Conduct, Director Volunteers signature. Confidentiality Policy & Conflict of Interest for Staff, Consultants and Volunteers Policy Council Meeting Agenda and Minutes
Page 26 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
MANAGEMENT SYSTEMS Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
PROGRAM PLANNING
Community Assessment March-August Revisit annually; compile statistics from information of Community Assessment Program Management & current eligible families; collect community data from Community Assessment File Systems Specialist local agencies. Individual Student Files Director Long-Range Program Goals April - July Discuss program goals for the following year during Self- Self-Assessment File Director Short-Term Program Objectives Assessment. Evaluate current long-and short-term goals Financial Objectives are for success.
July Evaluate and confirm Financial objectives at planning for Refunding Applications Director refunding. Recruitment Process On-going Meet to discuss the program’s recruitment efforts and Outreach, Application & Enrollment Committee progress. Enrollment Procedure Enrollment Committee Meeting Minutes
Annual Self-Assessment March-April Review and add to the Self-Assessment Agenda and Self-Assessment Documents Management Team PowerPoint Presentation to ensure that it is complete. Previous year’s Community Assessment
April-May Meet to discuss the outcome of Self-Assessment and Management Team Meeting Management Team create goals for the upcoming school year. Agenda Service Area Plans May-July Evaluate and edit Service Area Plans annually and as Service Area Plans Director needed.
June-August Train staff members in the service areas pertaining to Staff Meeting Agendas and Sign- Management Team their job duties. In Sheets Service Area Plans ONGOING MONITORING, RECORD KEEPING AND REPORTING Ongoing Monitoring Quarterly: Sept., Conduct Ongoing Monitoring quarterly as a Management Ongoing Monitoring Reports Program Management & Dec., March, Team to ensure compliance with the Head Start Program Systems Specialist June Performance Standards and the Head Start Act in all service areas. Family Services File Audit Report Monthly August Review student ChildPlus files monthly to ensure follow Family Services File Audit Program Management - June up with families has been documented. Print a report and C+: Family Services & Systems Specialist distribute it to all Head Start office staff. Staff review Head Start Office Staff audit report and document any necessary follow up in the student file.
Page 27 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
MANAGEMENT SYSTEMS Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Compliance with Service Area Requirements Monthly Update all service area reports monthly and present to Monthly Program Information Management Team; August-June Policy Council and the Governing Body. Summaries Director and as needed Financial Reports Management Team; Monthly Individual Coordinators maintain detailed tracking to C+ Reports Director August-June ensure compliance within their service area. Special Education Tracking
Education Staff Meetings Monthly Provide regular meeting time for the Education Staff. Give Education Staff Meeting Agendas Education Coordinator; August-June Education Staff members the opportunity to offer training Director suggestions for upcoming meetings. Monitor agendas to ensure topics support regulations written in the Program Performance Standards, the Head Start Act along with School Readiness Goals.
Management Team Meetings September-June Use Google Drive Meeting Agendas to guide Management Management Team Meeting Director (every other Team Meetings (which are available prior to meetings for Agendas week) Coordinators to add items for discussion). Review this checklist monthly. After meetings, monitor Meeting Agendas to keep track of who is responsible for various tasks and what follow-up is to take place in order to ensure compliance.
Preschool Office Team Meetings September-June Use Google Drive Meeting Agendas to guide Preschool Preschool Office Team Meeting Director (every other Office Team Meetings (which are available prior to Agendas week) meetings for staff to add items for discussion). After meetings, monitor Meeting Agendas which have space to keep track of who is responsible for various tasks and what follow-up is to take place in order to ensure compliance.
Enrollment Committee Meetings As Needed Hold meetings as the need arises in order to address an ERSEA Google Drive Enrollment Committee enrollment related concern or to determine applicants for acceptance to participate in the program.
Disabilities, Mental Health and Education As needed Meet to discuss students in the Child Study process or for Special Education Tracking Goal Education Coordinator; Meeting those who need to begin the process. Discuss need for IEP Setting Notes Mental Health Coordinator revisions for students with an existing IEP.
Page 28 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
MANAGEMENT SYSTEMS Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Annual Report December Update the Annual Report in compliance with the Head Annual Report Project Assistant; Start Act using information from the Management Team. www.lcps.org/headstart Director Distribute final Annual Report to Head Start Coordinators and LCPS Administration Office in December and upload onto the internet.
Staff Retreat June Discuss successes and challenges at the end of the school Retreat Agenda and Sign-In Director; year. Present results from the end-of-year family surveys Management Team and discuss suggestions for improvement. Review the draft of the Head Start Calendar.
HUMAN RESOURCES
Compliance with Head Start Program Monthly Provide a monthly statistical report to the Policy Council. Monthly Program Information Coordinator Staff Performance Standards (HSPPS) Summaries
Annually and as Review and revise Service Area Plans annually and as Service Area Plans Coordinator Staff needed needed.
Copies of Certifications Awarded to Staff July-August Review employee files in order to ensure all necessary Licensure Certificate Director documents are available when needed. Copies of Certificates for each certified and/or licensed staff member are kept in the Director’s Office. Organizational Structure August- The structure is hierarchical, with support beginning with LCPS Head Start Organizational Director September the U.S. Department of Health and Human Services and Chart Governing Body. The LCPS Head Start Organizational Chart is revised as needed to reflect this hierarchical system. Head Start Standards of Conduct and Head August Present these forms to Head Start staff members for their LCPS Head Start Standards of Director Start Confidentiality Policy signature annually. Conduct, Confidentiality and Conflict of Interest
New Staff Orientation August and as Each staff member completes a new staff orientation New Hire Paperwork at the LCPS LCPS Dept. of Personnel needed upon hire. Personnel Dept. Director
Page 29 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
MANAGEMENT SYSTEMS Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Staff Training Monthly Support all staff with training and respond to their Staff Training Agendas and Sign- Management Team August-June emerging needs. In Sheets
Follow the T/TA Training topics and staff feedback on trainings are Conference Attendance Report Director Calendar solicited from staff. Training Agenda and Sign-In
Complete “On Board Evaluation” for Bus September Management Team completes one “On Board Evaluation” Driver/Attendant Evaluation Education Coordinator; Drivers and as needed for each bus driver and attendant annually. Transportation Services Checklist Management Team
Initial Health Exam As Needed Review new staff files in order to ensure all necessary Personnel File at the Head Start Project Assistant; (with new hires) documents are included. Office Director TB Screening As Needed Each Head Start employee is required to have a TB Personnel File at the LCPS Project Assistant; (with new hires) screening/test before beginning employment. Review new Personnel Dept. LCPS Dept. of Personnel staff files in order to ensure all necessary documents are Director included. Annual Performance Evaluation of Each Staff April-June Discuss individual goals with each staff member in order LCPS Evaluation Forms Director Member to evaluate the staff member effectively.
April-June Director consults, completes, conferences with each staff LCPS Evaluation Forms Director member, and files the Evaluation Forms Personnel File Review May-July Review Personnel files in order to maintain updated Personnel File at the Head Start Project Assistant; documents (licenses, certificates, etc.). Office Director
July Monitor expiration date of triennial re-examinations and Personnel File at the Head Start Project Assistant; send a letter requesting update to each affected staff Office Director member.
July Collect physician’s notes and maintain current health Personnel File at the Head Start Project Assistant; updates. Office Director
August Review Personnel Files to ensure that each staff member Signed LCPS Head Start Standards Project Assistant; has signed a Confidentiality form and a Standards of of Conduct Director Conduct form annually. Signed LCPS Head Start Confidentiality Policy for Staff Personnel File at the Head Start Office
Page 30 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
FISCAL INTEGRITY Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person Program Information Summary (Financial) Monthly Each month the Accountant completes the Monthly Monthly Program Information LCPS Accountant; Program Information Summary for Finances for the Summary for Finances Director previous month. This document shows all revenue and Review summary at Management disbursements. It tracks percent of spending by month Team meetings as needed and then by quarter. Accounting Spreadsheet Daily, The Administrative Assistant updates the internal Accounting Spreadsheet Administrative Assistant; Monthly, spreadsheet to track expenditures on a daily basis. This Director and as needed document is used to reconcile to the LCPS Oracle system.
ORACLE report Monthly The Administrative Assistant works closely with the ORACLE Report Director Accounting Department of LCPS to assure, by e-mail, that the Oracle report is accurate or no changes need to be made. Meal Accountability September-June Use breakfast and lunch rosters on a daily basis to ensure Meal Accountability Procedure Administrative Assistant; all children and volunteers are served meals. Meal Rosters Education Staff; LCPS Food Services Department Reporting for the SF-425 July 30, Submit electronically all expenditure reports. SF-425 File on Shared Drive Director; January 30, LCPS Accountant April 30
Federal Financial Report (FFR) Quarterly Obtain approval and signature of Superintendent and FFR File on Shared Drive Director upload to the Grants Officer at the Regional Office. Fiscal Training for School Board June (for School Present in late May or early June the Head Start Annual Head Start Annual Training and Director; Board) and as Training and Report. Highlight essential areas for training. Report Project Assistant; needed Return two weeks later for discussion, questions and “Board Docs” online Program Management & approval. Systems Specialist Fiscal Training for Policy Council On-going Provide Financial Training at Policy Council on an as Policy Council Meeting Agendas Director (for Policy needed basis at monthly meetings. and Minutes Council) Loudoun County Audit Process June- LCPS Auditors complete audit. Head Start has an Audit Report received in Loudoun County Government September unannounced inclusion in this audit process. Loudoun following spring County Government hires a contracted agency to complete the audit and monitor the process.
Page 31 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
CHILD HEALTH AND SAFETY Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Service Area Plans May-June Revise service area plans relating to Child Health, Service Area Plans Health Nutrition Coordinator Nutrition and Safety annually and as needed. Documents On-Going Review documents and make any necessary changes. Documents and Forms on Shared Health Nutrition Coordinator Annually Drive
Inventory July Update inventory annually. Family and Community Inventory Health Nutrition Coordinator
PIR Data July Submit tracked Health data to complete the PIR. C+ Reports Health Nutrition Coordinator Program Management & Systems Specialist Monthly Program Information Summary August-June Present data to Policy Council. Monthly Program Information Health Nutrition Coordinator Monthly Summary Policy Council Meeting Agendas and Minutes Order supplies for next school year June, July August Purchase order form completed with items needed Purchase Orders and Invoices Health Nutrition Coordinator and approved by Director.
Plan and purchase supplies for CPR/AED/First July Purchase order form completed with items needed Purchase Orders and Invoices Health Nutrition Coordinator Aid training and approved by Director.
Orientation/Open House August/ Attend Orientations at each of the 6 classrooms. Orientation Agenda Health Nutrition Coordinator September Health Services Audit Monthly Monitor the monthly ChildPlus Health Services Audit Health Service Audit Report Health Nutrition Coordinator August-May report for any open health events requiring follow-up. ChildPlus Document any necessary follow up.
Facilitate Health/Mental Health Advisory Fall/Spring Mail invitations to committee members and families Family Surveys Health Nutrition Coordinator Committee Meetings who expressed interest on the Family Survey ChildPlus Mental Health Coordinator completed at Orientation.
Fall/Spring Ensure two meetings are held annually. Invitations, Minutes, Agendas, Sign- Health Nutrition Coordinator In Sheets Mental Health Coordinator Head Start Calendar HEALTH SERVICES
Dental On-going Track the dental status of each child enrolled in LCPS ChildPlus Reports Health Nutrition Coordinator Head Start. Send dental check-up reminders. Make referrals to dentists as needed.
Page 32 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
CHILD HEALTH AND SAFETY Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Physical Exam Monthly Monitor the expiration date of each school physical ChildPlus Reports Health Nutrition Coordinator exam. Mail a letter and blank physical exam form to parents prior to the expiration date. Continue ongoing follow up until updated document is received.
Medical Resource folders August Provide current resources at Orientation and as Orientation Agenda Health Nutrition Coordinator needed. Medical Resources Track Health Insurance Status Enrollment Track each child’s health insurance status throughout ChildPlus Reports Health Nutrition Coordinator Conference; the school year and refer if health insurance is September, needed. November, January, & May
Make Health Concerns list September and Create and send list of Health Concerns to Education Health Concerns List Health Nutrition Coordinator As Needed Staff, school Health Clinic Staff and lead Bus Drivers. ChildPlus Hearing/Vision/ Height and Weight Assessments Within 45 Days of Monitor and track all health assessments in ChildPlus. ChildPlus Reports Health Nutrition Coordinator Entry Give referrals for further evaluation as needed.
Health and Safety Checklist Classroom September Complete first Health and Safety Checklist on the first Health and Safety Checklist Head Start Management Monitoring day of school. Team November Complete second Health and Safety Checklist. Health and Safety Checklist Health Nutrition Coordinator January Complete third Health and Safety Checklist. Health and Safety Checklist Education Coordinator
March Complete a Health and Safety Checklist in another Health and Safety Checklist Teacher Assistants teacher’s classroom. May Complete a Health and Safety Checklist in own Health and Safety Checklist Teacher Assistants classroom. As needed Follow up on any concerns from previous Health and Health and Safety Checklist Education Coordinator Safety Checklists.
Growth Assessment forms May/June Mail completed “See How I’ve Grown” forms home in ChildPlus Health Nutrition Coordinator the “End of Year” mailing. NUTRITION SERVICES
Food Restrictions List August- Create Food Restrictions List for each Head Start Food Restrictions Lists Health Nutrition Coordinator September and classroom and cafeteria managers. ChildPlus as needed
Page 33 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
CHILD HEALTH AND SAFETY Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Food Service Training August Meet with Cafeteria Managers to discuss serving sizes, Meeting Sign-In/Agenda Health Nutrition Coordinator; (Head Start Food Services Luncheon) food substitutions, and Meal Accountability Procedure. Head Start Food Services Luncheon Director; Packet Education Staff
USDA Compliance & Family Style Dining September-June Observe each class to ensure that family style dining is Head Start Calendar Health Nutrition Coordinator Ongoing taking place in accordance with USDA and Head Start Sanitation/Nutrition Evaluation standards. Complete the Sanitation/Nutrition Sanitation Evaluation Procedure Evaluation. If any item on the form needs to be Head Start Food Services Luncheon addressed, report the finding to the education staff in Packet the classroom. Follow-up in a timely manner. Consult with Registered Dietician Monthly Coordinate with a LCPS Nutrition Services Registered Monthly Menus Health Nutrition Coordinator September-June Dietician who approves menus. Discuss health/nutrition issues of specific families when necessary. Send menus to cafeteria managers and the food service supervisor.
Monthly Menus with Nutrition Education Monthly Choose Head Start breakfast and lunch menu items Head Start Menus Health Nutrition Coordinator September – based on items offered on the LCPS menus. Send Nutrition Line June home monthly menus/ nutrition newsletters.
Page 34 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
FAMILY AND COMMUNITY ENGAGEMENT Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Service Area Plans May-June Revise service area plans relating to Family and Service Area Plans Family Community Community Engagement annually and as needed. Partnership Coordinator Documents Ongoing Annually Review documents and make any necessary changes. Documents and Forms on Shared Family Community Drive Partnership Coordinator
Inventory July Update inventory annually. Family and Community Inventory Family Community Partnership Coordinator PIR Data July Submit tracked Family and Community data to C+ Reports Family Community complete the PIR. Partnership Coordinator; Program Management & Systems Specialist Monthly Program Information Summary August-June Present data to Policy Council. Monthly Program Information Family Community Monthly Summary Partnership Coordinator Policy Council Meeting Agendas and Minutes Orientation/Open House August/ Attend Orientations at each of the 6 classrooms. Orientation Agenda Family Community September Partnership Coordinator Assistance Provided to Families Monthly Review the monthly Family Services File Audit to ChildPlus Family Community August-May monitor timely follow-up of family needs. Document Family Services File Audit Results Partnership Coordinator any necessary follow up in the student file.
Confidentiality Contracts August Ensure that all volunteers (including High School FACS Standards of Conduct, Family Community and On-going students) sign a Confidentiality Form. Confidentiality, and Conflict of Partnership Coordinator Interest for Volunteers
Page 35 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
FAMILY AND COMMUNITY ENGAGEMENT Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Parents are given Opportunity to Assist with the August – Family members have the opportunity to provide ChildPlus Family Community Development of the Program September and input through the Enrollment Conference, the Family Partnership Coordinator; On-going Survey at Orientation, Home Visits, Policy Council, Education Staff Family Connection Classes, Parent/Teacher Conferences and through ongoing family requests.
Monthly Family members are offered the chance to participate Policy Council Sign-In Sheets, Director; in Policy Council, where policies are created and Agendas and Minutes Family Service Professionals revised.
Monthly During Parent Committee Meetings, families are asked Parent Committee Meeting Notes Family Community October-May for ideas for classroom activities. The Education Partnership Coordinator; Coordinator monitors the reports. Education Coordinator
March-April During Self-Assessment, families are asked for input Self-Assessment Report Management Team about the Head Start program. The Management Team reviews information gathered at Self- Assessment and uses it to guide program goals and objectives. Volunteer Records Monthly Ensure that Volunteer Sign In- Sheets are available for Sign-In Volunteer Sheets Administrative Assistant; September-June volunteers to sign. Sheets are sent to the Head Start ChildPlus In-Kind Module Education Staff Office for review.
Monthly The Administrative Assistant reviews volunteer sign-in ChildPlus In-Kind Module Administrative Assistant September-June sheets and enters them into the ChildPlus In-Kind Module.
Opportunities Offered to Parents for Interaction Annually and as Monitor the Head Start Calendar for opportunities for Head Start Calendar All Coordinators needed family involvement.
August- Generate and distribute classroom calendars detailing Classroom Calendars Family Community September and parent involvement opportunities. Partnership Coordinator on-going
Monthly Research opportunities available to families in the Text/Email/Mailings to Families Family Service Professionals September-June community and ensure families are aware of the opportunities.
Bi-weekly Classroom Newsletters are completed by Education Classroom Newsletters Education Staff September-June Staff and sent to all families in Head Start.
Page 36 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
FAMILY AND COMMUNITY ENGAGEMENT Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Newsletters often include opportunities for families to participate in class activities. Newsletters are also posted on the Family Information Boards in each classroom and at the Head Start Office.
Home Visits As needed Conduct Family Services Home Visits on an as-needed ChildPlus Family Services Family Service Professionals basis and record in each child’s ChildPlus file. Parent Involvement and Education Activities September and Create Family Connection Class topics in response to Head Start Calendar Family Community On-going the on-going expressed needs of families. Family Surveys Partnership Coordinator; Home Visit and Conference Reports Family Service Professionals; Family Partnership Agreement Education Staff Goals Attainment Checklist
Family Volunteers October Oversee volunteer training for families. Classroom Volunteer Handbook Family Community Volunteering In the Classroom: What Partnership Coordinator; to Do When You Volunteer Education Staff; Volunteer Sign-In Sheets Director Volunteer Calendar
Family Connection Classes Monthly Monitor the Family Survey results to choose Family Surveys Family Community October-May educational topics according to family needs. Head Start Calendar Partnership Coordinator Family Involvement Section of Head Start Handbook Family Partnership Agreement Follow-Up After 45th day of Complete and review Goals Attainment Checklists to Goals Attainment Checklist Family Service Professionals; entry ensure additional goals and previous goals are ChildPlus Family Services Module Family Community attended to. Partnership Coordinator
After 45th day of Review Goals Attainment Checklists in order to Goals Attainment Checklist Health Nutrition Coordinator entry determine if there are any further dental or health ChildPlus needs.
Family Partnership Agreements On-going at Complete Family Partnership Agreement and Family Partnership Agreement Family Service Professionals Enrollment document in child’s file. ChildPlus
Page 37 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
FAMILY AND COMMUNITY ENGAGEMENT Areas to Be Monitored Time Line How Planning & Monitoring Is to Take Place Document/Tools Responsible Person
Opportunities for Children and Families to Quarterly Monitor the scheduling of Loudoun Literacy Book Head Start Calendar Education Coordinator; Participate in Family Literacy Services parties which allow families the opportunity to Director participate in an evening of literacy activities.
As offered Loudoun Literacy Council Family Literacy Program ChildPlus through agencies offers free EL classes to those families expressing a Goals Attainment Checklist Family Service Professionals desire to improve their English skills. Family Partnership Agreement Family Survey
March Facilitate a Financial Literacy Family Connection Class. Head Start Calendar Family Community Partnership Coordinator
End of Year Family Events May Assist a classroom with their End of Year picnic/event. Head Start Calendar Family Community Partnership Coordinator
Page 38 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLMENT AND ATTENDANCE (ERSEA) Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person
Age Eligibility Prior to school Verify child’s age. Original Birth Certificate Program Management & enrollment Passport Systems Specialist
Prior to school Verify that the correct age is listed in ChildPlus, the ChildPlus Program Management & enrollment Eligibility Verification Form and that the LCPS Student LCPS Student Registration Form Systems Specialist Registration Form and is signed off by Head Start Staff. Eligibility Verification Form
Income Eligibility Ongoing Review all applicants to ensure that at least 90% are ChildPlus Program Management & from families with a low-income. Systems Specialist; Enrollment Committee
Disabilities Enrollment: at least 10% January and Review online applications in ChildPlus. Route STEP ChildPlus Project Assistant Ongoing income eligible applicants with an IEP/suspected disability to the Head Start Family & Community Partnership Assistants.
January and Refer children with suspected disabilities or special ChildPlus Family & Community Ongoing needs to Child Find. Family & Community Partnership Partnership Assistants Assistant monitors status.
Within 45 days of Complete screenings in order to determine if further ChildPlus Management Team child’s entry evaluation is necessary to identify a disability. Education Staff
Ongoing Maintain IEP/IHP List (updated as needed) and status IEP/IHP List Education Coordinator of services. ChildPlus Disabilities Module Mental Health Coordinator
Income Verification Prior to Calculate family’s income and document calculations Eligibility Verification Form Family Community Enrollment in ChildPlus to ensure it is within the Head Start Partnership Assistant Conference eligibility guidelines.
February and Review the family income documents with each Eligibility Verification Form Family Service Professionals Ongoing family. Have the family digitally sign the ChildPlus ChildPlus Application Module Application page stating that the information provided is true.
Ongoing - Prior to Review the Eligibility Verification and the documents ChildPlus Enrollment Module Program Management & Acceptance used to verify income. Recalculate income for Systems Specialist
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ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLMENT AND ATTENDANCE (ERSEA) Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person
accuracy. Notify Family and Community Partnership Assistant if additional information is required from the family to verify eligibility.
Selection Policy May and Ongoing Meet regularly to review applicant’s information and ChildPlus Enrollment Module Enrollment Committee use the Selection Criteria Score to determine which Enrollment Tracking Google Sheet applicants are offered an Enrollment Conference (high SCS) and which applicants will be offered the opportunity to enroll in the STEP VPI program (low SCS).
May and Ongoing Meet regularly to review applicants in order to make ChildPlus Enrollment Module Enrollment Committee selections for enrollment. Enrollment Tracking Google Sheet
Waiting List Ongoing Maintain a Waiting List which ranks children according ChildPlus Enrollment Module Program Management & to the Selection Criteria Score. Enrollment Tracking Google Sheet Systems Specialist
September - May Use the Waiting List to fill vacancies within 30 calendar ChildPlus Enrollment Module Program Management & days of a vacancy. Enrollment Tracking Google Sheet Systems Specialist
Maintain Funded Enrollment Monthly Monitor ChildPlus to maintain full enrollment and fill ChildPlus Enrollment Module Program Management & September – vacancies within 30 days. Enrollment Tracking Google Sheet Systems Specialist June
Average Daily Attendance: 85% or Above Monthly Monitor ChildPlus Attendance Module to ensure ChildPlus Attendance Module Program Management and September - June average daily attendance stays above 85%. Report Systems Specialist enrollment monthly in the Head Start Enterprise System.
September - June Communicate with families as needed. Provide ChildPlus Family Service Professionals support to families in order to discover any barriers to Attendance Team successful attendance.
September - May Monitor attendance as a team during regular ChildPlus Management Team Attendance Team Meetings and Management Team Google Team Drive Attendance Team Meetings.
Recruitment Plan Ongoing Follow the Recruitment, Outreach, and Enrollment Recruitment, Outreach, and Program Management & Policy/Procedure for recruitment. ERSEA Team revises Enrollment Policy/Procedure Systems Specialist as needed and advises Director of changes. ERSEA Team
Page 40 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
ELIGIBILITY, RECRUITMENT, SELECTION, ENROLLMENT AND ATTENDANCE (ERSEA) Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person
Selection Criteria September Present the Recruitment, Outreach, and Enrollment Policy Council Agenda/Minutes Program Management & Policy to Policy Council for their review and approval, Training Plan for Policy Council Systems Specialist then submit to Governing Body.
As needed Use the approved Policy Council suggestions to revise Selection Criteria Score Program Management & the Selection Criteria Scoring. Systems Specialist
Page 41 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
CHILD DEVELOPMENT AND EDUCATION Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person Service Area Plans May - June Revise service area plans relating to Education Service Area Plans Education Coordinator annually and as needed.
Documents Ongoing Annually Review documents and make any necessary changes. Documents and Forms on Shared Education Coordinator Drive
Inventory July Update inventory annually. Education Inventory Education Coordinator
PIR Data July Submit tracked Education data to complete the PIR. C+ Reports Education Coordinator Program Management and Systems Specialist Monthly Program Information Summary July-June Present data to Policy Council. Monthly Program Information Education Coordinator Monthly Summary Policy Council Meeting Agendas and Minutes Orientation/Open House August/ Attend Orientations at each of the 6 classrooms. Orientation Agenda Education Coordinator September Assistance Provided to Families Monthly Review the monthly Family Services File Audit to ChildPlus Education Coordinator August-May monitor timely follow-up of family needs. Document Family Services File Audit Results any necessary follow up in the student file.
HighScope Workshops Summer Provide workshops for Education Staff as needs arise. Head Start Calendar Education Coordinator Agendas and Sign-In Sheets
Home Visit Training August Provide training for home visits. Head Start Calendar Education Coordinator Education Staff Agendas and Sign-In Family and Community Sheets Partnership Coordinator Head Start Staff Handbook
Communication with Families Monthly Coordinators distribute important documents to the Menu Management Team August-June classrooms. Monitors the Family Information Board Invitations to Head Start Events Education Coordinator for the documents listed in Documents/Tools. Daily Schedule Healthy & Happy Newsletters Nutrition Line Newsletters Classroom Newsletters
Page 42 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
CHILD DEVELOPMENT AND EDUCATION Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person Health and Safety Checklist Classroom September Complete first Health and Safety Checklist on the first Health and Safety Checklist Head Start Management Monitoring day of school. Team
November Complete second Health and Safety Checklist. Health and Safety Checklist Health Nutrition Coordinator
January Complete third Health and Safety Checklist. Health and Safety Checklist Education Coordinator
March Complete a Health and Safety Checklist in another Health and Safety Checklist Teacher Assistants teacher’s classroom.
May Complete a Health and Safety Checklist in own Health and Safety Checklist Teacher Assistants classroom.
As needed Follow up on any concerns from previous Health and Health and Safety Checklist Education Coordinator Safety Checklists. Home Visits and Conferences September-June Monitors the completion of Home Visits and ChildPlus Reports Education Coordinator Parent/Teacher Conferences.
Screening and Assessments September-June Monitors the completion of the first 45 days ChildPlus Reports Education Coordinator screenings: ESI, speech, pals. Notifies Education Staff of timelines and missing screenings to maintain compliance with the Head Start Program Performance Standards. Mentoring Meetings with Education Staff October-May Meet weekly, when able, on a rotating basis with each Head Start Calendar Education Coordinator teaching team. Mentor Meeting Agenda Individualized Family Goals for School Readiness September, Track family goals from Home Visits and Family Goal Tracking Education Coordinator November, Parent/Teacher Conferences. Monitor Individualized Education Staff January, Family Goals on-going. April-June Classroom Newsletters Bi-weekly Write and send home a newsletter informing the Classroom Newsletters Education Staff September-May families of class events. This is translated into Spanish. Send to the Education Coordinator.
September-May Monitor by printing and hanging Classroom Classroom Newsletters Education Coordinator Newsletters in the Head Start office. Save for the end of the year.
Page 43 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
CHILD DEVELOPMENT AND EDUCATION Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person EL Evaluations Spring Meet with LCPS English Language Learner Specialist to Meeting Minutes Education Coordinator review procedures. ELL Procedure LCPS Welcome Center
Spring Train Education Staff for WIDA Evaluation. Education Staff Agenda Education Coordinator WIDA Evaluation
Teaching Staff Evaluations October-May Observe and evaluate teaching staff. CLASS Director
End of Year Family Events May Assist a classroom with their End of Year picnic/event. Head Start Calendar Family Community Partnership Coordinator
Page 44 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
MENTAL HEALTH Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person Service Area Plans May - June Revise service area plans relating to Education Service Area Plans Mental Health Coordinator annually and as needed. Documents Ongoing Annually Review documents and make any necessary changes. Documents and Forms on Shared Mental Health Coordinator Drive
Inventory July Update inventory annually. Mental Health Inventory Mental Health Coordinator PIR Data July Submit tracked Mental Health data to complete the ChildPlus Reports Mental Health Coordinator PIR. Program Management and Systems Specialist Monthly Program Information Summary August-June Present data to Policy Council. Monthly Program Information Mental Health Coordinator Monthly Summary Policy Council Meeting Agendas and Minutes Orientation/Open House August/ Attend Orientations at each of the 6 classrooms. Orientation Agenda Mental Health Coordinator September Assistance Provided to Families Monthly Review the monthly Family Services File Audit to ChildPlus Mental Health Coordinator August-May monitor timely follow-up of family needs. Document Family Services File Audit Results any necessary follow up in the student file.
Home School Connection Summer Build STAR bags annually and give them to teachers STAR Bags Mental Health Coordinator for initial home visits.
August-May Give families an “I Love You” ritual bear and two “I “I Love You Rituals” Bear Mental Health Coordinator monthly Love You” rituals at Orientation. Send new “I Love Orientation Agenda and Sign-In You” ritual in Thursday Folder monthly.
August-May Update and send the Healthy & Happy newsletter Healthy & Happy Mental Health Coordinator monthly monthly.
Mental Health & Wellness Information August and Provide Employee Assistance Program information to EAP information Mental Health Coordinator Ongoing each staff member. Update as needed.
Staff Training September Mental Health Coordinator will consult with Child Staff Training Agenda Mental Health Coordinator Protective Services to provide Head Start Staff with mandated reporter training.
Page 45 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
MENTAL HEALTH Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person Individual Mental Health Observations Within 45 days of Conduct an individual Mental Health Observation for Mental Health Observations Family Service Professionals entry each enrolled child. ChildPlus Mental Health Module
October- Review all Mental Health Observations and route to Mental Health Observations Mental Health Coordinator November the appropriate Coordinator when necessary. ChildPlus Mental Health Module and as needed
November Communicate results with parents/guardians. Parent/Teacher Conference Forms Education Staff
Monthly and as Monitor behavior concerns/needs through Goal ChildPlus Mental Health Module Mental Health Coordinator needed Setting and individual contact with teachers. ABC Charts Education Staff Behavior Logs
Child Mental Health Tracking Ongoing Track mental health concerns, consultations and ChildPlus PIR Mental Health Coordinator; referrals with Head Start staff and families Program Management & Systems Specialist Child Protective Services (CPS) August- Schedule mandated reporter trainings for Head Start LCPS Head Start Child Abuse/Neglect Mental Health Coordinator September staff. Reporting Procedure CPS Referral form
As Needed Facilitate and monitor referrals to CPS. CPS Referral form Mental Health Coordinator LCPS Head Start Child Abuse/Neglect Reporting Procedure
Co-Facilitate Health/Mental Health Advisory Fall/Spring Invitations mailed to committee members and families Family Surveys Health Nutrition Coordinator; Committee Meetings who expressed interest on the Family Survey ChildPlus Mental Health Coordinator completed at Orientation.
Fall/Spring Ensure two meetings are held annually. Head Start Calendar Health Nutrition Coordinator; Mental Health Coordinator Behavior Concern Procedure As Needed Implement the Behavior Protocol when necessary. Behavior Protocol Procedure and Mental Health Coordinator Forms Education Coordinator C+: Family Services Director Education Staff
End of Year Family Events May Assist a classroom with their End of Year picnic/event. Head Start Calendar Mental Health Coordinator
Page 46 LOUDOUN COUNTY PUBLIC SCHOOLS HEAD START PROGRAM PLANNING AND MONITORING CHECKLIST December 2020 through November 2021
DISABILITIES Areas To Be Monitored Time Line How Planning & Monitoring Is To Take Place Document/Tools Responsible Person Service Area Plans May - June Revise service area plans relating to Education Service Area Plans Disabilities Coordinator annually and as needed. Mental Health Coordinator Special Education Meetings Ongoing Attend all Special Education contact meetings and ChildPlus Disabilities Module Disabilities Coordinator; those meetings related to any child in any stage of the Mental Health Coordinator; child study/IEP process. Education Coordinator
Transition Spring Work with the LCPS Elementary Education Supervisor, ChildPlus Disabilities Module Disabilities Coordinator the ECSE Supervisor, and the EL Specialist to plan Mental Health Coordinator transition into Kindergarten with IEP goals.
Spring Collaborate with ECSE teachers to determine IEP Documentation Disabilities Coordinator; Kindergarten placement and goals. ChildPlus Disabilities and Education Mental Health Coordinator; Modules Education Coordinator; Education Staff; LCPS ECSE Department; Child’s Home School Staff Disabilities Training August and Provide any necessary trainings to meet the needs of Head Start Calendar; Disabilities Coordinator; Ongoing as the Head Start Education Staff. ChildPlus Disabilities and Education Mental Health Coordinator; needed Modules Education Coordinator
Child Study Referrals As Needed Follow LCPS Special Education protocol and timelines. Referral Forms Disabilities Coordinator; ChildPlus Disabilities Module Education Staff; Health Nutrition Coordinator; Mental Health Coordinator; Education Coordinator
Special Education Services As Needed Collaborate with LCPS special educators to provide ChildPlus Disabilities Module Disabilities Coordinator; Special Education services to Head Start Students as Mental Health Coordinator; necessary. Education Staff; Education Coordinator; Health Nutrition Coordinator
Internal Agreement Annually Revise Internal Agreement as needed based on Internal Agreement Director; changes in key personnel in either agency or changes LCPS Supervisor of Special in Federal or State Legislation (IDEA). Education
ServiceAreas/PlanningandMonitoringChecklist Revised: 05/27/2020
Page 47 Loudoun County Public Schools Head Start Program Self-Assessment Report 2019-2020
Introduction Loudoun County Public Schools (LCPS) received its first grant from the Office of Head Start in 1994 to serve 68 children and their families. With guidance from the Community Assessment and the availability of expansion grants, the program has expanded twice and currently receives funding to provide services for 100 children and their families. Because of the strong support from the LCPS Transportation Department, eligible children in all locations throughout the county can participate in Head Start. This center-based, school-year program operates out of six classrooms: four within high schools in collaboration with the LCPS Family and Consumer Sciences program for high school students interested in pursuing a career in early childhood education, and two in elementary schools. Two classrooms in the areas of highest need serve children for 6.5 hours a day and the remaining four classrooms serve children for 4 hours a day. Historically a rural, agriculturally based county, Loudoun has become a thriving metropolitan suburb. Loudoun’s population has tripled since 1990 which has resulted in increased commercial and housing development.
Methodology The LCPS Head Start Program Self-Assessment Team included Policy Council members, Head Start parents, community members, the Head Start Management Team, and the Head Start Education Staff. Due to Governor Northam’s Stay-at-Home Order in place as a result of the COVID-19 pandemic, the Self-Assessment Team was unable to meet in person as scheduled. The Team agreed to collect information and review data regarding the program through online surveys and virtual meetings in March and April of 2020.
The Head Start Management Team provided training for the Self-Assessment Team regarding the purpose and activities of Self-Assessment. At the outset of the process, the Self-Assessment Team was given an opportunity to revisit the program vision and mission statements. The Management Team explained the difference between ongoing monitoring to ensure compliance and self- assessment to support accountability and effective use of resources. The Self-Assessment Team was tasked with considering a variety of program data to identify both strengths and challenges with an emphasis on sharing ideas to improve program systems and to maximize use of resources. Time was given for data review and reflection. The Team then made program recommendations for the upcoming school year.
The Self-Assessment Team examined a variety of data including the following: • Health & Safety Checklists • Transportation Services Checklists • Monthly Family Services File Audits • Community Assessment data • Program Information Report (PIR) • Federal and local CLASS data • Child Outcomes Data: Child Observation Report, PALs scores, DECA results • Eligibility, Recruitment, Selection, Enrollment and Attendance (ERSEA) data
Page 48 • Health, Mental Health & Nutrition Data • Ongoing Monitoring Results • Family Engagement Outcomes • Fiscal Reports
Additionally, as part of the Self-Assessment process, Self-Assessment Team members reviewed the following program documents: • Five-Year Program Goals • School Readiness Goals • 2018-2019 Self-Assessment Report
Key Insights During the data review and reflection process, the Self-Assessment Team identified numerous program strengths as well as areas for improvement.
The Ongoing Monitoring process identified one area in need of improvement to ensure compliance with the Head Start Program Performance Standards. In the area of Eligibility, Recruitment, Selection, Enrollment and Attendance, it is noted that multiple families who are identified by the school district with McKinney-Vento Status as homeless are still missing health documents despite timely and consistent follow-up and assistance provided by Head Start staff members. Obtaining these documents is often difficult due to families’ lack of legal documentation, lack of health insurance, and conflicting work schedules. The Team noted the need to make changes to the health documentation system for families identified as McKinney- Vento eligible. It was recommended to consult the Health/Mental Health Advisory Committee regarding the continuing necessity of a parent tuberculosis screening or test in the absence of LCPS or Head Start requirements as it currently presents a barrier to parents/guardians.
The Self-Assessment Team identified the Policy Council election, training and implementation process as a strength in the area of Program Governance. The Team noted evidence of representation from each classroom, parental involvement, community engagement, transparency in budget spending, effective planning, and clear and respectful communication. Policy Council meetings were moved to the evening to best accommodate members’ schedules.
In the area of Health and Safety systems, the vision screening partnership with the local Lion’s Club has led to the identification and treatment of vision concerns for Head Start students. Systems in place such as Health and Safety Checklists and monthly audits of service areas effectively ensured timely follow up to address any environmental concerns and to provide support to children and families. The Self-Assessment Team identified classroom health and safety procedures as an area in need of improvement. The Team suggested revising policies and procedures surrounding improving classroom sanitization and creating a uniform safety procedure for ensuring all students are counted when outside of the classroom as not all classrooms currently use the same procedure.
Page 49 In the area of School Readiness, the Self-Assessment Team noted the value of increasing program days from 4 to 5 days a week in the 2019-2020 school year for the addition of 32 planned instructional days. Additionally, two classes were converted from part-day to full school day following the receipt of a Supplemental Duration Grant from the Office of Head Start. The Self- Assessment Team also noted that student outcome data shows that the Education Staff consistently individualize for students and provide opportunities for higher level development throughout the school year. Continued Professional Development opportunities to promote children’s thinking and problem solving, to use feedback to deepen understanding and to help children develop more complex language skills will be offered. The Team noted the need for additional staff development as a focus area for the upcoming school year. The Education Staff have had a reduction in staff meeting time due to the increase in school days and requested additional time as a group to coordinate on program initiatives and interdisciplinary child and family support.
The Self-Assessment Team noted the Head Start data collection system as a program strength. The continued transition to fully utilize the ChildPlus data management system in the areas of student attendance and family services along with the expanded use of the Google Team Drive allows staff to have comprehensive and cohesive communication in collecting data and providing services to families. The Team noted student data entry in the online Child Observation Record (COR) conducted by the Education Staff as a continued area in need of modification to enhance efficiency and individualization. Staff training time during the 2019-2020 school year was reduced due to the increase in program days from 4 to 5 days a week. Teachers and Teacher Assistants have been given the opportunity to participate in virtual HighScope COR Advantage training in May 2020 during the extended school closure.
Review of ERSEA data indicated continued efficiency resulting in the program starting the school year at full enrollment. The Team noted that the Western Loudoun Woodgrove Head Start classroom never achieved full enrollment during this school year. This resulted in the remaining classrooms enrolling extra students to maintain full programmatic enrollment. The Self- Assessment Team suggested researching alternative enrollment plans to ensure the Woodgrove classroom reaches full enrollment for the 2020-2021 school year. Further, although improved over the previous school year, a review of attendance data indicated a relatively high rate of moderate to chronic absenteeism. This issue was present across all class sites. The Self-Assessment Team discussed continuing attendance as a multidisciplinary focus for the upcoming school year.
Interrogation of family data indicated an increase in the number of families experiencing homelessness and requiring basic needs like food, clothing and housing. The Self-Assessment Team noted the collaboration between the Family Service staff to provide needed goods, services, and community referrals to families as an area of strength. The Self-Assessment Team suggested more collaboration between the Head Start Family Service Professionals and the Education Staff with regard to sharing information provided to families.
In the area of Mental Health, the Self-Assessment Team recognized the addition of classroom observations and coaching, a Conscious Discipline book study and professional development as instrumental in addressing challenging behavior at school. The Team also noted the value of using
Page 50 the Devereaux Early Childhood Assessment (DECA) strengths-based assessment tool and accompanying classroom strategy guide to promote resilience in preschool students. Additional staff training and incorporation of the DECA assessment and strategy system is a suggested area of continued focus for the upcoming school year.
Progress in Meeting Program Goals The LCPS Head Start program completed Year Five of a five-year grant on November 30, 2019 and is currently providing services with funding from a temporary seven-month grant from the Office of Head Start. The Management Team applied for a new competitive five-year grant that is scheduled to begin on July 1, 2020. The Management Team is confident in the abilities of the staff and the quality of Head Start services provided and is operating with the plan that services will continue uninterrupted after July 1.
The Management Team shared progress toward completing the program’s five-year multidisciplinary program goal of improving student attendance. At the time of the extended school closure, student attendance had shown improvement over the previous school year, with fewer students in the chronic absence range and more students in the 90% or better attendance range (the gold standard for school success). Data review of current program goals will influence the planning of goals for the upcoming five years should the funding opportunity be awarded.
Recommendations: Following is a list of conclusions based on the insights developed through the Self-Assessment process. Next steps for the 2020-2021 school year are identified below.
a. The Head Start Management Team will revise and provide training for the Education Staff regarding a uniform procedure for using classroom sanitizing equipment and targeted deep cleaning strategies to improve the cleanliness of the classroom. The Management Team will also revise and provide training for a uniform safety procedure for counting students throughout the school day. The Health/Nutrition Coordinator will propose changes to the health documentation system for families identified as McKinney-Vento eligible to improve completion rates within the required timelines.
b. The Education Coordinator will collaborate with the Education Staff to develop a system for more timely entering of child assessment data to enhance student individualization. The Management Team will schedule more frequent staff meeting time to provide professional development opportunities and to allow for multidisciplinary staff communication and collaboration. The Management Team will also develop a system for regular contact with the Education Staff to provide a spotlight on each service area to deepen understanding of program initiatives and regulations and providing information shared with families.
c. The Management Team, in collaboration with the Policy Council and the Governing Body, will explore different classroom models to allow for full enrollment in the Western Loudoun class.
Page 51 d. Attendance data indicated a high rate of moderate to chronic absenteeism across all areas of the county. The Family and Community Partnership Assistant will continue to monitor absences on a daily basis. The Family and Community Partnership Coordinator will develop Attendance Success Plans to support families of children at risk of missing more than 10% of school days. Data will be shared at regular Attendance Team meetings. The Education Staff will discuss the importance of regular, consistent attendance at the Home Visits and Parent/Teacher conferences. Additional culturally-sensitive training will be provided for parents prior to the start of school regarding the benefits of regular attendance. The staff will continue to share Attendance Report Cards with families during Parent/Teacher Conferences detailing each child’s rate of attendance and strategies for improvement if needed.
Self-Assessment/Documents/Report2019-2020 Revised: 4/13/2020
Page 52 Loudoun County Public Schools Head Start Program School Readiness Goals and Outcomes 2019-20
Social/Emotional Goal: ELOF Goal P-SE 7: Child expresses care and concern toward others. Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Give each child an opportunity to build a Data Points: • Conscious Discipline© large group • Create an in-house assessment trusting relationship with a caring adult COR training: tool/observation for doing © • Help children transition from the “me” of • (D) Emotions • Practice Based Coaching (PBC) on Conscious Discipline with fidelity © toddlerhood to the “us” or “we” of • (F) Building relationships Conscious Discipline • Implement PBC © preschool with other children • Large group training using the DECA • Create a needs assessment for • Give each child the language to use when • Trauma-informed large group training emotional development trying to express themselves Outcomes: • Monthly newsletter to families: Family • Begin partnership with LCPS for • Model caring behavior • (D) 3's: 1.29/2.86 Connections Second Step • Provide the students the opportunity to 4’s: 2.35/4.44 • Attend Equity Training • Reference Behavior Protocol practice expressing care and concern for • (F) 3’s: 2.29/4.13 pyramid model (coaching model) others 4’s: 3.57/4.44 • Call attention to the feelings of others • Acknowledge and label the feelings that children have in common • Create opportunities for children to act with empathy
Correlation with Virginia Foundation Self-Concept b) Begin to recognize and express own emotions using words rather than actions, c) Recognize self as a unique Blocks for Early Learning: individual and respect differences of others; Self-Regulation a) Contribute ideas for classroom rules and routines, b) Follow rules and routines within the learning environment, c) Use classroom materials purposefully and respectfully, d) Manage transitions and adapt to changes in routine, e) Develop positive responses to challenges; Interaction with Others a) Initiate and sustain interactions with other children, b) Demonstrate verbal strategies for making a new friend, c) Interact appropriately with other children and familiar adults by cooperating, helping, sharing, and expressing interest, d) Participate successfully in group settings, f) Begin to recognize and respond to the needs, rights, and emotions of others.
Correlation with Kindergarten Standards K.8 The student will demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for of Learning for VA: certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) following rules and understanding the consequences of breaking rules; e) practicing honesty, self-control, and kindness to others; f) participating in decision making in the classroom; g) participating successfully in group settings.
Page 53 Fine Motor Goal: ELOF Goal P-PMP 3: Child demonstrates increasing control, strength, and coordination of small muscles. Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Tailor “sign-in” activities throughout the Data Points: • Provide Professional Development • Review lesson plans for fine year to promote fine motor skills COR regarding fine motor development motor materials in the different • Provide fine motor opportunities • (J) Fine-motor skills • Create a plan for year-long strategies centers throughout the classroom that involve that support development of fine • Review lesson plans for fine solitary or social play motor skills motor activities during “sign in” • Encourage all students to open their milk Outcomes: times of the day independently each day • (J): 3's: 4.0/6.0 • Use the Materials for Fine-Motor • Provide manipulatives in the sensory 4’s: 3.34/4.93 Movement handout as an table that promote fine motor skills observation tool • Provide items in the toy area that offer • Provide Mentoring and/or students the opportunity to use fine Practice Based Coaching motor skills • Analyze COR (J) • Intentionally plan Small Group time that encompasses writing • Encourage all students to open/close reusable water bottles independently • Provide opportunity for daily independent toothbrushing
Correlation with Virginia Foundation Blocks for Manipulative Skills: Early Learning: b) Manipulate small objects using one hand independently, the other hand independently, and both hands working on the same task. Correlation with Kindergarten Standards of Knowledge and Skills: Learning for VA: • K.11 The student will print in manuscript. (a) print uppercase and lowercase letters of the alphabet independently. (b) print his/her first and last names.
Page 54 Language Goal: ELOF SR-goals-Goal P-LC 5: Child uses increasingly complex language in conversation with others. (This is also an EL goal) Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Model appropriate speech Data Points: • Large group trainings on CLASS: • Review lesson plans to ensure • Listen to children speak COR: Language Modeling focus on vocabulary words • Use questions sparingly • (L) Speaking • Large group training on WIDA Can- • Implement CLASS Language • Encourage children to talk instead of • (M) Listening and Do descriptors to support EL Modeling “checklist” using gestures comprehension students • Analyze COR (L), (M), and (HH) • Encourage children to talk to one • (HH) History • Provide individual mentoring for • CLASS: Regard for Student another new staff or if requested Perspectives • Expand words or phrases into sentences • Monthly email to support language • Involve children in feedback loops during Outcomes: development conversations • (L): 3's: 2.14/3.27 • Implement the Ready DLL Mobile • Provide children opportunities to speak 4’s: 2.74/3.67 App • Encourage children to describe their • Utilize ECLKC In Service Suites experiences and thoughts • (M): 3's: 1.71/2.5 • Use Effective Practice Guides • Read books and tell stories with both 4’s: 2.87/3.67 (ECLKC) for teaching practices basic and unusual vocabulary words • Introduce new vocabulary • (HH): 3's: 2.0/2.0 4’s: 2.65/3.89
Correlation with Virginia Foundation Blocks for Oral Language: Early Learning: a) listen with increasing attention to spoken language, conversations, and texts read aloud b) use complete sentences to ask and answer question about experiences or about what has been read c) use appropriate and expanding language for a variety of purposes, e.g. ask questions, express needs, get information d) engage in turn taking exchanges and rule of polite conversations with adults and peers, understanding that conversation is interactive Correlation with Kindergarten Standards of Oral Language: Learning for VA: • K.1. The student will demonstrate growth in the use of oral language. d) Begin to discriminate between spoken sentences, words, and syllable. • K.4. The student will hear, say, and manipulate phonemes (small units of sound) of spoken language. b) identify words orally according to shared beginning or ending sounds
Page 55 Literacy Goal: ELOF SR-goals-Goal P-LIT 3: Child identifies letters of the alphabet and produces correct sounds associated with letters. Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Provide a print rich environment Data Points: • Provide Practice Based Coaching • Analyze palsTM scores • Encourage children to make alphabet • palsTM data will be used • Send monthly emails to the Education • Analyze COR (O) letters and books to measure progress Staff regarding alphabetic knowledge • Implement Practice Based Coaching • Encourage children to identify alphabet toward the goal • Education Staff will share one idea that letters in print both indoors and outdoors they are using for Alphabetic • Mid-year pals’ • Encourage children to draw, scribble, and Knowledge at staff meetings write letters assessments will include • Each student will choose a LetterLink that Upper and Lower-case corresponds to the sound of the first alphabet and letter sounds letter in their name • COR assessment tool will • Students will experience opportunities to be used in the area of: have their words and/or sentences o (O) Alphabetic written down Knowledge • Display letters of the alphabet in various areas of the classroom Outcomes: • Label classroom areas with written signs • (O): 3's: 1.5/3.0 • Provide a daily sign-in activity 4’s: 3.06/3.73 • Plan intentional small groups to include alphabet and letter sounds • Use alphabet letters and sounds during transitions
Correlation with Virginia Foundation Blocks for Letter Knowledge and Early Word Recognition: Early Learning: a) Identify and name uppercase and lowercase letters in random order b) Identify the letter that represents a spoken sound c) Provide the most common sound for the majority of letters Correlation with Kindergarten Standards of Reading: Learning for VA • K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet.
Page 56 Math Goal: ELOF Goal P-MATH 1: Child knows number names and the count sequence Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Provide counting boxes/cards/puzzles Data Points: • Provide monthly email highlighting the • Analyze COR (S) for students to use in the classroom COR HighScope Number Plus math • Use the Number Identification • Count aloud the number of students • (S) Number & Counting curriculum Screening Tool in each classroom to that get off the bus and throughout • Provide HighScope training regarding assess student status three times a the day through transitions Outcomes: intentionally planned small groups year • Include number names and counting in • (S): 3's: 1.71/2.4 that encompass counting and number the Question of the Day and the 4’s: 3.18/4.34 identification Morning Message • Provide a training for the Number • Intentionally plan Small Group time Identification Screening Tool to be that encompass counting and number used to assess student knowledge identification • Read aloud books at Large Group time that include counting with numbers • Provide items in the toy area that offer students the opportunity to count and identify numbers
Correlation with Virginia Foundation Blocks Number and Number Sense: for Early Learning: a) Count forward to 20 or more. Count backward from 5. b) Count a group (set/collection) of five to ten objects by touching each object as it is counted and saying the correct number (one-to-one correspondence).
Correlation with Kindergarten Standards of Whole Number Concepts: Learning for VA: • K.1. The student, given 2 sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using one-to-one correspondence. • K.2. The student, given a set containing 15 or fewer concrete objects, will a) tell how many are in the set by counting the number of objects orally b) write the numeral to tell how many are in the set; and c) select the corresponding numeral from a given set of numerals
Page 57 Science Goal: ELOF Goal P-SCI 6: Child analyzes results, draws conclusions, and communicates results Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Assist students in using the “Preschool Data Points: • Preschool Scientific Method large- • CLASS observations: Concept scientific method” COR: group training Development • Involve each student in asking and • (W) Data Analysis • Partnership with Audubon Society • Analyze COR (W) and (CC) answering questions and applying problem- “field trips” • (CC) Experimenting, solving strategies • CLASS training on Concept predicting, and drawing • Use scientific language with children about Development their actions, observations, and discoveries conclusions • Science center/sensory/art centers in classrooms Outcomes: • (W): 3's: 1.43/x 4’s: 3.16/4.40
• (CC): 3's: 1.14/3.0 4’s: 2.57/3/87
Correlation with Virginia Foundation Blocks for Approaches to Learning: Early Learning: b) Demonstrate ability to learn from experiences by applying prior knowledge to new situations. e) Attempt to complete a task in more than one way before asking for help.
Correlation with Kindergarten Standards of Scientific Investigation, Reasoning, and Logic: Learning for VA: • K.1 The student will conduct investigations in which a) basic properties of objects are identified by direct observation; b) observations are made from multiple positions to achieve different perspectives; c) objects are described both pictorially and verbally; d) a set of objects is sequenced according to size; e) a set of objects is separated into two groups based on a single physical attribute; f) nonstandard units are used to measure common objects; g) a question is developed from one or more observations; h) picture graphs are constructed using 10 or fewer units; i) an unseen member in a sequence of objects is predicted; and j) unusual or unexpected results in an activity are recognized.
Goals/SchoolReadinessGoals/SchoolReadinessGoalsandOutcomes2019-20 Revised:4/13/2020
Page 58 Loudoun County Public Schools Head Start Program School Readiness Goals 2020-2021
Social/Emotional Goal: ELOF Goal P-SE 7: Child expresses care and concern toward others. Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Give each child an opportunity to build a Data Points: • Conscious Discipline© large group • Create an in-house assessment trusting relationship with a caring adult COR training: We Care Basket/Helpful Acts tool/observation for doing © • Help children transition from the “me” of • (D) Emotions • Practice Based Coaching (PBC) on Conscious Discipline with fidelity © toddlerhood to the “us” or “we” of • (F) Building relationships Conscious Discipline • Implement PBC © preschool with other children • Large group training using the DECA • Create a needs assessment for • Give each child the language to use when • Trauma-informed large group training emotional development trying to express themselves Outcomes: • Monthly newsletter to families: Family • Begin partnership with LCPS for • Model caring behavior • (D) 3's: Connections Second Step • Provide the students the opportunity to 4’s: • Attend Equity Training • Reference Behavior Protocol practice expressing care and concern for • (F) 3’s: pyramid model (coaching model) others 4’s: • Call attention to the feelings of others • Acknowledge and label the feelings that children have in common • Create opportunities for children to act with empathy
Correlation with Virginia Foundation Self-Concept b) Begin to recognize and express own emotions using words rather than actions, c) Recognize self as a unique Blocks for Early Learning: individual and respect differences of others; Self-Regulation a) Contribute ideas for classroom rules and routines, b) Follow rules and routines within the learning environment, c) Use classroom materials purposefully and respectfully, d) Manage transitions and adapt to changes in routine, e) Develop positive responses to challenges; Interaction with Others a) Initiate and sustain interactions with other children, b) Demonstrate verbal strategies for making a new friend, c) Interact appropriately with other children and familiar adults by cooperating, helping, sharing, and expressing interest, d) Participate successfully in group settings, f) Begin to recognize and respond to the needs, rights, and emotions of others.
Correlation with Kindergarten Standards K.8 The student will demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for of Learning for VA: certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) following rules and understanding the consequences of breaking rules; e) practicing honesty, self-control, and kindness to others; f) participating in decision making in the classroom; g) participating successfully in group settings.
Page 59 Fine Motor Goal: ELOF Goal P-PMP 3: Child demonstrates increasing control, strength, and coordination of small muscles. Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Tailor “sign-in” activities throughout the Data Points: • Provide Professional Development • Review lesson plans for fine year to promote fine motor skills COR regarding fine motor development motor materials in the different • Provide fine motor opportunities • (J) Fine-motor skills • Create a plan for year-long strategies centers throughout the classroom that involve that support development of fine • Review lesson plans for fine solitary or social play motor skills motor activities during “sign in” • Encourage all students to open their milk Outcomes: • ECER’S item 17 Fine motor times of the day independently each day • (J): 3's: • Use the Materials for Fine-Motor • Provide manipulatives in the sensory 4’s: Movement handout as an table that promote fine motor skills observation tool • Provide items in the toy area that offer • Provide Mentoring and/or students the opportunity to use fine Practice Based Coaching motor skills • Analyze COR (J) • Intentionally plan Small Group time that encompasses writing • Encourage all students to open/close reusable water bottles independently • Provide opportunity for daily independent toothbrushing
Correlation with Virginia Foundation Blocks for Manipulative Skills: Early Learning: b) Manipulate small objects using one hand independently, the other hand independently, and both hands working on the same task. Correlation with Kindergarten Standards of Knowledge and Skills: Learning for VA: • K.11 The student will print in manuscript. (a) print uppercase and lowercase letters of the alphabet independently. (b) print his/her first and last names.
Page 60 Language Goal: ELOF SR-goals-Goal P-LC 5: Child uses increasingly complex language in conversation with others. (This is also an EL goal) Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Model appropriate speech Data Points: • Large group trainings on CLASS: • Review lesson plans to ensure • Listen to children speak COR: Language Modeling focus on vocabulary words • Use questions sparingly • (L) Speaking • Large group training on WIDA Can- • Implement CLASS Language • Encourage children to talk instead of • (M) Listening and Do descriptors to support EL Modeling “checklist” using gestures comprehension students • Analyze COR (L), (M), and (HH) • Encourage children to talk to one • (HH) History • Provide individual mentoring for • CLASS: Regard for Student another new staff or if requested Perspectives • Expand words or phrases into sentences • Monthly email to support language • CLASS: Language Modeling • Involve children in feedback loops during Outcomes: development • CLASS: Quality of Feedback conversations • (L): 3's: • Implement the Ready DLL Mobile • Provide children opportunities to speak 4’s: App • Encourage children to describe their • Utilize ECLKC In Service Suites experiences and thoughts • (M): 3's: • Use Effective Practice Guides • Read books and tell stories with both 4’s: (ECLKC) for teaching practices basic and unusual vocabulary words • ECER’S items 12 Helping children • Introduce new vocabulary • (HH): 3's: expand vocabulary and item 13 4’s: Encouraging children to use language
Correlation with Virginia Foundation Blocks for Oral Language: Early Learning: a) listen with increasing attention to spoken language, conversations, and texts read aloud b) use complete sentences to ask and answer question about experiences or about what has been read c) use appropriate and expanding language for a variety of purposes, e.g. ask questions, express needs, get information d) engage in turn taking exchanges and rule of polite conversations with adults and peers, understanding that conversation is interactive Correlation with Kindergarten Standards of Oral Language: Learning for VA: • K.1. The student will demonstrate growth in the use of oral language. d) Begin to discriminate between spoken sentences, words, and syllable. • K.4. The student will hear, say, and manipulate phonemes (small units of sound) of spoken language. b) identify words orally according to shared beginning or ending sounds
Page 61 Literacy Goal: ELOF SR-goals-Goal P-LIT 3: Child identifies letters of the alphabet and produces correct sounds associated with letters. Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Provide a print rich environment Data Points: • Provide Practice Based Coaching • Analyze palsTM scores • Encourage children to make alphabet • palsTM data will be used • Send monthly emails to the Education • Analyze COR (O) letters and books to measure progress Staff regarding alphabetic knowledge • Implement Practice Based Coaching • Encourage children to identify alphabet toward the goal • Education Staff will share one idea that letters in print both indoors and outdoors they are using for Alphabetic • Mid-year pals’ • Encourage children to draw, scribble, and Knowledge at staff meetings write letters assessments will include • Each student will choose a LetterLink that Upper and Lower-case corresponds to the sound of the first alphabet and letter sounds letter in their name • COR assessment tool will • Students will experience opportunities to be used in the area of: have their words and/or sentences o (O) Alphabetic written down Knowledge • Display letters of the alphabet in various areas of the classroom Outcomes: • Label classroom areas with written signs • (O): 3's: • Provide a daily sign-in activity 4’s: • Plan intentional small groups to include alphabet and letter sounds • Use alphabet letters and sounds during transitions
Correlation with Virginia Foundation Blocks for Letter Knowledge and Early Word Recognition: Early Learning: a) Identify and name uppercase and lowercase letters in random order b) Identify the letter that represents a spoken sound c) Provide the most common sound for the majority of letters Correlation with Kindergarten Standards of Reading: Learning for VA • K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet.
Page 62 Math Goal: ELOF Goal P-MATH 1: Child knows number names and the count sequence Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Provide counting boxes/cards/puzzles Data Points: • Provide monthly email highlighting the • Analyze COR (S) for students to use in the classroom COR HighScope Number Plus math • Use the Number Identification • Count aloud the number of students • (S) Number & Counting curriculum Screening Tool in each classroom to that get off the bus and throughout • Provide HighScope training regarding assess student status three times a the day through transitions Outcomes: intentionally planned small groups year • Include number names and counting in • (S): 3's: that encompass counting and number the Question of the Day and the 4’s: identification Morning Message • Provide a training for the Number • Intentionally plan Small Group time Identification Screening Tool to be that encompass counting and number used to assess student knowledge identification • ECER’S Items 23 Math materials and • Read aloud books at Large Group time activities, 24 Math in daily events and that include counting with numbers item 25 Understanding written • Provide items in the toy area that offer number students the opportunity to count and identify numbers
Correlation with Virginia Foundation Blocks Number and Number Sense: for Early Learning: a) Count forward to 20 or more. Count backward from 5. b) Count a group (set/collection) of five to ten objects by touching each object as it is counted and saying the correct number (one-to-one correspondence).
Correlation with Kindergarten Standards of Whole Number Concepts: Learning for VA: • K.1. The student, given 2 sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using one-to-one correspondence. • K.2. The student, given a set containing 15 or fewer concrete objects, will a) tell how many are in the set by counting the number of objects orally b) write the numeral to tell how many are in the set; and c) select the corresponding numeral from a given set of numerals
Page 63 Science Goal: ELOF Goal P-SCI 6: Child analyzes results, draws conclusions, and communicates results Teaching Practices Data Points & Outcomes PD Plan Program Strategies/Action Plan • Assist students in using the “Preschool Data Points: • Preschool Scientific Method large- • CLASS observations: Concept scientific method” COR: group training Development • Involve each student in asking and • (W) Data Analysis • Partnership with Audubon Society • Analyze COR (W) and (CC) answering questions and applying problem- “field trips” • (CC) Experimenting, solving strategies • CLASS training on Concept predicting, and drawing • Use scientific language with children about Development their actions, observations, and discoveries conclusions • Science center/sensory/art centers in classrooms Outcomes: • ECRS Items 22 Nature/Science • (W): 3's: 4’s:
• (CC): 3's: 4’s:
Correlation with Virginia Foundation Blocks for Approaches to Learning: Early Learning: b) Demonstrate ability to learn from experiences by applying prior knowledge to new situations. e) Attempt to complete a task in more than one way before asking for help.
Correlation with Kindergarten Standards of Scientific Investigation, Reasoning, and Logic: Learning for VA: • K.1 The student will conduct investigations in which a) basic properties of objects are identified by direct observation; b) observations are made from multiple positions to achieve different perspectives; c) objects are described both pictorially and verbally; d) a set of objects is sequenced according to size; e) a set of objects is separated into two groups based on a single physical attribute; f) nonstandard units are used to measure common objects; g) a question is developed from one or more observations; h) picture graphs are constructed using 10 or fewer units; i) an unseen member in a sequence of objects is predicted; and j) unusual or unexpected results in an activity are recognized.
Goals/SchoolReadinessGoals/SchoolReadinessGoals2020-21 New: 4/3/2020
Page 64 Loudoun County Public Schools Head Start Program Five-Year Program Goal - Year One
Goal: Promote Regular Attendance The LCPS Head Start program will develop a comprehensive plan to maximize all children’s learning opportunities and promote their regular attendance at school. Objectives Expected Outcomes Data, Tools, or Methods for Tracking Progress 1. The LCPS Head Start program will continue 1. Parents/guardians will report an increase 1. Parent/Guardian Surveys to develop an education program to in knowledge about the importance of Scaled Family Assessment Tool strengthen parents’ understanding of the regular attendance. Attendance Report Card importance of their role in supporting their • Parents/guardians will participate in ChildPlus Attendance Analyses: Daily, child’s regular attendance at school. Head attendance education events. Weekly and Monthly Start will ensure that families understand • Parents/guardians will attend Family Parent/Teacher Conference Reports the impact of chronic absenteeism. Connection Classes at their school. Parent Attendance at program events
2. The LCPS Head Start program will partner 2. LCPS Head Start will align community 2. Parent/Guardian Surveys with agencies available in the community to partnership with current family needs. Scaled Family Assessment Tool help support families experiencing stressors • Parents/guardians will report that Parent Attendance at program events that impact child attendance. Collaboration connection to community partners Community Assessment with community agencies will be phased in met their needs. Ongoing Monitoring yearly based on identification of family Self-Assessment needs in the Community Assessment. Program Information Report (PIR)
3. The LCPS Head Start program will continue 3. Number of days of absence due to illness 3. Phoenix Absence Reason Codes to develop a plan to improve the sanitation will decrease. ChildPlus Attendance Analyses: Daily, of the classroom in an attempt to reduce the Weekly and Monthly spread of viruses and thus the number of Attendance Report Card absences due to illness.
Correlation with Parent and Family Engagement Outcomes: Family Well-Being, Families as Lifelong Educators, Families as Learners Correlation with School Readiness Goals: Language & Literacy, Cognition & General Knowledge, Approaches to Learning, Social & Emotional Development, Physical Development & Health
Goals/ProgramGoals/Five-YearProgramGoal Revised: 4/2/2020 Page 65 Loudoun County Public Schools Head Start Program
Internal Dispute Resolution Procedure 1301.6 Impasse procedures (a) To facilitate meaningful consultation and collaboration about decisions of the governing body and the policy council, each agency’s governing body and policy council jointly must establish written procedures for resolving internal disputes between the governing board and policy council in a timely manner that include impasse procedures. These procedures must: (1) Demonstrate that the governing body considers proposed decisions from the policy council and that the policy council considers proposed decisions from the governing body; (2) If there is a disagreement, require the governing body and the policy council to notify the other in writing why it does not accept a decision; and, (3) Describe a decision-making process and a timeline to resolve disputes and reach decisions that are not arbitrary, capricious, or illegal. (b) If the agency’s decision-making process does not result in a resolution and an impasse continues, the governing body and policy council must select a mutually agreeable third-party mediator and participate in a formal process of mediation that leads to a resolution of the dispute. (c) For all programs except American Indian and Alaska Native programs, if no resolution is reached with a mediator, the governing body and policy council must select a mutually agreeable arbitrator whose decision is final.
Any internal dispute or impasse between the Loudoun County Public Schools (LCPS) School Board and the Head Start Policy Council, which is not resolved through the flow of communication and participation of the non-voting contributing members from Head Start, will be resolved utilizing the following procedure:
1. A committee consisting of the Head Start Director, a School Board member or designee and the Chairperson of the Policy Council or designee will meet to address the disagreement and to determine what options are available to resolve the dispute. This meeting will take place within seven (7) working days from the dispute.
2. The committee will present a recommendation of what option(s) they feel will resolve the dispute to the School Board and Policy Council at a called meeting. This meeting will take place within ten (10) days from when the committee initially met.
3. If the School Board and Policy Council do not accept the committee’s recommendation and reach an impasse, both the Board and Policy will notify the other in writing why it does not accept the recommendation. Following this, a member from each governing body will be selected to meet with an impartial mediator. Both the Board and Policy Council will agree to work to resolve differences. If no agreement is reached, the governing body with legal and fiscal responsibilities will preside.
PoliciesandProcedures/ProgramGovernance/InternalDisputeResolutionProcedureRevised: 5/4/2017
Page 66 Loudoun County Public Schools Head Start Program Complaint Form: Family and Community
PARENT'S NAME
ADDRESS
NAME OF CHILD
CLASSROOM/CENTER
1. Nature of Complaint: Briefly describe incident or problem. Be specific and include relevant data. (If additional space is needed, use the back of this form).
2. On what date(s) did you observe the incident, or on what dates did the problem occur?
3. Did you discuss the incident or problem with the classroom teacher or person involved? YES NO
If yes, please describe the response:
4. Do you wish your complaint to be kept confidential? YES NO
______Signature Date
Submit to: Charisse Rosario, Supervisor Head Start Program 43711 Partlow Road Ashburn, VA 20147-4718
Forms/Family & Community Partnership/ComplaintFormFamily&Community Page 67 HEAD START PROGRAM Loudoun County Public Schools 43711 Partlow Road Ashburn, VA 20147-4718 571-252-2110 Fax: 703-669-1444
Standards of Conduct, Confidentiality Policy & Conflict of Interest for Staff, Consultants and Volunteers
Standards of Conduct:
According to §1302.90(c) of the Head Start Program Performance Standards, the program must ensure that all staff, consultants, contractors and volunteers abide by the program’s standards of conduct. These standards specify that LCPS Head Start must:
• Ensure staff, consultants, contractors, and volunteers implement positive strategies to support children’s well-being and prevent and address challenging behavior;
• Ensure staff, consultants, contractors, and volunteers do not maltreat or endanger the health or safety of children, including, at a minimum, that staff must not:
o Use corporal punishment; o Use isolation to discipline a child; o Bind or tie a child to restrict movement or tape a child’s mouth; o Use or withhold food as a punishment or reward; o Use toilet learning/training methods that punish, demean, or humiliate a child; o Use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child; o Physically abuse a child; o Use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child’s family; or, o Use physical activity or outdoor time as a punishment or reward;
• Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition;
• Require staff, consultants, contractors, and volunteers to comply with program confidentiality policies concerning personally identifiable information about children, families, and other staff members in accordance with subpart C of part 1303 of this chapter and applicable federal, state, local, and tribal laws; and,
• Ensure no child is left alone or unsupervised by staff, consultants, contractors, or volunteers while under their care.
Page 68 Conflict of Interest:
According to section 642(c) of the Head Start Act, the program must ensure that:
Members of the Governing Body shall –
• not have a financial conflict of interest with the Head Start agency; • not receive compensation for serving on the governing body or for providing services to the Head Start agency; • not be employed, nor shall members of their immediate family be employed, by the Head Start agency • operate as an entity independent of staff employed by the Head Start agency.
Members of the Policy Council shall –
• not have a conflict of interest with the Head Start agency; and • not receive compensation for serving on the policy council or for providing services to the Head Start agency (except parents who occasionally substitute as staff).
Confidentiality Policy:
It is the policy of LCPS Head Start that all staff, consultants and volunteers are ethically and legally bound to maintain confidentiality about all information pertaining to staff, children and families. This includes revealing the identity, verbal or written communications, actions or records of children, families or staff.
The only circumstances in which information regarding families, children or staff may be released are: • with a written or verbal release • under court order or subpoena • in a medical emergency • as required by law, such as mandated reporting of suspected child abuse or neglect
All staff shall sign a confidentiality statement prior to beginning their job duties.
Child, family and employee records are not to be removed from the facility in which they belong without specific authorization of the Director or designee.
Staff records shall be kept confidential unless permitted by law or by written release from the employee.
All unsolicited inquiries by newspapers, radio stations, television stations or magazines will be referred to the Director. No information regarding current or former families or employees will be given to the media for any reason without specific written consent.
Page 69 LCPS Staff: I understand that violations of any of the above standards will result in sanctions as outlined in the LCPS Personnel Policy. Consultants and Volunteers: I understand that LCPS has the right to terminate my services as required and without notice as a result of violation of any of the above standards.
➢ By my signature below, I acknowledge that I have received and read the LCPS Head Start Standards of Conduct and Confidentiality Policy, and I agree to abide by these policies. I agree that I do not have a conflict of interest with LCPS Head Start.
______Printed Name School/Organization
______Signature Date
Forms/StandardsofConduct,ConfidentialityPolicyandConflictofInterestforStaff,ConsultantsandVolunteers Revised: 10/19/2016
Page 70 Loudoun County Public Schools Head Start Program
Personnel Policies and Procedures
§ 1302.90 Personnel policies. (a) Establishing personnel policies and procedures. A program must establish written personnel policies and procedures that are approved by the governing body and policy council or policy committee and that are available to all staff.
As a part of the Loudoun County Public Schools (LCPS), Head Start follows the LCPS Personnel Policies and Regulations. The Head Start Director is responsible for ensuring that all additional guidelines set forth in the Head Start Program Performance Standards are also met.
Advertising and recruiting activities conform to the requirements of an Equal Opportunity Employer. All job opportunities identify that the employer is an Equal Opportunity Employer.
Head Start seeks to secure employees through an effective advertising and recruitment program based upon job requirements. The Head Start Director prepares position descriptions which are advertised by LCPS Personnel.
LCPS Personnel is responsible for determining that candidates for employment meet job qualifications, verification of personal and employment references and conducting a criminal record check prior to hire. All current and prospective employees sign a declaration prior to employment that lists all pending and prior criminal arrests and charges related to child sexual abuse and their disposition, convictions related to other forms of child abuse and neglect and all convictions of violent felonies. Each application for employment is reviewed individually in order to assess the relevancy of an arrest, a pending criminal charge, or a conviction.
The Head Start Director is responsible for bringing the most qualified applicants, based on education and experience, to the Head Start Personnel Committee for interview. After interviewing the prospective candidates, the Personnel Committee shall select the best candidate by vote. Parents/guardians of past or present Head Start students will be given priority in hiring if they are as well qualified as other applicants.
Each service area manager maintains Service Area Plans with action steps, timeline and documentation to ensure that all requirements in the Program Performance Standards are met. Additional details regarding the following Standards and clarifications can be found in individual Service Area Plans.
Page 71 Section 1 - Staff Qualifications
§1302.91 Staff qualification and competency requirements
(b) Early Head Start or Head Start director. A program must ensure an Early Head Start or Head Start director hired after November 7, 2016, has, at a minimum, a baccalaureate degree and experience in supervision of staff, fiscal management, and administration. (c) Fiscal officer. A program must assess staffing needs in consideration of the fiscal complexity of the organization and applicable financial management requirements and secure the regularly scheduled or ongoing services of a fiscal officer with sufficient education and experience to meet their needs. A program must ensure a fiscal officer hired after November 7, 2016, is a certified public accountant or has, at a minimum, a baccalaureate degree in accounting, business, fiscal management, or a related field. (d) Child and family services management staff qualification requirements. (1) Family, health, and disabilities management. A program must ensure staff responsible for management and oversight of family services, health services, and services to children with disabilities hired after November 7, 2016 have, at a minimum, a baccalaureate degree, preferably related to one or more of the disciplines they oversee.
(2) Education management. As prescribed in section 648A(a)(2)(B)(i) of the Act, a program must ensure staff and consultants that serve as education managers or coordinators, including those that serve as curriculum specialists, have a baccalaureate or advanced degree in early childhood education or a baccalaureate or advanced degree and equivalent coursework in early childhood education with early education teaching experience. (e) Child and family services staff. (2) Head Start center-based teacher qualification requirements. (ii) As prescribed in section 648A(a)(3)(B) of the Act, a program must ensure all center-based teachers have at least an associate’s or bachelor's degree in child development or early childhood education, equivalent coursework, or otherwise meet the requirements of section 648A(a)(3)(B) of the Act. (3) Head Start assistant teacher qualification requirements. As prescribed in section 648A(a) (2)(B)(ii) of the Act, a program must ensure Head Start assistant teachers, at a minimum, have a CDA credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, are enrolled in a program that will lead to an associate or baccalaureate degree or, are enrolled in a CDA credential program to be completed within two years of the time of hire.
(7) Family services staff qualification requirements. A program must ensure staff who work directly with families on the family partnership process hired after November 7, 2016, have within eighteen months of hire, at a minimum, a credential or certification in social work, human services, family services, counseling or a related field.
(8) Health professional qualification requirements.
Page 72 (i) A program must ensure health procedures are performed only by a licensed or certified health professional. (ii) A program must ensure all mental health consultants are licensed or certified mental health professionals. A program must use mental health consultants with knowledge of and experience in serving young children and their families, if available in the community (iii) A program must use staff or consultants to support nutrition services who are registered dieticians or nutritionists with appropriate qualifications. (f) Coaches. A program must ensure coaches providing the services described in 1302.92(c) have a minimum of a baccalaureate degree in early childhood education or a related field.
Head Start seeks to secure employees through an effective advertising and recruitment program based upon job requirements. The Head Start Director prepares position descriptions which are advertised by LCPS Personnel. The position descriptions follow all of the guidelines in the Program Performance Standards in regards to minimum level of education required. Only candidates who meet the required criteria may be offered an interview opportunity.
Section 2 - Background Checks
§1302.90 Personnel Policies
(b) Background checks and selection procedures. (1) Before a person is hired, directly or through contract, including transportation staff and contractors, a program must conduct an interview, verify references, conduct a sex offender registry check and obtain one of the following: (i) State or tribal criminal history records, including fingerprint checks; or, (ii) Federal Bureau of Investigation criminal history records, including fingerprint checks.
(2) A program has 90 days after an employee is hired to complete the background check process by obtaining: (i) Whichever check listed in paragraph (b)(1) of this section was not obtained prior to the date of hire; and, (ii) Child abuse and neglect state registry check, if available.
(3) A program must review the information found in each employment application and complete background check to assess the relevancy of any issue uncovered by the complete background check including any arrest, pending criminal charge, or conviction and must use Child Care and Development Fund (CCDF) disqualification factors described in 42 U.S.C. 9858f(c) (1)(D) and 42 U.S.C. 9858f(h)(1) or tribal disqualifications factors to determine whether the prospective employee can be hired or the current employee must be terminated. (4) A program must ensure a newly hired employee, consultant, or contractor does not have unsupervised access to children until the complete background check process described in paragraphs (b)(1) through (3) of this section is complete.
(5) A program must conduct the complete background check for each employee, consultant, or contractor at least once every five years which must include each of the four checks listed in
Page 73 paragraphs (b)(1) and (2) of this section, and review and make employment decisions based on the information as described in paragraph (b)(3) of this section, unless the program can demonstrate to the responsible HHS official that it has a more stringent system in place that will ensure child safety.
(6) A program must consider current and former program parents for employment vacancies for which such parents apply and are qualified.
Head Start uses the LCPS Personnel Department for all hiring requirements and procedures. LCPS Personnel performs all required criminal history and/or fingerprint checks, and child abuse and neglect registry checks within 90 days of hire. All information identified during backgrounds checks is reviewed for disqualification factors. Newly hired employees, consultants or contractors may not have unsupervised access to children prior to the completion of a background check. All qualified applicants who are current or former Head Start parents will receive an interview.
The Project Assistant maintains a spreadsheet with dates of each employee’s last background check. The Head Start Director forwards the list of employees whose background check is close to five years old to LCPS Personnel to conduct a new background check within the mandated five year timeframe.
All qualified applicants who are current or former Head Start parents will receive an interview.
Section 3 - Standards of Conduct
§1302.90 Personnel Policies
(c) Standards of conduct. (1) A program must ensure all staff, consultants, contractors, and volunteers abide by the program’s standards of conduct that: (i) Ensure staff, consultants, contractors, and volunteers implement positive strategies to support children’s well-being and prevent and address challenging behavior; (ii) Ensure staff, consultants, contractors, and volunteers do not maltreat or endanger the health or safety of children. (2) Personnel policies and procedures must include appropriate penalties for staff, consultants, and volunteers who violate the standards of conduct.
The Program Performance Standards include a list of requirements that must be met by all staff, consultants, contractors and volunteers to ensure the health and safety of all children enrolled in Head Start. All required statements are included in the Head Start Standards of Conduct, Confidentiality Policy & Conflict of Interest for Staff, Consultants and Volunteers form. All staff, consultants, contractors and volunteers are educated about the Standards of Conduct annually and sign an agreement to follow them.
Head Start follows the LCPS Personnel Department procedures for recruiting, selecting and terminating staff. Violations of any of the agreed upon standards of conduct will result in sanctions as outlined in the LCPS Personnel Policy.
Page 74 Section 4 - Communication with Dual Language Learners
§1302.90 Personnel Policies
(d) Communication with dual language learners and their families. (1) A program must ensure staff and program consultants or contractors are familiar with the ethnic backgrounds and heritages of families in the program and are able to serve and effectively communicate, either directly or through interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency.
(2) If a majority of children in a class or home-based program speak the same language, at least one class staff member or home visitor must speak such language.
Head Start provides annual cultural diversity training for all staff. A social worker meets with each family and asks questions to learn about their heritage. The education staff learns additional information at the initial Home Visit. If there is no Head Start employee who speaks a family's language, staff use the LCPS Intrepreter List to hire an interpreter to enable them to effectively communicate with families. Head Start employs a Family and Community Partnership Assistant who speaks Spanish due to the number of Head Start eligible families who speak Spanish as their primary language.
Head Start advertises open positions with a preference for bilingual applicants and follows LCPS personnel procedures. Class lists are monitored and education staff can be reassigned to a different classroom to maintain language compliance.
Section 5 - Staff Training
§1302.91 Staff qualifications and competency requirements. (a) Purpose. A program must ensure all staff, consultants, and contractors engaged in the delivery of program services have sufficient knowledge, training and experience, and competencies to fulfill the roles and responsibilities of their positions and to ensure high-quality service delivery in accordance with the program performance standards. A program must provide ongoing training and professional development to support staff in fulfilling their roles and responsibilities.
(e) Child and family services staff. (5) Center-based teachers, assistant teachers, and family child care provider competencies. A program must ensure center-based teachers, assistant teachers, and family child care providers demonstrate competency to provide effective and nurturing teacher-child interactions, plan and implement learning experiences that ensure effective curriculum implementation and use of assessment and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate.
Page 75 §1302.92 Training and professional development.
(a) A program must provide to all new staff, consultants, and volunteers an orientation that focuses on, at a minimum, the goals and underlying philosophy of the program and on the ways they are implemented. (b) A program must establish and implement a systematic approach to staff training and professional development designed to assist staff in acquiring or increasing the knowledge and skills needed to provide high-quality, comprehensive services within the scope of their job responsibilities, and attached to academic credit as appropriate. At a minimum, the system must include: (1) Staff completing a minimum of 15 clock hours of professional development per year. For teaching staff, such professional development must meet the requirements described in section 648A(a)(5) of the Act.
(2) Training on methods to handle suspected or known child abuse and neglect cases, that comply with applicable federal, state, local, and tribal laws;
(3) Training for child and family services staff on best practices for implementing family engagement strategies in a systemic way, as described throughout this part;
(4) Training for child and family services staff, including staff that work on family services, health, and disabilities, that builds their knowledge, experience, and competencies to improve child and family outcomes; and,
(5) Research-based approaches to professional development for education staff, that are focused on effective curricula implementation, knowledge of the content in Head Start Early Learning Outcomes Framework: Ages Birth to Five, partnering with families, supporting children with disabilities and their families, providing effective and nurturing adult-child interactions, supporting dual language learners as appropriate, addressing challenging behaviors, preparing children and families for transitions (as described in subpart G of this part), and use of data to individualize learning experiences to improve outcomes for all children.
(c) A program must implement a research-based, coordinated coaching strategy for education staff that: (1) Assesses all education staff to identify strengths, areas of needed support, and which staff would benefit most from intensive coaching;
(2) At a minimum, provides opportunities for intensive coaching to those education staff identified through the process in paragraph (c)(1) of this section, including opportunities to be observed and receive feedback and modeling of effective teacher practices directly related to program performance goals;
(3) At a minimum, provides opportunities for education staff not identified for intensive coaching through the process in paragraph (c)(1) of this section to receive other forms of research- based professional development aligned with program performance goals;
(4) Ensures intensive coaching opportunities for the staff identified through the process in paragraph (c)(1) of this section that:
Page 76 (i) Align with the program’s school readiness goals, curricula, and other approaches to professional development; (ii) Utilize a coach with adequate training and experience in adult learning and in using assessment data to drive coaching strategies aligned with program performance goals; (iii) Provide ongoing communication between the coach, program director, education director, and any other relevant staff; and, (iv) Include clearly articulated goals informed by the program’s goals, as described in §1302.102, and a process for achieving those goals; and,
(5) Establishes policies that ensure assessment results are not used to solely determine punitive actions for staff identified as needing support, without providing time and resources for staff to improve.
(d) If a program needs to develop or significantly adapt their approach to research-based professional development to better meet the training needs of education staff, such that it does not include the requirements in paragraph (c) of this section, the program must partner with external early childhood education professional development experts. A program must assess whether the adaptation adequately supports staff professional development, consistent with the process laid out in subpart J of this part.
Head Start provides professional development designed to assist staff in acquiring or increasing the knowledge and skills needed to provide high-quality, comprehensive services within the scope of their job responsibilities. Head Start follows the Training and Technical Assistance Plan, which is updated annually, to guide training opportunities which are offered throughout the school year. All mandated trainings are completed in accordance with the Program performance Standards. All new staff, consultants, and volunteers complete an introductory orientation that focuses on the goals and underlying philosophy of the program and on the ways they are implemented. Head Start implements a research-based, coordinated coaching strategy for education staff in accordance with the Program Performance Standards.
Section 6 – Staff Health and Wellness
§1302.93 Staff Health and Wellness
(a) A program must ensure each staff member has an initial health examination and a periodic re- examination as recommended by their health care provider in accordance with state, tribal, or local requirements, that include screeners or tests for communicable diseases, as appropriate. The program must ensure staff do not, because of communicable diseases, pose a significant risk to the health or safety of others in the program that cannot be eliminated or reduced by reasonable accommodation, in accordance with the Americans with Disabilities Act and section 504 of the Rehabilitation Act. (b) A program must make mental health and wellness information available to staff regarding health issues that may affect their job performance, and must provide regularly scheduled opportunities to learn about mental health, wellness, and health education.
Page 77 Each employee is required to receive an initial health examination including screeners or tests for communicable diseases. The program ensures staff do not, because of communicable diseases, pose a significant risk to the health or safety of others in the program. The Head Start Project Assistant maintains a spreadsheet with dates of each employee's initial health examination. The Project Assistant sends a reminder to each staff member who is due for a re-examination (every three years). All LCPS Staff have access to the school system's Employee Assistance Program (EAP). The Head Start Mental Health Coordinator (MHC) can point employees in the direction of the EAP as needed. During regular trainings, the MHC and staff participate in mental health and wellness activities, such as stress management techniques. The MHC also sends emails with mental health and wellness reminders regularly.
Section 7 – Volunteers
§1302.94 Volunteers.
(a) A program must ensure regular volunteers have been screened for appropriate communicable diseases in accordance with state, tribal or local laws. In the absence of state, tribal or local law, the Health Services Advisory Committee must be consulted regarding the need for such screenings. (b) A program must ensure children are never left alone with volunteers.
The Head Start Health and Nutrition Coordinator, in collaboration with the Health Services Advisory Committee, determined the need for regular volunteers to receive a TB screening or test. As a part of the enrollment process, all parents/guardians must provide evidence of a negative TB screen or test from the parent who will be a regular volunteer with Head Start. Volunteer readers and regular student volunteers in the High School Family and Consumer Sciences (FACS) program must provide evidence of a negative TB screening/test. It is the policy of this Head Start program that no child is ever left alone with a volunteer.
HandbooksandManuals/PersonnelPolicies&ProceduresManual/PersonnelPoliciesandProcedures Revised: 4/19/2017
Page 78 Loudoun County Public Schools Head Start Program
Recruitment, Outreach and Enrollment Policy 2020-2021
The LCPS Head Start Program screens all applicants to ensure that the selection of children for the program is based upon the guidelines provided in the Head Start Program Performance Standards and the Head Start Act. Within these guidelines, the Head Start Policy Council develops the criteria for the selection of eligible children using information from the annual Community Assessment to ensure that the program serves the children with the greatest needs. Below are the Selection Criteria, listed from highest to lowest priority for enrollment. All children must reside in Loudoun County and be age-eligible (3 by September 30 for the 3-year-old class, 4 by September 30 for the 4-year-old classes) to be considered for enrollment unless otherwise noted.
Head Start Eligible
700 McKinney-Vento Eligible 600 Foster/Kinship Care or In Loco Parentis 500 LCPS Head Start Returning Student 400 Income Eligible (50 additional points for Diagnosed Disability)
Potentially Head Start Eligible Only if slots are available as determined by the Enrollment Committee
Over-income (STEP Eligible)
420 Over-Income (STEP Eligible) + Diagnosed Disability 300 Over-Income (STEP Eligible) at Under-Enrolled Center
Under-Age at Under-Enrolled Center (3 by September 30th)
200 McKinney-Vento Eligible 100 Foster/Kinship Care or In Loco Parentis 30 Income Eligible 10 Over-Income (STEP Eligible) (50 additional points for Diagnosed Disability)
Page 79 This list is prioritized according to the following Head Start mandated guidelines (marked in italics):
Ø Community Outreach to Recruit for all Categories on the Selection Criteria List:
PL 110-134: Sec. 635 (a)(1)(B)(iii)(II)(aa) the Head Start agency involved establishes and implements outreach and enrollment policies and procedures…
Sec. 642 (g) Each Head Start agency shall enroll 100 percent of its funded enrollment and maintain an active waiting list at all times with ongoing outreach to the community and activities to identify underserved populations.
• §1302.13 Recruitment of children. In order to reach those most in need of services, a program must develop and implement a recruitment process designed to actively inform all families with eligible children within the recruitment area of the availability of program services, and encourage and assist them in applying for admission to the program. A program must include specific efforts to actively locate and recruit children with disabilities and other vulnerable children, including homeless children and children in foster care.
Each Head Start program must establish policies and procedures for community outreach and develop a recruitment process to reach families with eligible children who are most in need of services. LCPS Head Start conducts a comprehensive countywide recruitment campaign including partnerships with community agencies that serve families and children, placing fliers in public places and sending information to all families with elementary students throughout the county. This active community outreach enables the program staff to recruit and enroll children with the greatest needs.
Type of Head Start Eligibility
Ø McKinney-Vento Eligible - Children Experiencing Homelessness:
• PL 110-134 (Sec. 645): (a)(1)(B)(ii) that homeless children shall be deemed to be eligible for such participation
• PL 110-134 (Sec. 640): (m) The Secretary shall issue rules to establish policies and procedures to remove barriers to the enrollment and participation of homeless children in Head Start programs. Such rules shall require Head Start agencies—
(1) to implement policies and procedures to ensure that homeless children are identified and prioritized for enrollment;
(2) to allow families of homeless children to apply to, enroll in, and attend Head Start programs while required documents, such as proof of residency, immunization and other medical records, birth certificates, and other documents, are obtained within a reasonable time frame; and
(3) to coordinate individual Head Start programs with efforts to implement subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.)
Page 80 • §1302.15 Enrollment. (c) Reserved slots. If a program determines from the community assessment there are families experiencing homelessness in the area, or children in foster care that could benefit from services, the program may reserve one or more enrollment slots for pregnant women and children experiencing homelessness and children in foster care, when a vacancy occurs. No more than three percent of a program’s funded enrollment slots may be reserved. If the reserved enrollment slot is not filled within 30 days, the enrollment slot becomes vacant and then must be filled in accordance with paragraph (a) of this section.
Children who are homeless are eligible for Head Start regardless of family income and must be prioritized for enrollment. Age-eligible children who are homeless receive the highest Selection Criteria score. Homeless status is approved through the LCPS Office of Student Services using the McKinney-Vento LCPS Housing Determination form. If it is determined that there is a family experiencing homelessness in the area with an age-eligible child, when there is a vacancy LCPS Head Start will reserve an enrollment slot for up to 30 days. The Enrollment Committee, in collaboration with the LCPS Transportation Department, will determine the closest available opening for a child who is McKinney-Vento eligible.
Ø Children in Foster Care/Kinship Care/In Loco Parentis:
§ 1302.12 Determining, verifying and documenting eligibility: (c) Eligibility requirements. (1) A pregnant woman or a child is eligible if: (i) The family’s income is equal to or below the poverty line; or, (ii) The family is eligible for or, in the absence of child care, would be potentially eligible for public assistance; including TANF child-only payments; or, (iii) The child is homeless, as defined in part 1305; or, (iv) The child is in foster care.
Children who are in foster care are eligible for Head Start regardless of family income. Children who are living in foster care, kinship care or in loco parentis face many of the same challenges as children who are homeless. Age- eligible children in foster care receive the next highest Selection Criteria score. Foster Care status is verified by the Loudoun County Department of Family Services. Kinship Care or In Loco Parentis determination is approved through the LCPS Office of Student Services. If it is determined that there is an age-eligible child in foster care in the area, when there is a vacancy LCPS Head Start will reserve an enrollment slot for up to 30 days.
Ø LCPS Head Start Returning Students:
§1302.15 Enrollment: (b) Continuity of enrollment. (1) A program must make efforts to maintain enrollment of eligible children for the following year.
§1302.12 Determining, verifying, and documenting eligibility. (j) Eligibility duration. (1) If a child is determined eligible under this section and is participating in a Head Start program, he or she will remain eligible through the end of the succeeding program year except that the Head Start program may choose not to enroll a child when there are compelling reasons for the child not to remain in Head Start, such as when there is a change in the child's family income and there is a child with a greater need for Head Start services. (3) If a child moves from an Early Head Start program to a Head Start program, program staff must verify the family’s eligibility again.
According to the Head Start Program Performance Standard §1302.15(b), Head Start programs should allow all returning children to stay in the program. As such, Head Start Returning Students are given the next level of enrollment priority. Returning students with an IEP receive a higher Selection Criteria Score. Early Head Start students who apply for enrollment in Head Start are not considered returning students. If a child moves from
Page 81 an Early Head Start program to a Head Start program, the program staff must verify the family’s income again.
Ø Children with a Disability:
• §1302.14 Selection process. (b) Children eligible for services under IDEA. (1) A program must ensure at least 10 percent of its total funded enrollment is filled by children eligible for services under IDEA, unless the responsible HHS official grants a waiver. (2) If the requirement in paragraph (b)(1) of this section has been met, children eligible for services under IDEA should be prioritized for the available slots in accordance with the program’s selection criteria described in paragraph (a) of this section.
• PL 110-134 (Sec. 640): (d)(1) The Secretary shall establish policies and procedures to assure that, for fiscal year 2009 and thereafter, not less than 10 percent of the total number of children actually enrolled by each Head Start agency and each delegate agency will be children with disabilities who are determined to be eligible for special education and related services, or early intervention services, as appropriate, as determined under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), by the State or local agency providing services under section 619 or part C of the Individuals with Disabilities Education Act (20 U.S.C. 1419, 1431 et seq.).
According to the Head Start Program Performance Standard §1302.14(b) and the Head Start Act, not less than 10 percent of enrollment opportunities must be given to children with a diagnosed disability. Due to these regulations, Head Start-eligible children with a diagnosed disability receive a high enrollment priority. In addition, children with disabilities who are STEP-eligible (a locally funded preschool program serving children from families up to 200% of poverty) and reside anywhere in the county may use the enrollment opportunities available for families that exceed the low-income guidelines (up to 10 percent of the children who are enrolled).
Ø Income Eligible:
• § 1302.14 Selection process (a) Selection criteria. (1) A program must annually establish selection criteria that weigh the prioritization of selection of participants, based on community needs identified in the community needs assessment as described in §1302.11(b), and including family income, whether the child is homeless, whether the child is in foster care, the child’s age, whether the child is eligible for special education and related services, or early intervention services, as appropriate, as determined under the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.) and, other relevant family or child risk factors.
The next priority level goes to children whose families are income-eligible. In order to serve those children who have the greatest need for Head Start services, the children who have the highest number of risk factors (as defined by the Policy Council) are given priority within this selection category. Income-eligible children who will turn 4 years old by December 31st may also be considered for enrollment in under-enrolled recruitment areas. The Enrollment Committee will make informed decisions based on the age and development of the child and in consideration of the current class composition.
Page 82 Potentially Head Start Eligible
In order to obtain/retain full enrollment, over-income slots will be enrolled on a case-by-case basis after the Enrollment Committee has met to determine program-wide needs.
Ø Over-Income with a Disability:
• §1302.12 Determining, verifying, and documenting eligibility. (c) Eligibility requirements. (2) If the family does not meet a criterion under paragraph (c)(1) of this section, a program may enroll a child who would benefit from services, provided that these participants only make up to 10 percent of a program’s enrollment in accordance with paragraph (d) of this section.
According to the Head Start Program Performance Standards, a maximum of 10 percent of the children who are enrolled may be from families that exceed the low-income guidelines. The locally funded STEP Preschool Program serves 4-year-old children from families with a low income up to 200% of the federal poverty guidelines. STEP-eligible children with disabilities are given first priority for these enrollment opportunities when they are available. This is reflected in the Selection Criteria score.
Ø Over-Income at an Under-Enrolled Center:
The service area for LCPS Head Start is the entire county of Loudoun. The STEP Preschool Program is not currently available for children who live in western Loudoun. The Woodgrove High School Head Start classroom in western Loudoun has historically been more challenging to fully enroll. As such, any remaining over-income slots are reserved for children residing in under-enrolled recruitment areas.
Page 83 Risk Factors
Once applicants have been determined to be eligible for Head Start services, the Enrollment Committee reviews the Selection Criteria Score assigned by a Head Start Family Services Professional to quantify greatest needs. Head Start applicants receive a score that includes their type of eligibility plus the number of risk factors each applicant is experiencing (one point per risk factor). A risk factor is any family or community characteristic that may contribute to a negative outcome, in this case, low success in school.
LCPS Head Start uses current research and information from the annual Community Assessment to inform these Selection Criteria. The Community Assessment includes information regarding the most common challenges experienced by Head Start eligible children and families in the service area which include: lack of basic needs (food, clothing, shelter), parenting support, chronically ill family member, mental health assistance, low school achievement, job assistance and language barriers.
Following is a list of risk factors that contribute to the above needs identified in the community. These risk factors are used to determine the Selection Criteria Score:
• Single parent/guardian • Unemployed parent/guardian • Teenage birth parent • Parent/guardian with less than High School Diploma/GED • Incarcerated parent/guardian • Parent/guardian substance abuse • Child has a chronic illness • Child has a suspected disability • Child has an emotional health concern • Parent/Guardian has a chronic illness • Parent/Guardian has a diagnosed disability • Parent/Guardian has an emotional health concern • History of abuse or domestic violence • History of child abuse/neglect • Other identified risks (to be determined by a Head Start Family Services Professional)
Researchers suggest that it is not any one particular risk factor that may contribute to low school success but the number of risk factors combined that has the most effect. As such, selection priority is given to the children with the greatest number of risk factors within their eligibility category.
PoliciesandProcedures/ERSEA/Recruitment,OutreachandEnrollmentPolicy2020-2021 Revised: 2/19/2020
Page 84 Loudoun County Public Schools Head Start Program Attendance Policy
HSPPS §1302.16 Attendance (a) Promoting regular attendance. A program must track attendance for each child.
(1) A program must implement a process to ensure children are safe when they do not arrive at school. If a child is unexpectedly absent and a parent has not contacted the program within one hour of program start time, the program must attempt to contact the parent to ensure the child’s well-being.
(2) A program must implement strategies to promote attendance. At a minimum, a program must:
(i) Provide information about the benefits of regular attendance;
(ii) Support families to promote the child’s regular attendance;
(iii) Conduct a home visit or make other direct contact with a child’s parents if a child has multiple unexplained absences (such as two consecutive unexplained absences); and,
(iv) Within the first 60 days of program operation, and on an ongoing basis thereafter, use individual child attendance data to identify children with patterns of absence that put them at risk of missing ten percent of program days per year and develop appropriate strategies to improve individual attendance among identified children, such as direct contact with parents or intensive case management, as necessary.
(3) If a child ceases to attend, the program must make appropriate efforts to reengage the family to resume attendance, including as described in paragraph (a)(2) of this section. If the child’s attendance does not resume, then the program must consider that slot vacant. This action is not considered expulsion as described in §1302.17.
(b) Managing systematic program attendance issues. If a program’s monthly average daily attendance rate falls below 85 percent, the program must analyze the causes of absenteeism to identify any systematic issues that contribute to the program’s absentee rate. The program must use this data to make necessary changes in a timely manner as part of ongoing oversight and correction as described in §1302.102(b) and inform its continuous improvement efforts as described in §1302.102(c).
Loudoun County Public Schools (LCPS) Head Start staff will support families by emphasizing the benefits of regular attendance while remaining sensitive to any circumstances influencing student absences. Through daily monitoring, Head Start staff will analyze the causes of absenteeism to identify children with patterns of absence that put them at risk of missing ten percent of program days per year and develop appropriate strategies to improve individual attendance. Head Start staff will contact the family to determine the circumstances which are interfering with the child’s attendance and assist the family in developing solutions if necessary. If a child ceases to attend Head Start, after all attempts to support the family have been made, per §1302.16(a)(3), the child’s slot will be considered an enrollment vacancy.
Page 85 Daily Attendance • Daily child attendance is monitored by the Head Start classroom teachers and recorded in ChildPlus (the Head Start child database) and Phoenix (the LCPS child database). Specific concerns are noted in ChildPlus and emailed to the appropriate staff member at the Head Start office. • If a child will be absent or tardy, it is the responsibility of the parent/guardian to call the Head Start Absence Line within one hour of the start of school and explain the absence/late arrival. • The Head Start Family and Community Partnership Assistant (FCPA) monitors the Absence Line each school morning beginning one hour after program start time. The FCPA enters reported absences into ChildPlus and Phoenix. The FCPA (or appropriate interpreter) attempts to contact the families of any children who are unexpectedly absent. The FCPA notifies the Head Start Family/Community Partnership Coordinator (FCPC) if she is unable to reach a family. • The FCPA documents attendance concerns weekly to include Unexpected Absences, Tardies and Chronic Absences and shares any concerns with the appropriate staff member (the Family/Community Partnership Coordinator (FCPC) or the Health/Nutrition Coordinator (HNC)) to follow-up with the family. • The Program Management and Systems Specialist (PMSS) monitors Attendance Analyses and follow-up to ensure timely services are provided. Excused Absences According to LCPS Policy, the following may be considered Excused absences: 1. Personal illness 2. Death in the family 3. Medical or dental appointments 4. Court appearances 5. Illness in the immediate family that requires a student to be absent 6. Emergencies that require a student to be absent 7. Trips or activities that enhance or extend the student’s education (when approved by the principal in advance) 8. Observance of a Religious Holiday
Unexplained Absences Unexplained absences will be marked Unexcused in ChildPlus and Phoenix. • If a parent/guardian does not report their child’s absence within one hour of program start time, the FCPA (or appropriate interpreter) contacts the family to determine the cause and remind the parent/guardian of the absence procedure. • If the FCPA/interpreter does not reach the family, the FCPA notifies the FCPC.
o If the family does not contact the HSO, and the child does not bring a note to school the following day, the FCPC connects with the family to determine the cause of the absence and remind the family of the Attendance Policy. • If a child has two consecutive Unexplained Absences, the FCPA will alert the FCPC to make direct contact with the family. Direct contact may include a phone call or a home visit.
Page 86 • If HSO staff learn the cause of the absence at a later date, that absence can be marked Excused in ChildPlus and Phoenix at that time.
Unexcused Absences Any explained absence will be considered Excused. Any unexplained absence will be considered Unexcused.
• If a child has two Unexcused absences, the FCPA will notify the FCPC to connect with the family to determine the cause of the absence and remind the family of the Attendance Policy. Additional contact will occur if the child has a third or fourth Unexcused absence. • If a child has five Unexcused absences, the FCPC will follow the Virginia Department of Education (VDOE) guidelines below:
o “At five unexcused absences, the school is required to directly contact the parent(s)/guardian(s) and develop an attendance improvement plan.
o At ten unexcused absences, the school is required to schedule and hold an attendance conference with parent(s)/guardian(s) and the student. The conference, consisting of a multi-disciplinary team, will be held with or without parent consent within 10 days of the 10th unexcused absence. The school multidisciplinary team will continue to monitor student’s attendance and communicate with the attendance officer and the parent(s)/guardians(s).
o If the student accumulates additional unexcused absences and the attendance plan and conference were completed, the principal or administrative designee, may make a formal referral to the attendance officer.
o The attendance officer may schedule a conference with the student and the student’s parent. In addition, the attendance officer may consult with the Juvenile and Domestic Relations Court regarding possible judicial interventions.”
Tardies (Late Arrivals)
According to LCPS Policy, “A student is tardy when he or she arrives at an assigned place after the time his or her school schedule requires him or her to be there…Occasional tardiness for valid reasons is not a serious offense and should be addressed appropriately. Repeated or habitual tardiness, however, encourages the formation of undesirable personal habits and disrupts the orderly instructional process of the school. Therefore, corrective action is required.”
• If a child has 6 Tardies, the FCPC will contact the family to offer support and give a verbal reminder of the Attendance Policy. • If a child has 8 Tardies, the FCPC will contact the family to offer support and may complete an Attendance Success Plan. • If a child has 10 Tardies (or more), the FCPC will contact the family to offer support, assess extenuating circumstances and collaborate with the family to create or reassess goals in the Attendance Success Plan.
Page 87 Family Declines LCPS Transportation All families are strongly encouraged to use LCPS Transportation to drop-off and pick-up their student to ensure timely arrival to and departure from school. Late arrivals in the morning are disruptive to the child and the entire class. School personnel are not available to provide appropriate and safe supervision of children before or after Head Start school hours. Families may choose to provide transportation for their child to and/or from school or have a child care provider provide transportation. Head Start staff will work with any family who chooses to transport their child to determine the best transportation options for their individual circumstances. If a family chooses to decline LCPS Transportation, and the child is late arriving to school, Head Start follows the policy outlined above. If the child is picked up late at the end of the school day, Head Start follows the policy detailed below: • If the child has 2 Late Pick-Ups, the FCPC will contact the family to offer support and give a verbal reminder of the Attendance Policy. • If a child has 3 Late Pick-Ups, the FCPC will contact the family to offer support, go over strategies to achieve on-time pick-ups and encourage use of LCPS Transportation (if possible) to ensure timely pick up. The family will be reminded that it is crucial that their child is picked up on time. • If a child has 4 Late Pick-Ups (or more), the FCPC may contact Child Protective Services on a case- by-case basis.
Chronic Absenteeism The National Center for Children in Poverty defines chronic absenteeism as, “missing 10% or more of school over the course of a year counting both excused and unexcused absences.” • Head Start students attend school for approximately 160 days each year. The FCPA monitors attendance for Chronic Absenteeism. If a child is at risk of missing ten percent of possible school days, the FCPC or HNC will contact the family to offer support and to determine the circumstances which are interfering with the child’s attendance. Head Start uses the following guide to determine children at-risk of missing ten percent of school days:
st o missing 7 days of school prior to January 1 st o missing 9 days of school prior to March 1 st o missing 11 days of school prior to May 1 • If the Chronic Absenteeism continues, the FCPC or HNC will contact the family to offer additional support. If the absences are due to challenges other than illness or medical appointments, the FCPC will collaborate with the family to complete an Attendance Success Plan. If the absences are due to illness, for the safety of the child and at the discretion of the HNC, the family may be asked to provide documentation that the child is under the care of a Health Care Professional.
Extended Absences In accordance with LCPS policy, if an enrolled child misses school for 15 consecutive days, the child will no longer be enrolled in Head Start and will be placed on the Waiting List.
Page 88 Enrollment Release If a child who has received a full acceptance invitation to the Head Start program does not attend school on his/her start date, and there is no communication from the family regarding the first day of attendance, the Head Start office will consider this acceptance declined and the enrollment slot vacant after five school days. Head Start staff will attempt to connect with the family by phone, text, email, home visit and through their emergency contacts prior to declining acceptance. The vacancy will then be offered to the child with the highest priority on the Waiting List.
Program Monthly Average Daily Attendance
In addition to individual attendance, monthly program attendance is also closely monitored in order to maintain a minimum of 85% average daily attendance. If this rate falls below 85%, the PMSS analyzes the causes of absenteeism including a study of the pattern of absences for each child, the reasons for absences as well as the number of absences that occur on consecutive days in order to improve monthly program attendance.
Classroom Attendance Area
• Four-Year-Old Classrooms: The classroom attendance area is determined by the child’s home address or, if the child attends child care before and after school, by the child care address. • Three-Year-Old Classroom: The Sugarland 3’s classroom was established to serve families who reside in Sterling, VA based on community needs as determined by the Community Assessment. Children who reside outside of Sterling, VA, but attend child care in Sterling, are not eligible for Head Start services in the 3-year-old classroom.
Classroom Attendance Area Changes
• If an enrolled child moves out of their classroom attendance area but has an am/pm child care provider within the attendance area, the child can remain in the class, and bussing to and from the child care provider will be provided by LCPS Transportation.
• If an enrolled child moves out of their classroom attendance area, the child can remain in the class conditional upon the parents/guardians or child care provider providing consistent on-time transportation to and from the classroom. In the event the family is unable to follow this policy, Head Start staff will work with them to determine the best transportation options for their individual circumstances. If alternative options are unavailable, the child will be removed from their original class, and enrolled in the class within the boundaries in which the home address or am/pm child care is located, or placed on the Waiting List.
• If an enrolled child lives in an attendance area and changes to an am/pm child care provider outside of that area, the child can remain in the class conditional upon the parents/guardians or child care provider providing consistent on-time transportation to and from the classroom. In the event the family is unable to follow this policy, Head Start staff will work with them to determine the best transportation options for their individual circumstances.
PoliciesandProcedures/ManagementSystems/AttendancePolicy Revised: 8/23/2019
Page 89 Loudoun County Public Schools Head Start Program
Procedures for Ensuring Child Health and Safety
§1302.102 Achieving program goals. (a) Establishing program goals. A program, in collaboration with the governing body and policy council, must establish goals and measurable objectives that include: (4) Effective health and safety practices to ensure children are safe at all times, per the requirements in §1302.47, 1302.90(b) and (c), 1302.92(c)(1), and 1302.94 and part 1303 subpart F, of this chapter.
§1302.47 Safety practices. (a) A program must establish, train staff on, implement, and enforce a system of health and safety practices that ensure children are kept safe at all times. A program should implement adequate safety policies and practices described in this part (*available at http://www.acf.hhs.gov/sites/default/files/ecd/caring_for_our_children_basics.pdf). ______
The LCPS Head Start program is committed to ensuring the health and safety of all Head Start students. Head Start establishes, trains staff on, implements, and enforces a system of health and safety practices that ensure children are kept safe at all times: • In partnership with the LCPS Personnel Department, Head Start obtains all required background checks prior to offering employment to any candidates. For current employees, additional background checks are performed once every five years of employment.
• All Head Start staff, parents/guardians, contractors and volunteers agree to abide by and sign the Head Start Standards of Conduct, Confidentiality and Conflict of Interest policy.
• A Health and Safety Checklist is performed in each classroom five times each school year. All completed checklists are compiled by the Health Nutrition Coordinator monitored for compliance.
• A Transportation Services Checklist is performed for each bus that provides transportation for Head Start students.
• Each classroom has emergency procedures posted, emergency phone numbers posted, and evacuation routes posted by each exit. In addition, each classroom has an up-to-date Emergency Folder which includes family phone numbers and health concerns.
• Each classroom practices a fire drill every month during the school year.
• The education staff is trained in CPR/First Aid/AED, medication administration, blood borne pathogen, and CPS training.
Page 90 • The Health and Nutrition Coordinator reviews all required health documents for children to ensure all requirements are met before the child is enrolled in the Head Start program (with the exception of students who have approved McKinney-Vento status as homeless).
• The Health and Nutrition Coordinator facilitates and/or collaborates with community agencies to provide health lessons at each site throughout the school year.
• Health screenings are completed within the first 45 days a child enters the Head Start program. Screenings include information to reflect the child’s developmental, sensory, behavioral, motor, social, cognitive, perceptual, and emotional skills. Screening results are provided to parents, and appropriate support and collaboration is given to parents for children who may need additional screenings or assistance.
• Training on pedestrian safety and bus safety practices is facilitated at the Head Start Orientation, prior to the start of school.
• Accommodations are made for children with special dietary restrictions, including meal substitutions as needed.
• Health concerns and food restrictions are shared with relevant school personnel (bus drivers, clinic staff, cafeteria staff)
• All staff members are trained on the health & safety requirements in the Head Start Health & Safety booklet.
Reviewed & Approved:
LCPS Head Start Policy Council:
______Signature Printed Name Title Date
Loudoun County School Board:
______Signature Printed Name Title Date
PoliciesandProcedures/ChildHealthandSafety/ProceduresforEnsuringChildHealthandSafety Revised: 2/26/2019
Page 91 Loudoun County Public Schools Head Start Program
Data Management Procedure
§1302.101 Management System: (b) Coordinated approaches. At the beginning of each program year, and on an ongoing basis throughout the year, a program must design and implement program-wide coordinated approaches that ensure: (4) The management of program data to effectively support the availability, usability, integrity, and security of data. A program must establish procedures on data management and have them approved by the governing body and policy council, in areas such as quality of data and effective use and sharing of data, while protecting the privacy of child records in accordance with subpart C of part 1303 of this chapter and applicable federal, state, local, and tribal laws.
Quality of Data:
The LCPS Head Start program staff strive to collect high quality data to be used to determine student progress, family needs and program needs.
Head Start Family Services Staff collect data regarding family needs during the enrollment process. Data regarding these needs is used to guide service delivery to individual families and to determine resources to offer program-wide. Data is collected in a confidential setting with respect to each family’s individual circumstances. Further data regarding family needs is collected throughout the school year during the Goals Attainment Follow-Up process.
Education Staff use the Child Observation Record (COR) to collect student data throughout the year. The Education Coordinator collects and aggregates the data from this tool three times a year to help teachers assess student growth, determine areas of need and celebrate accomplishments. The use of the COR has been vetted by LCPS Head Start and has helped teachers gain the knowledge they need to make informed instructional decisions in the classroom.
Community data is collected annually from organizations that serve Head Start eligible children and families in order to complete the Community Assessment. Data is collected directly from the source to ensure its integrity.
Security of Data:
LCPS Head Start uses ChildPlus, a password protected web-based data management program, to collect and secure Head Start student and family data. All information is stored securely within the program and is only accessible to Head Start staff.
Page 92 Head Start staff also maintain physical child files in the Head Start office and in each classroom that contain confidential information. All child files are kept in locked file cabinets and are destroyed three years after the student exits the program.
Student COR data is stored in the password protected COR Advantage online program and is only available to Head Start staff.
Sharing of Data:
LCPS Head Start staff agree to abide by the Standards of Conduct, Confidentiality Policy and Conflict of Interest for Staff, Consultants and Volunteers. This document outlines all of the requirements set forth in the Head Start Program Performance Standards regarding confidentiality of personally identifiable student and family information.
Families agree to abide by the Confidentiality Contract – Family, which outlines who may see confidential, personally identifiable family information. Data regarding children and families will only be shared with the individuals/entities listed on this contract. Families are asked to provide written consent by completing a Release of Information form if they would like Head Start staff to release any of their personally identifiable information (PII) to another party. Parents/guardians are informed that they may see their child’s ChildPlus or physical file at their request.
Data regarding child assessments, screenings and progress from the COR is shared with parents/guardians during Parent/Teacher Conferences and at the end of the year during final Home Visits. Data from assessments and screenings is shared with parents/guardians immediately for any student who does not pass and requires further evaluation.
Head Start staff follow all regulations regarding the protection of PII as set forth in §1303.22 of the Head Start Program Performance Standards.
PoliciesandProcedures/DataManagementProcedure Revised: 4/23/19
Page 93 Loudoun County Public Schools Head Start Program
Budget Development Procedure
1. In anticipation of receiving the Funding Guidance Letter from the Office of Head Start (which details the amount of federal funds available for the upcoming program year) meet with the Chief Financial Officer, our LCPS accountant, and review the budget projection for the next program year. Determine the cost for personnel.
2. Allocate approximately $85,000 for non-personnel costs.
3. Determine how much local funding will need to be requested to cover costs above the amount of federal funding available.
4. Examine previous budgets and actual spending to guide allocation for the new budget.
5. Present the figures to Policy Council so they can see the allocations. Request suggestions or modifications. After discussion, request Policy Council approval.
6. Once approved by Policy Council the proposed budget and refunding grant application will go to the School Board for review and approval.
7. There are three clear distinctions between federal, local and private money. There is no inter- fund borrowing.
Reviewed & Approved By:
LCPS Head Start Policy Council:
______Signature Printed Name Title Date
Loudoun County School Board:
______Signature Printed Name Title Date
PoliciesandProcedures/FiscalIntegrity/BudgetDevelopmentProcedure Revised: 8/14/2018
Page 94 2018-2019 HEAD START PROGRAM INFORMATION REPORT 03CH3462-000 LOUDOUN COUNTY SCHOOL DISTRICT A. PROGRAM INFORMATION
GENERAL INFORMATION
Grant Number 03CH3462 Program Number 000 Program Type Head Start Program Name LOUDOUN COUNTY SCHOOL DISTRICT 43711 Partlow Rd Program Address Ashburn VA 20147-4718 Program Phone Number (571) 252 2110 Program Fax Number (703) 669 1444 DUNS Number 015647055 Program Email Address [email protected] Head Start Director Name Ms. Charisse Rosario Head Start Director Email [email protected] Agency Web Site Address www.lcps.org/headstart Agency Type School System Agency Description Grantee that directly operates program(s) and has no delegates Agency Affiliation A secular or non-religious agency
ENROLLMENT YEAR Enrollment dates A.1 Enrollment Year Date a. Start Date 09/11/2018 b. End Date 05/31/2019
FUNDED ENROLLMENT Funded enrollment by funding source # of children/ A.2 Funded Head Start or Early Head Start Enrollment pregnant women a. Head Start/Early Head Start Funded Enrollment, as identified on NOA 100 b. Funded Enrollment from non-federal sources, i.e. state, local, private 0 Funded enrollment by program option - children A.3 Center-based program - 5 days per week: # of children a. Full-day enrollment 0 1. Of these, the number available as full-working-day enrollment 0 a. Of these, the number available for the full-calendar-year 0 b. Part-day enrollment 0 1. Of these, the number in double sessions 0
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1 Page 95 A.4 Center-based program - 4 days per week: # of children a. Full-day enrollment 0 b. Part-day enrollment 100 1. Of these, the number in double sessions 0 A.5 Home-based program 0 A.6 Combination option program A.7 Family child care option 0 a. Of these, the number available as full-working-day enrollment 0 1. Of the these, the number available for the full-calendar-year 0 A.8 Locally designed option 0 Funded enrollment at child care partner # of children A.10 Funded enrollment at child care partners in the center-based program option 0 A.11 Total funded enrollment at child care partners (A.10, center-based partner and A.7, family child care program option) 0
CLASSES Classes # of classes A.12 Total number of classes operated 6 a. Of these, the number of double session classes 0
CUMULATIVE ENROLLMENT
Children by age # of children A.13 Children by age: at enrollment a. Under 1 year 0 b. 1 year old 0 c. 2 years old 0 d. 3 years old 18 e. 4 years old 89 f. 5 years and older 0 Total cumulative enrollment # of children / pregnant women A.15 Total cumulative enrollment 107 Type of eligibility A.16 Report each enrollee only once by primary type of eligibility: # of children a. Income below 100% of federal poverty line 50 b. Public assistance such as TANF, SSI 3 c. Status as a foster child - # children only 2 d. Status as homeless 47 e. Over income 5
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2 Page 96 # of children f. Number of children exceeding the allowed over income enrollment (as noted below) with family incomes between 100% and 130% of the federal poverty line 0 A.17 If the program serves enrollees under A.16.f, specify how the program has demonstrated that all income- eligible children in their area are being served. Specify: Prior enrollment A.18 Enrolled in Head Start or Early Head Start for: # of children a. The second year 19 b. Three or more years 0 Transition and Turnover # of children A.19 Total number of preschool children who left the program any time after classes or home visits began and did not re-enroll 9 a. Of the preschool children who left the program during the program year, the number of preschool children who were enrolled less than 45 days 0 A.19.b. Of the number of preschool children enrolled in Head Start at the end of the current enrollment year, the number projected to be entering kindergarten in the following 81 school year Child care subsidy # of children at end of enrollment year A.24. The number of enrolled children for whom the program received a child care subsidy 0
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3 Page 97 Race and Ethnicity # of children A.25 Race and Ethnicity (1) (2) Hispanic or Non-Hispanic or Latino origin Latino origin a. American Indian or Alaska Native 0 0 b. Asian 1 6 c. Black or African American 0 11 d. Native Hawaiian or other Pacific Islander 0 0 e. White 61 17 f. Biracial/Multi-racial 2 9 g. Other 0 0 h. Unspecified 0 0 Primary language of family at home A.26 Primary language of family at home: # of children a. English 35 b. Spanish 58 c. Native Central American, South American, and Mexican Languages 0 d. Caribbean Languages 0 e. Middle Eastern & South Asian Languages 13 f. East Asian Languages 1 g. Native North American/Alaska Native Languages 0 h. Pacific Island Languages 0 i. European & Slavic Languages 0 j. African Languages 0 k. Other 0 l. Unspecified 0
TRANSPORTATION Transportation services A.27 Does the program provide transportation to some or all of the enrolled children either directly or through a formal contractual agreement with a transportation provider? Yes
# of children a. Number of children for whom transportation is provided 106 Buses # of buses owned A.28 Total number of buses owned by the program that were purchased with ACF grant funds and are currently used to support program operations, regardless of year 0 purchased a. Of these, the number of buses purchased since last year's PIR was reported 0
A.29 Are any of the buses used by the program leased by the program itself? No
RECORD KEEPING
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4 Page 98 Management Information Systems A.30 Does your program use a management information system to track enrollees, program services, characteristics of families, and information on program staff? Yes Name/title Locally designed Web Based ChildPlus/ChildPlus.net No Yes
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Page 99 5 B. PROGRAM STAFF & QUALIFICATIONS
TOTAL STAFF Staff by Type
(1) (2) # of Head Start # of contracted staff staff B.1 Total number of staff members, regardless of the funding source for their salary or number of hours worked 28 1 a. Of these, the number who are current or former Head Start or Early Head Start parents 1 0 b. Of these, the number who left since last year's PIR was reported 6 0 1. Of these, the number who were replaced 6 0
TOTAL VOLUNTEERS Volunteers by Type
# of volunteers B.2 Number of persons providing any volunteer services to the program since last year's PIR was reported 373 a. Of these, the number who are current or former Head Start or Early Head Start parents 123
MANAGEMENT STAFF Coordination of services
B.4 On average, the number of hours per week services managers spend coordinating Average # of services: hours per week a. Child Development & Education Manager 7 b. Health Services Manager 7 c. Family & Community Partnerships Manager 5 d. Disability Services Manager 7
CHILD DEVELOPMENT STAFF Child Development Staff Qualifications - Preschool Classroom and Assistant Teachers (HS and Migrant Programs)
(1) (2) # of # of Classroom Assistant Teachers Teachers B.5 Total number of preschool child development staff by position 6 6
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Page 100 6 (1) (2) # of # of Classroom Assistant Teachers Teachers Of the number of preschool child development staff by position, the number with the following degrees or credentials: a. An advanced degree in: 1. Early childhood education 2 1 2. Any field and coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children 0 0
(1) (2) # of # of Classroom Assistant Teachers Teachers Of the number of preschool child development staff by position, the number with the following degrees or credentials: b. A baccalaureate degree in: 1. Early childhood education 1 1 2. Any field and coursework equivalent to a major relating to early childhood education with experience teaching preschool-age children 3 0 3. Any field and has been admitted into and is supported by the Teach for America program and passed a rigorous early childhood content exam 0 0 Of the preschool child development staff with a baccalaureate degree in B.5.b.1 through B.5.b.3 above, the number enrolled in: 4. Advanced degree in early childhood education or in any field and coursework equivalent to a major relating to early childhood education 0 0
(1) (2) # of # of Classroom Assistant Teachers Teachers Of the number of preschool child development staff by position, the number with the following degrees or credentials: c. An associate degree in: 1. Early childhood education 0 0 2. A field related to early childhood education and coursework equivalent to a major relating to early childhood education with experience teaching 0 0 preschool-age children Of the preschool child development staff with an associate degree in B.5.c.1 and B.5.c.2 above, the number enrolled in: 3. A baccalaureate degree program in early childhood education or in any field and coursework equivalent to a major relating to early childhood 0 0 education
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Page 101 7 (1) (2) # of # of Classroom Assistant Teachers Teachers Of the number of preschool child development staff by position, the number with the following credentials: d. A Child Development Associate (CDA) credential or state-awarded preschool, infant/toddler, family child care or home-based certification, 0 4 credential, or licensure that meets or exceeds CDA requirements 1. Of these, a Child Development Associate (CDA) credential or state- awarded preschool, infant/toddler, family child care or home-based certification, credential, or licensure that meets or exceeds CDA 0 4 requirements and that is appropriate to the option in which they are working Of the preschool child development staff with the credentials in B.5.d above, the number enrolled in: 2. A baccalaureate degree program in early childhood education or in any field and coursework equivalent to a major relating to early childhood 0 0 education 3. An associate degree program in early childhood education or in a related field and coursework equivalent to a major relating to early childhood 0 0 education
(1) (2) # of # of Classroom Assistant Teachers Teachers Of the number of preschool child development staff by position: e. The number who do not have the qualifications listed in B.5.a through B.5.d 0 0 Of the preschool child development staff in B.5.e above, the number enrolled in: 1. A baccalaureate degree program in early childhood education or in any field and coursework equivalent to a major relating to early childhood 0 0 education 2. An associate degree program in early childhood education or in a related field and coursework equivalent to a major relating to early childhood 0 0 education 3. Any type of Child Development Associate (CDA) credential or state- awarded preschool, infant/toddler, family child care or home-based certification, credential, or licensure that meets or exceeds CDA 0 0 requirements and that is appropriate to the option in which they are working
# of classes B.6 Total number of center-based option classes serving preschool-aged children 6 B.7 Number of center-based option classes serving preschool-aged children in which at least one teacher (excluding assistant teachers) has one of the following: - An advanced or baccalaureate degree in early childhood education or in any field and coursework equivalent to a major relating to early childhood education with experience teaching pre-school age children, or 6 - A baccalaureate degree and has been admitted into and is supported by the Teach for America program and passed a rigorous early childhood content exam - An associate degree in early childhood education or in a related field and coursework equivalent to a major relating to early childhood education with experience teaching preschool-age children Child development staff qualifications - Home-based and FCC
(1) (2) (3) (4) # of # of # of Family # of Family Home-Based Home-Based Child Care Child Care Visitors Visitor Providers Specialists Supervisors B.9 Total number of child development staff by position 0 0 0 0
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Page 102 8 (1) (2) (3) (4) # of # of # of Family # of Family Home-Based Home-Based Child Care Child Care Visitors Visitor Providers Specialists Supervisors Of the number of child development staff by position, the number with the following degrees or credentials: a. An advanced degree in/licensed as: 1. Social work/ Licensed clinical social worker (LCSW)/ Licensed master social worker (LCMW) 0 0 0 0 2. Marriage and family therapy/ Licensed marriage and family therapist (LMFT) 0 0 0 0 3. Psychology 0 0 0 0 4. Sociology 0 0 0 0 5. Human services (include related areas such as child and family services or social services) 0 0 0 0 6. Nursing plus Nurse Practitioner (NP) license 0 0 0 0 7. Early childhood education 0 0 0 0 8. Other 0 0 0 0 Home-Based Visitors: Home-Based Visitor Supervisors: Family Child Care Providers: Family Child Care Specialists:
(1) (2) (3) (4) # of # of # of Family # of Family Home-Based Home-Based Child Care Child Care Visitors Visitor Providers Specialists Supervisors Of the number of child development staff by position, the number with the following degrees and licenses: b. A baccalaureate degree in: 1. Social work 0 0 0 0 2. Psychology 0 0 0 0 3. Sociology 0 0 0 0 4. Human services (include related areas such as child and family services or social services) 0 0 0 0 5. Nursing plus Registered Nurse (RN) license 0 0 0 0 6. Early childhood education 0 0 0 0 7. Other 0 0 0 0 Home-Based Visitors: Home-Based Visitor Supervisors: Family Child Care Providers: Family Child Care Specialists:
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9 Page 103 (1) (2) (3) (4) # of # of # of Family # of Family Home-Based Home-Based Child Care Child Care Visitors Visitor Providers Specialists Supervisors Of the number of child development staff by position, the number with the following degrees and licenses: c. An associate degree in: 1. Social work 0 0 0 0 2. Psychology 0 0 0 0 3. Sociology 0 0 0 0 4. Human services (include related areas such as child and family services or social services) 0 0 0 0 5. Nursing plus Registered Nurse (RN) license 0 0 0 0 6. Early childhood education 0 0 0 0 7. Other 0 0 0 0 Home-Based Visitors: Home-Based Visitor Supervisors: Family Child Care Providers: Family Child Care Specialists:
(1) (2) (3) (4) # of # of # of Family # of Family Home-Based Home-Based Child Care Child Care Visitors Visitor Providers Specialists Supervisors Of the number of child development staff by position, the number with the following credentials: d.License, certification, or credential held: 1. Nursing, non-RN, i.e. LPN, CNA, etc. 0 0 0 0 2. Family development credential (FDC) 0 0 0 0 3. Child development associate credential (CDA) 0 0 0 0 4. State-awarded certification, credential, or license appropriate to the option in which they are working, 0 0 0 0 i.e. home-based option or family child care option 5. Other 0 0 0 0 Home-Based Visitors: Home-Based Visitor Supervisors: Family Child Care Providers: Family Child Care Specialists:
(1) (2) (3) (4) # of Home- # of Home- # of Family # of Family Based Visitors Based Visitor Child Care Child Care Supervisors Providers Specialists Of the number of child development staff by position: e. The number who do not have the qualifications listed in B.9.a through B.9.d 0 0 0 0 Of the child development staff in B.9.e above, the number enrolled in: 1. An advanced degree or license 0 0 0 0 2. A baccalaureate degree 0 0 0 0 3. An associate degree 0 0 0 0 4. Studies leading to a non-degree license, certificate, or credential 0 0 0 0
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Page 104 10 NON-SUPERVISORY CHILD DEVELOPMENT STAFF Child development staff - ethnicity and race
# of non-supervisory child development staff B.12 Race and Ethnicity: (1) (1) Hispanic or Non-Hispanic or Latino origin Non-Latino origin a. American Indian or Alaska Native 0 0 b. Asian 0 0 c. Black or African American 0 0 d. Native Hawaiian or other Pacific Islander 0 0 e. White 3 9 f. Biracial/Multi-racial 0 0 g. Other 0 0 h. Unspecified 0 0 Child development staff - language
# of non-supervisory child development staff B.13 The number who are proficient in a language(s) other than English 6 a. Of these, the number who are proficient in more than one language other than English 0 # of non-supervisory B.14 Language groups in which staff are proficient child development staff a. Spanish 5 b. Native Central American, South American, and Mexican Languages (e.g., Mixteco, Quichean.) 0 c. Caribbean Languages (e.g., Haitian-Creole, Patois) 0 d. Middle Eastern & South Asian Languages (e.g., Arabic, Hebrew, Hindi, Urdu, Bengali) 0 e. East Asian Languages (e.g., Chinese, Vietnamese, Tagalog) 0 f. Native North American/Alaska Native Languages 0 g. Pacific Island Languages (e.g., Palauan, Fijian) 0 h. European & Slavic Languages (e.g., German, French, Italian, Croatian, Yiddish, Portuguese, Russian) 1 i. African Languages (e.g., Swahili, Wolof) 0 j. Other 0 k. Unspecified 0
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11 Page 105 Child development staff - classroom teacher turnover
# of classroom teachers B.15 The number of classroom teachers who left your program during the year. 3 # of B.16 Of these, the number who left for the following reasons: classroom teachers a. Higher compensation/benefits package in the same field 2 b. Change in job field 0 c. Other 1 1. Comments: Retired B.17 Number of classroom teacher vacancies in your program that remained unfilled for a period of 3 months or longer 0 B.18 Number of classroom teachers hired during the year due to turnover 3 Child development staff - Home-based visitor turnover
# of home-based visitors B.19 The number of home-based visitors who left your program during the year 0 B.20 Of these, the number who left for the following reasons: a. Higher compensation/benefits package in the same field 0 b. Change in job field 0 c. Other 0 B.21 Number of home-based visitor vacancies in the program that remained unfilled for a period of 3 months or longer 0 B.22 Number of home-based visitors hired during the year due to turnover 0
FAMILY & COMMUNITY PARTNERSHIPS STAFF Family & community partnerships staff - qualifications
(1) (2) # of family # of FCP workers supervisors B.23 Total number of family & community partnerships staff 3 1 a. Of the FCP supervisors, the number who work directly with families, i.e. staff with a family caseload 1
B.24 Comments on staff shared by Head Start and Early Head Start programs:
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12 Page 106 (1) (2) B.25 Of the family & community partnerships staff, the number with the # of family # of FCP following as the highest level of education completed: workers supervisors a. A related advanced degree 1 1 b. A related baccalaureate degree 0 0 c. A related associate degree 0 0 d. A family-development-related credential, certificate, or license 0 0 e. None of the qualifications listed in B.25.a through B.25.d above 2 0 Of the staff in B.25.e above, the number enrolled in: 1. A related degree at the associate, baccalaureate, or advanced level 0 0 2. Studies leading to a non-degree credential, certificate, or license that is family-development-related 0 0 B.26 Of the family & community partnerships staff, the number with a family-development-related credential, regardless of highest level of 0 0 education completed
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Page 107 13 Education and Child Development Managers/Coordinators - Qualifications
# of ECD managers/ coordinators B.27 Total number of education & child development managers/coordinators 1 # of ECD managers/ coordinators Off the education & child development managers/coordinators, the number with the following degrees or credentials: a. An advanced degree in early childhood education, or an advanced degree in any field and coursework equivalent to a major relating to early childhood education 1 with experience teaching preschool-age children b. A baccalaureate degree in early childhood education, or a baccalaureate degree in any field and coursework equivalent to a major relating to early childhood 0 education with experience teaching preschool-age children # of ECD managers/ coordinators Of the education & child development managers/coordinators, the number with the following degrees or credentials: c. An associate degree in early childhood education, or an associate degree in any field and coursework equivalent to a major relating to early childhood education 0 with experience teaching preschool-age children Of the education & child development managers/coordinators preschool child development staff in B.27.c above, the number enrolled in: 1. A baccalaureate degree in early childhood education, or a baccalaureate degree in any field and coursework equivalent to a major relating to early 0 childhood education # of ECD managers/ coordinators Of the education & child development managers/coordinators, the number with the following degrees or credentials: d. A Child Development Associate (CDA) credential or state-awarded preschool, infant/toddler, family child care or home-based certification, credential, or 0 licensure that meets or exceeds CDA requirements Of the education & child development managers/coordinators preschool child development staff in B.27.d above, the number enrolled in: 1. A baccalaureate degree in early childhood education, or a baccalaureate degree in any field and coursework equivalent to a major relating to early 0 childhood education # of ECD managers/ coordinators Of the education & child development managers/coordinators, the number with the following degrees or credentials: e. None of the qualifications listed in B.27.a through B.27.d 0 Of the education & child development managers/coordinators preschool child development staff in B.27.e above, the number enrolled in: 1. A baccalaureate degree in early childhood education, or a baccalaureate degree in any field and coursework equivalent to a major relating to early 0 childhood education B.28 Comments on education & child development managers/coordinators shared by Head Start and Early Head Start programs:
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Page 108 14 C. CHILD & FAMILY SERVICES
HEALTH SERVICES Health insurance - children
(1) (2) # of children at # of children at enrollment end of enrollment year C.1 Number of all children with health insurance 95 94 a. Number enrolled in Medicaid and/or CHIP 90 89 b. Number enrolled in state-only funded insurance (for example, medically indigent insurance) 0 0 c. Number with private health insurance (for example, parent's insurance) 5 5 d. Number with health insurance other than those listed above, for example, Military Health (Tri-Care or CHAMPUS) 0 0 1. Specify C.2. Number of children with no health insurance 12 13 Medical Medical home - children
(1) (2) # of children at # of children at enrollment end of enrollment year C.5 Number of children with an ongoing source of continuous, accessible health care 103 104 C.6 Number of children receiving medical services through the Indian Health Service 0 0 C.7 Number of children receiving medical services through a migrant community health center 0 0 Medical services - children
(1) (2) # of children at # of children at end enrollment of enrollment year C.8 Number of all children who are up-to-date on a schedule of age- appropriate preventive and primary health care, according to the 89 107 relevant state's EPSDT schedule for well child care # of children at end of enrollment year a. Of these, the number diagnosed by a health care professional with a chronic condition needing medical treatment since last year's PIR was reported 10 1. Of these, the number who have received or are receiving medical treatment 10 b. Specify the primary reason that children who needed medical treatment, for any chronic condition diagnosed by a health care professional since last year's PIR was reported, did not receive it:
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15 Page 109 C.9 Number of all children who received medical treatment for the following chronic # of children conditions since last year's PIR was reported, regardless of when the condition was first diagnosed by a health care professional: a. Anemia 0 b. Asthma 3 c. Hearing Difficulties 0 d. Vision Problems 10 e. High Lead Levels 0 f. Diabetes 0 Body Mass Index (BMI) - children (HS and Migrant programs)
C.10 Number of all children who are in the following weight categories according to the 2000 # of children CDC BMI-for-age growth charts at enrollment a. Underweight (BMI less than 5th percentile for child's age and sex) 7 b. Healthy weight (at or above 5th percentile and below 85th percentile for child's age and sex) 68 c. Overweight (BMI at or above 85th percentile and below 95th percentile for child's age and sex) 14 d. Obese (BMI at or above 95th percentile for child's age and sex) 18 Immunization services - children
(1) (2) # of children at # of children enrollment at end of enrollment year C.11 Number of children who have been determined by a health care professional to be up-to-date on all immunizations appropriate for 104 104 their age C.12 Number of children who have been determined by a health care professional to have received all immunizations possible at this time, but who have not received all immunizations appropriate for their 1 1 age C.13 Number of children who meet their state's guidelines for an exemption from immunizations 1 1 Dental Dental home - children
(1) (2) # of children at # of children at enrollment end of enrollment year C.17 Number of children with continuous, accessible dental care provided by a dentist 106 105
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Page 110 16 Preschool dental services (HS and Migrant programs)
# of children C.18 Number of children who received preventive care since last year's PIR was reported 106 C.19 Number of all children, including those enrolled in Medicaid or CHIP, who have completed a professional dental examination since last year's PIR was reported 106 a. Of these, the number of children diagnosed as needing treatment since last year's PIR was reported. 36 1. Of these, the number of children who have received or are receiving treatment 19 Parents did not b. Specify the primary reason that children who needed dental treatment did not receive keep/make it: appointment
MENTAL HEALTH SERVICES Mental health professional
# of hours C.22 Average total hours per operating month a mental health professional(s) spends on- site 100 Mental health services
# of children C.23 Indicate the number of enrolled children who were served by the mental health (MH) at end of professional(s) since last year's PIR was reported. enrollment year a. Number of children for whom the MH professional consulted with program staff about the child's behavior / mental health 26 1. Of these, the number for whom the MH professional provided three or more consultations with program staff since last year's PIR was reported 9 b. Number of children for whom the MH professional consulted with the parent(s) / guardian(s) about their child's behavior/mental health 20 1. Of these, the number for whom the MH professional provided three or more consultations with the parent(s) / guardian(s) since last year's PIR was reported 7 c. Number of children for whom the MH professional provided an individual mental health assessment 9 d. Number of children for whom the MH professional facilitated a referral for mental health services 10 Mental health referrals
# of children at end of enrollment year C.24 Number of children who were referred by the program for mental health services outside of Head Start since last year's PIR was reported 10 a. Of these, the number who received mental health services since last year's PIR was reported 3
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Page 111 17 DISABILITIES SERVICES Preschool disabilities services (HS and Migrant programs)
# of children C.25 Number of children enrolled in the program who have an Individualized Education Program (IEP) indicating they have been determined eligible by the LEA to receive 12 special education and related services a. Of these, the number who were determined eligible to receive special education # of children and related services: 1. Prior to enrollment into the program for this enrollment year 5 2. During this enrollment year 7 b. Of these, the number who have not received special education and related services 0 Preschool primary disabilities (HS and Migrant programs)
(1) (2) # of children # of children C.27 Diagnosed primary disability determined to receiving special have this disability services a. Health impairment(i.e. meeting IDEA definition of 'other health impairments') 0 0 b. Emotional disturbance 0 0 c. Speech or language impairments 5 5 d. Intellectual disabilities 0 0 e. Hearing impairment, including deafness 0 0 f. Orthopedic impairment 0 0 g. Visual impairment, including blindness 0 0 h. Specific learning disability 0 0 i. Autism 1 1 j. Traumatic brain injury 0 0 k. Non-categorical/developmental delay 6 6 l. Multiple disabilities (excluding deaf-blind) 0 0 m. Deaf-blind 0 0
EDUCATION AND DEVELOPMENT TOOLS/APPROACHES Screening
# of children C.28 Number of all newly enrolled children since last year's PIR was reported 91 C.29 Number of all newly enrolled children who completed required screenings within 45 days for developmental, sensory, and behavioral concerns since last year's PIR was 91 reported a. Of these, the number identified as needing follow-up assessment or formal evaluation to determine if the child has a disability 37 C.30 The instrument(s) used by the program for developmental screening: ESI-R (Early Screening Inventory Revised - Preschool) Assessment
C.31 Approach or tool(s) used by the program to support ongoing child assessment: Name/title Locally designed Child Observation Record (COR) High Scope No
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Page 112 18 Curriculum
C.32 What curriculum does your program use: a. For center-based services: Name/title Locally designed High Scope (Preschool) No
b. For family child care services:
c. For home-based services:
STAFF-CHILD INTERACTION OBSERVATION TOOLS # of programs C.33 Does the program routinely use staff-child interaction observation tools to assess quality? Yes C.34 If yes, interaction observation tool(s) used by the program: (1) (2) Name/title Locally designed a. Center-based settings CLASS No b. Home-based settings No c. Family child care settings No
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Page 113 19 FAMILY AND COMMUNITY PARTNERSHIPS Number of families
# of families at enrollment C.35 Total number of families: 103 a. Of these, the number of two-parent families 45 b. Of these, the number of single-parent families 58
# of two-parent C.36 Of the number of two-parent families, the number in which the parent/guardian families figures are best described as: at enrollment a. Parents (biological, adoptive, stepparents, etc.) 44 b. Grandparents 1 c. Relatives other than grandparents 0 d. Foster parents not including relatives 0 e. Other 0 1. Specify:
# of single-parent C.37 Of the number of single-parent families, the number in which the parent/guardian families figure is best described as: at enrollment a. Mother (biological, adoptive, stepmother, etc.) 55 b. Father (biological, adoptive, stepfather, etc.) 0 c. Grandparent 2 d. Relative other than grandparent 0 e. Foster parent not including relative 0 f. Other 1 1. Specify: Legal Guardian
Employment
# of families C.38 Of the number of two-parent families, the number of families in which: at enrollment a. Both parents/guardians are employed 9 b. One parent/guardian is employed 32 c. Both parents/guardians are not working (i.e. unemployed, retired, or disabled) 4
# of families C.39 Of the number of single-parent families, the number of families in which: at enrollment a. The parent/guardian is employed 33 b. The parent/guardian is not working (i.e. unemployed, retired, or disabled) 25
# of families C.40 The number of all families in which: at enrollment a. At least one parent/guardian is a member of the United States military on active duty 0 b. At least one parent/guardian is a veteran of the United States military 2
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Page 114 20 Federal or other assistance
(1) (2) # of families # of families at at enrollment end of enrollment year C.41 Total number of families receiving any cash benefits or other services under the Federal Temporary Assistance for Needy 4 6 Families (TANF) Program C.42 Total number of families receiving Supplemental Security Income (SSI) 1 1 C.43 Total number of families receiving services under the Special Supplemental Nutrition Program for Women, Infants, and Children 34 21 (WIC) C.44 Total number of families receiving services under the Supplemental Nutrition Assistance Program (SNAP), formerly referred to as Food 46 35 Stamps
Job training/school
# of families C.45 Of the number of two-parent families, the number of families in which: at enrollment a. Both parents/guardians are in job training or school 0 b. One parent/guardian is in job training or school 3 c. Neither parent/guardian is in job training or school 42
# of families C.46 Of the number of single-parent families, the number of families in which: at enrollment a. The parent/guardian is in job training or school 2 b. The parent/guardian is not in job training or school 56
# of families C.47 Of the total number of all families, the number in which one or more parent/guardian: at end of enrollment year a. Completed a grade level in school, prior to high school graduation (e.g. 8th grade, 11th grade) 1 b. Completed high school or was awarded a GED during this program year 3 c. Completed an associate degree during this program year 1 d. Completed a baccalaureate or advanced degree during this program year 0
# of families at end of enrollment year C.48 Of the total number of all families, the number in which one or more parent/guardian completed a job training program, professional certificate, or license during this 5 program year
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Page 115 21 Parent/guardian education
C.49 Of the total number of families, the highest level of education obtained by the child's # of families parent(s) / guardian(s): at enrollment a. An advanced degree or baccalaureate degree 13 b. An associate degree, vocational school, or some college 11 c. A high school graduate or GED 44 d. Less than high school graduate 35 Family services
(1) (2) # of families with # of families that an expressed received the C.50 Types of family services interest or following identified need services during the during the program year program year a. Emergency/crisis intervention such as meeting immediate needs for food, clothing, or shelter 100 99 b. Housing assistance such as subsidies, utilities, repairs, etc. 19 8 c. Mental health services 26 18 d. English as a Second Language (ESL) training 37 5 e. Adult education such as GED programs and college selection 10 6 f. Job training 11 5 g. Substance abuse prevention 0 0 h. Substance abuse treatment 0 0 i. Child abuse and neglect services 5 4 j. Domestic violence services 8 6 k. Child support assistance 3 2 l. Health education 9 8 m. Assistance to families of incarcerated individuals 2 0 n. Parenting education 68 67 o. Relationship/marriage education 0 0 p. Asset building services (such as financial education, opening savings and checking accounts, debt counseling, etc.) 15 15 C.51 Of these, the number of families who were counted in at least one of the services listed above 103 100 Father engagement
C.52 Number of fathers/father figures who were engaged in the following activities during # of father/ father this program year: figures a. Family assessment 21 b. Family goal setting 18 c. Involvement in child’s Head Start child development experiences (e.g. home visits, parent-teacher conferences, etc.) 46 d. Head Start program governance, such as participation in the Policy Council or policy committees 9 e. Parenting education workshops 28
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22 Page 116 Homelessness services
# of families C.53 Total number of families experiencing homelessness that were served during the enrollment year 42 # of children C.54 Total number of children experiencing homelessness that were served during the enrollment year 45 # of families C.55 Total number of families experiencing homelessness that acquired housing during the enrollment year 5 Foster care and child welfare
# of children C.56 Total number of enrolled children who were in foster care at any point during the program year 2 C.57 Total number of enrolled children who were referred to Head Start/Early Head Start services by a child welfare agency 24 Collaboration Agreements and Community Engagement
Child care partners
# of formal agreements C.58 Total number of formal aggrements with Child Care Partners during program year 0 a. Of the Child Care Partners, the number of formal contractual agreements made void or broken during the program year 0 Local education agency (LEA)
# of LEAs C.59 Number of LEAs in the program’s service area 1 # of formal C.60 Number of formal agreements the program has with LEAs: agreements a. To coordinate services for children with disabilities 1 b. To coordinate transition services 1 Public school pre-kindergarten programs
Yes / No C.61 Does the program have formal collaboration and resource sharing agreements with public school pre-kindergarten programs? Yes # of formal agreements a. If yes, the number of formal agreements in which the program is currently participating 1
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Page 117 23 Part C agencies
# of Part C Agencies C.62 Number of Part C agencies in the program's service area 1 # of formal agreements a. Number of formal agreements the program has with Part C agencies to coordinate services for children with disabilities 1 Child welfare agencies
Yes / No C.63 Does the program have formal collaboration agreements with child welfare agencies? Yes # of formal agreements a. If yes, the number of formal agreements in which the program is currently participating 1 REPORTING INFORMATION
PIR Report Status Completed Confirmation Number 19082844829 Last Update Date 08/28/2019
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24 Page 118 Loudoun County Public Schools
LCPS Head Start Program Community Strengths and Needs Assessment 2018-2019
The 2019-20 Community Assessment will be available by 8/31/2020
Page 119 Table of Contents
Introduction Overview of the Community Assessment Page 3
Section I Overview of Grantee Service Area Page 4 and Population Demographics 45 CFR Part 1302.11 (b)(1)(i)
Section II Children with Disabilities Page 11 45 CFR Part 1302.11 (b)(1)(i)(C)
Section III Child Development and Child Care Programs Page 12 45 CFR Part 1302.11 (b)(1)(iv)
Section IV The Education, Health, Nutrition and Social Page 14 Service Needs of Head Start Eligible Children and their Families 45 CFR Part 1302.11 (a)-(b)(1)(ii)
Section V Resources in the Community to Address the Page 20 Needs of Head Start Eligible Children and Families 45 CFR Part 1302.11 (b)(1)(v-vi)
Section VI Impact of the Community Assessment Page 25
Section VII Resources Page 27
Section VIII Attachments Page 28 -- Loudoun County Zip Code Map
Page 120 Overview of the Community Assessment
The goal of this Community Assessment is to identify the strengths, needs and resources of Loudoun County, Virginia and those of Head Start eligible families and children living in this community.
The results from this assessment will be used to determine program goals, possible expansion, and to make informed decisions about program plans and service delivery.
This assessment was conducted by Loudoun County Public Schools (LCPS) Head Start staff in collaboration with the LCPS Head Start Policy Council, LCPS Head Start Parent Committees and community representatives from various public and private groups that provide services for children and families in Loudoun County. Information was gathered from national and local sources and synthesized in the following pages.
3 Page 121 Section I – Overview of Grantee Service Area and Population Demographics
Grantee Overview: Loudoun County Public Schools Head Start Program
Loudoun County Public Schools (LCPS) received its first grant from the Office of Head Start in 1994. After a year of start-up, the program provided services for 68 children and their families. With guidance from the Community Assessment and the availability of an expansion grant, the program expanded to serve 17 more children and families in 2001 for a total enrollment of 85 four-year old students. The following year, LCPS Head Start expanded again to include a classroom for 15 three-year-old students.
LCPS Head Start is currently funded to provide services for 100 children and their families. The program operates out of six classrooms located in the eastern, central and western parts of the county. During the 2018-19 school year, four classrooms were located within high schools in collaboration with the LCPS Family and Consumer Sciences (FACS) program for high school students interested in pursuing a career in Early Childhood Education or child care. These programs offer unique benefits to the Head Start students as well as the high school students. One classroom was located in an elementary school and one classroom was located in a modular class building on the grounds of an elementary school. It is the goal of this program to incorporate all of the Head Start classrooms into high schools as existing high schools are renovated and new high schools are built in this rapidly growing county.
Grantee Service Area: Loudoun County, Virginia
Loudoun County is located in Northern Virginia about 25 miles west of Washington, D.C. with the Blue Ridge Mountains to the west, Virginia’s horse country to the south and Dulles International Airport on its eastern boundary. The county contains seven incorporated towns and numerous villages and planned communities within a land area of 520 square miles. Loudoun County is bounded by seven counties in Virginia, West Virginia and Maryland and is accessible to the entire Washington Metropolitan area. Loudoun celebrated its 250th anniversary in 2007.
Historically a rural, agriculturally based county, Loudoun has become a thriving metropolitan suburb. Loudoun County’s population has tripled since 1990 which has resulted in heavy commercial and housing development particularly in the eastern parts of the county. As the home to major organizations such as the Department of Homeland Security, United Airlines, Verizon, and Dulles International Airport, Loudoun County has diverse and expanding job and business opportunities. In contrast to eastern Loudoun, the western part of the county maintains a strong rural economy and supports many wineries, farms and a large equine industry. Loudoun County is characterized by relative affluence with the highest median household income in the nation. This figure is more than double the national average, and more than five times the 2018-2019 Head Start eligibility criteria for a family of four. 1
4 Page 122 Loudoun residents report a very high level of satisfaction with quality of life in the county. Over 98% of those county residents surveyed in 2014 reported feeling “safe” or “very safe” in their neighborhood. The overall quality of life in Loudoun County was rated by 95% of residents as “good” or “excellent.” The two qualities most often cited as being the best in Loudoun were proximity to amenities or a major city, and the quality and safety of its schools.2 In a larger Community Assessment conducted through December 2013, respondents across demographic and income categories agreed that Loudoun provides a good quality of life, is a good place to raise children, provides quality education and is a healthy and safe community.3
Child Poverty Rate, Homelessness, and Foster Care
Loudoun County has the lowest child poverty rate in the state - 3.0% in 2017. This figure is significantly lower than that of Virginia (14%) and the nation (18%). Approximately 7.6% of children under 18 living in Loudoun County report having food insecurity as compared to 13.3% in Virginia.4
At a Single Point in Time Count in January 2019, there were 169 individuals who were homeless in Loudoun County, 24 of whom were children. This figure represents a 21% increase from 2018.5 During the 2018-2019 school year, 2,462 students were identified as eligible for McKinney-Vento homeless services through Loudoun County Public Schools. Of these students, 92 were enrolled in one of the LCPS preschool programs.6 Head Start provided services for 47 of these students.
There are approximately 5,000 children in foster care in Virginia. Of these children, 1,700 have the goal of adoption, and more than 600 of are waiting for adoptive families. These children are from all cultural and socio-economic backgrounds. They are frequently school age, 5 to 14 years old, and part of sibling groups.7 In 2018, there were 75 children in foster care in Loudoun County. Of these, 16 were ages 1 to 5 years.8 Head Start provided services for 4 foster children over the past three school years.
Population
Loudoun County has experienced dramatic growth over the past two decades. The U.S. Census Bureau estimated the population in July 1, 2018 to be 406,850. Loudoun’s population increased by 142,712 people from 2000 to 2010, an increase of 84.1%. Loudoun is the fastest growing county in Virginia.9 The complexion of the county has been shifting due to an influx of high-tech business, and a rapidly growing population base with expansion from other Northern Virginia counties into Loudoun due to employment opportunities and lower cost housing. It is projected that commercial and industrial growth will continue at a similar pace.
Population Growth in Loudoun County 1990 86,129 2000 169,599 2010 312,311 2018 406,850
Page 123 5 Racial and Ethnic Composition
The following tables provide a breakdown of the racial and ethnic characteristics in Loudoun County as reported by the U.S. Census Bureau.10, 11
Race/Ethnicity Characteristics 2000 White 82.8% Black 6.9% American Indian/Alaska Native 0.2% Asian/Pacific Islander 5.4% Other 2.3% Two or More Races 2.4% Hispanic (can be of any race) 5.9%
Race/Ethnicity Characteristics 2018 White 67.6% • White persons not Hispanic (55.3%) Black 8.0% American Indian/Alaska Native 0.5% Asian 20.0% Native Hawaiian/Pacific Islander 0.1% Two or More Races 3.9% Hispanic (can be of any race) 13.8%
Although these figures indicate that the majority of the population in Loudoun County is White, the county has grown in diversity. The number of individuals who selected the categories of Black, American Indian/Alaska Native, Asian, Pacific Islander, Two or More Races and Other/Unspecified combined increased from 17.2% in 2000 to 30.2% in 2015, which is a 76% increase over 15 years. Further, the number of individuals who selected the Hispanic ethnicity category doubled over the same time period. Overall, the race and ethnicity characteristics in Loudoun County show a continuing shift toward a more diverse population.
Page 124 6 Age Characteristics
Loudoun County is characterized by a young population, with 57.2% of its residents aged 39 years old or younger. The following chart provides a breakdown of the age characteristics of the residents of Loudoun County. 12
Age Characteristics 2017 0-4 years 7.5% 5-9 years 8.6% 10-14 years 8.4% 15-19 years 6.7% 20-29 years 9.9% 30-39 years 16.0% 40-59 years 30.2% 60-74 years 9.4% 75+ years 3.2%
Estimated Number of Children Eligible to Enroll in Head Start
To be eligible to enroll in LCPS Head Start, children must live in Loudoun County, be four-years- old by September 30th (or three-years-old for the Sugarland 3s class or in under-enrolled centers) and have a low family income. Following are the numbers of children who applied for and were eligible to enroll in Head Start over the past three school years. The total figures include the number of children enrolled, the number of children on the Waiting List plus the number of Head Start eligible children who were enrolled in the Virginia Preschool Initiative’s state-funded preschool program (STEP).
2016-2017 2017-2018 2018-2019 Average Number of Children Enrolled in Head Start 109 105 107 107.0 Head Start Waiting List 64 59 43 55.3 Head Start Eligible Sent to the STEP Program 19 65 46 43.3 Total: 192 229 196 205.6
In past years, LCPS Head Start received a list from the Virginia Department of Social Services (DSS) with the names of families whose child or children may be eligible to enroll in Head Start. These families receive TANF, Medicaid and/or SNAP. Children whose families receive TANF are considered income eligible for Head Start. Children whose families receive Medicaid or SNAP may or may not be income eligible for Head Start. Head Start would contact the families to invite them to apply for Head Start if their child is age eligible. Beginning in 2013, DSS is no longer able to provide this list to Head Start programs. As such, Head Start can no longer contact these families to invite them to apply.
The Virginia Department of Education reported an estimate of 655 four-year-olds who will be considered “at-risk” in Loudoun County (eligible for free or reduced lunch) for the 2019-2020
Page 125 7 school year.13 LCPS Head Start serves approximately 85 four-year-olds and STEP, a local preschool program that operates with both local funding and state Virginia Preschool Initiative (VPI) funding, serves approximately 300 four-year-olds during this time period. This would leave an estimated 270 “at-risk” four-year-olds without federally or publicly funded preschool opportunities in Loudoun County during the 2019-2020 school year.
Geographic Location of Head Start Enrolled Children Head Start enrolled children live throughout Loudoun County. Currently, there are six Head Start centers in Loudoun, which can serve a total of 100 children. There are three centers in the east, two centers in central Loudoun, and one center in the west. For the locations of the following zip codes, please refer to the map in Section VIII (page 30).
Number of Children – 4-Year-Old Classes Home Address Zip Code 2016-2017 2017-2018 2018-2019 Average Eastern Loudoun Total = 34.0 20164 22 25 26 24.3 20165 8 2 4 4.7 20166 3 5 6 4.7 20170 1 0 0 0.3 Central Loudoun Total = 36.0 20105 3 1 1 1.7 20147 10 8 10 9.3 20148 3 5 4 4.0 20152 1 4 3 2.7 20175 2 7 6 5.0 20176 15 12 13 13.3 Western Loudoun Total = 17.3 20117 1 1 5 2.3 20132 10 5 8 7.7 20134 0 1 0 0.3 20135 1 1 1 1.0 20141 2 2 0 1.3 20158 2 2 1 1.7 20180 1 3 4 2.7 20184 0 1 0 0.3
The majority of Head Start students in Loudoun County are four-years-old. Five classrooms serve children who turn four-years-old by the public school guideline of September 30. Each class can serve up to 20 children. One classroom in Eastern Loudoun exclusively serves children who turn three-years-old by this date and can serve 15 children. Although three-year-old children are eligible to attend any Head Start classroom in the county, since children with the greatest need are served first, space constraints generally dictate that this population cannot be served in the Central or Western Loudoun.
8 Page 126 Number of Children – 3-Year-Old Class Home Address Zip Code: 2016-2017 2017-2018 2018-2019 Average Eastern Loudoun 20164 11 12 7 10.0 20165 1 1 4 2.0 20166 3 2 4 3.0
Geographic Location of Head Start Eligible Children on the Waiting List
Each year, LCPS Staff compile a Waiting List for each classroom to ensure that any vacancies are filled as quickly as possible. Children must be age and income eligible to be included on the Waiting List. The following table illustrates the geographic location of children on the Waiting List for the past three years:
Number of Children on Waiting List Class Location – 4 Years Old 2016-2017 2017-2018 2018-2019 Average Eastern Loudoun --Dominion High School 15 12 3 --Sterling Elementary School 11 10 3 Total: 26 22 6 18.0 Central Loudoun --Rock Ridge High School 3 7 9 --Tuscarora High School 9 7 5 Total: 12 14 14 13.3 Western Loudoun --Woodgrove High School 5 4 1 3.3 Overall Total: 43 40 21 34.6
Number of Children on Waiting List Class Location – 3 Years Old 2016-2017 2017-2018 2018-2019 Average Eastern Loudoun --Sugarland Elementary School 21 20 22 21.0
The Waiting List is used to inform the program about possible expansion sites when an expansion grant becomes available.
9 Page 127 Racial and Ethnic Composition of Head Start Enrolled Children
The population characteristics of Head Start enrolled children and their families show a demographic pattern quite different from the rest of the county. The mix of children eligible for Head Start is quite diverse.
Percentage of Head Start Eligible Children Race and Ethnicity 2016-2017 2017-2018 2018-2019 Average Characteristics White 64% 79% 72.9% 72.0% American Indian/Alaska Native 1 1 0 0.7 Black/African American 15 11 10.3 12.1 Asian 12 2 6.5 6.8 Pacific Islander 0 0 0 0.0 Biracial/Multi-racial 8 7 10.3 8.4 Other 0 0 0 0.0 Unspecified 0 0 0 0.0 Hispanic (can be of any race) 53 68 56.1 59.0
Mirroring this diversity, Head Start enrolled children and families speak many languages:
Percentage of Head Start Eligible Families Language Spoken 2016-2017 2017-2018 2018-2019 Average English 28.9% 32.0% 36.4% 32.4% Spanish 49.5 56.0 53.3 52.9 Arabic 9.3 5.0 6.5 6.9 Bengali 1.0 0.0 0.0 0.3 Chinese 1.0 0.0 0.0 0.3 Dagbani 0.0 1.0 0.0 0.3 Dari 2.0 2.0 0.9 1.6 Farsi 0.0 1.0 0.0 0.3 French 1.0 1.0 0.0 0.7 Ga 0.0 1.0 0.0 0.3 Kurdish 1.0 0.0 0.9 0.6 Punjabi 1.0 0.0 0.0 0.3 Telugu 1.0 0.0 0.0 0.3 Urdu 4.1 1.0 0.9 2.0 Uzbek 0.0 0.0 0.9 0.3
LCPS Head Start addresses any language barriers that exist by using interpreters. Whenever necessary, the LCPS Interpreter List is used to hire an interpreter. Educational testing is offered in each child’s primary language. Due to the large and climbing number of families who speak Spanish as a primary language, LCPS Head Start hired a Spanish interpreter in 2002 who currently works 30 hours each week.
10 Page 128 Section II - Children with Disabilities
The Infant and Toddler Connection of Loudoun program and the LCPS Early Childhood Special Education (ECSE) department are the primary providers of disability services for children ages four and under in Loudoun County.
The Infant and Toddler Connection of Loudoun program provides services for children with disabilities and developmental delays who are under three years of age. This program provides early intervention services under Part C of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Early intervention services are designed to meet the needs of infants and toddlers with a disability in one or more of five areas of development: physical, cognitive, communication, social/emotional, and adaptive which is determined by multi- disciplinary assessments using appropriate diagnostic tools. A variety of services are provided including home visits, occupational and physical therapy, speech-language pathology, family training and education.14 The school year runs from July 1 of one year to June 30 of the following year. This program saw an increase in referrals and services provided during the past school year.
Infant/Toddler Services 2016-2017 2017-2018 2018-2019 Average Number of Children Assessed 518 536 549 534.3 Number of Children Served 984 1026 1067 1025.7 Source: Johanna Van Doren Jackson, Infant and Toddler Connection of Loudoun
Preschool children with a variety of disabilities can receive services through the Early Childhood Special Education (ECSE) Department of Loudoun County Public Schools. Children are identified through an outreach program, Child Find, and through referrals from child care centers, child care providers and the community.
ECSE Services 2016-2017 2017-2018 2018-2019 Average Number of Children who Received Services 650 655 701 668.7 Source: LCPS Early Childhood Special Education Department
The types of disabilities served by ECSE are determined by IDEA and include: developmental delay, autism, deafness, deaf blindness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, severe disability, specific learning disability, speech and language impairment, traumatic brain injury, and visual impairment.
Services are provided through a resource teacher in the classroom, out of the classroom, in the child’s home, or in a child care center after school. Other resources provided can include assistive technology services. Children enrolled in Head Start and STEP who are identified with a disability also receive services from the ECSE Department of Loudoun County Public Schools.
11 Page 129 Section III – Child Development and Child Care Programs
There are a variety of child development and child care programs available to Head Start eligible children in Loudoun County.
LCPS Head Start is a comprehensive program that provides social, emotional, health and educational services for three and four-year-old children who meet income eligibility criteria. In 2018-2019, services were provided for four hours a day, four days a week. During the day, children receive breakfast and lunch and participate in both structured and unstructured activities. This program has a funded enrollment of 100 students.
LCPS Head Start Services 2016-2017 2017-2018 2018-2019 Average Number of Children Served 109 105 107 107.0
The Loudoun County Department of Family Services (DFS) offers child care subsidies and referrals for low-income families through several separate service departments. DFS provides funding from the state to subsidize child care for Head Start enrolled children and their siblings (Head Start Wrap-Around Daycare) if the parents or guardians are working or attending school. This partnership between DFS and Head Start provides a continuous day of activities for enrolled children including school and child care. The majority of Head Start families are income-eligible for these funds and the services are available within a few days. This program continues until the Head Start child begins kindergarten. Families choose a child care option such as a private for-profit provider, a babysitter or services from the Department of Parks, Recreation and Community Services. DFS also provides financial assistance for child care to any eligible low and moderate income families in Loudoun County who are working, or are in approved education or training programs. As of August 29, 2019, there were 28 children on the waiting list which is approximately a one month wait to receive a child care subsidy.
Percentage of Head Start Enrolled Children Type of Child Care 2016-2017 2017-2018 2018-2019 Average Babysitter/Home Child Care 25% 34% 18% 25.6% Private/Community Child Care Center 17 8 11 12.0% DFS Child Care Assistance (can be any type of child care) 11 0 2 4.3% Wrap Around Assistance* (can be any type of child care) 9 14 5 9.3% *Source: Theresa Smith, Loudoun County Department of Family Services
The locally and state funded preschool program, STEP (Starting Towards Excellence in Preschool), is designed for children who are preschool age (a minimum of four-years-old by September 30 of the school year). This program is geared toward low-income families who meet specific income criteria (eligible for free or reduced lunch) and offers preschool for three hours a day, five days per week. The STEP program has funding to serve 300 children who are 4 years-old. LCPS Head Start partners with STEP by serving as a single point of entry for families to ensure that Head Start connects with the families who have the greatest needs. Head Start
12 Page 130 refers families who meet the STEP income guidelines as well as Head Start eligible children who will not be offered an enrollment opportunity with Head Start (children on the Head Start waiting list who have low Selection Criteria scores). A total of 44 Head Start eligible children were referred to STEP for the 2018-2019 school year.
STEP Services 2016-2017 2017-2018 2018-2019 Average Number of Children Served 308 313 312 317.7 Source: Charisse Rosario, LCPS Head Start & STEP Program
The Loudoun County Department of Parks, Recreation and Community Services (PRCS) provides child care services for children ages 3-5 years at five locations throughout the county. This program is available year-round. PRCS also provides preschool services for children ages 2½ to 5 years at ten locations throughout the county. This program follows the public school schedule.
Privately, there are many providers that offer child care services and preschool programs for any age-eligible child in the county. This includes child care centers and licensed home child care providers. A more comprehensive list can be found on Loudoun County’s Child Care Connection website (https://www.loudoun.gov/2503/Child-Care-Providers-Resources). If a family does not have internet access, a hard copy of this list can be obtained from DFS or the Head Start office.
13 Page 131 Section IV - The Education, Health, Nutrition and Social Service Needs of Head Start Eligible Children and their Families
Once families are determined to be income eligible, and children with the greatest need are identified, the Enrollment Committee approves scheduling an Enrollment Conference with a Head Start Family Services Professional. During this initial screening and enrollment process, information on the applicant family is gathered and tabulated to provide a general profile of the services and economic resources drawn on by the family.
Looking at all of the Head Start eligible families at the time of enrollment, an average of 6.0% received TANF, and 75.1% had at least one family member working part-time. Though some individuals had private insurance for their children through their employers, the majority (an average of 87.6%) had publicly funded or subsidized health insurance. An average of 10.1% of families had no health insurance for their children at the time of enrollment. The following table illustrates this information.
Percentage of Head Start Eligible Families Family Economic 2016-2017 2017-2018 2018-2019 Average Profile at Enrollment Families with TANF 9.3% 5.0% 3.9% 6.0% Enrolled as Homeless 8.2 22.0 40.8 23.7 Employment: 2 Parent Families • Both Parents Employed 16.5 7.0 8.7 10.7 • One Parent Employed 32.0 32.0 31.0 31.7 • Neither Parent Employed 0.0 3.0 3.9 2.3 Employment: 1 Parent Families • Parent is Employed 34.0 30.0 33.0 32.3 • Parent is Not Employed 16.5 28.0 23.3 22.6 Health Insurance: • Medicaid 89.7 89.0 84.1 87.6 • Private 2.1 0.0 4.7 2.3 • None 8.2 11.0 11.2 10.1
14 Page 132 During the enrollment process, each family is asked to share information about factors that impact family functioning and may lead to social, physical or psychological impairment. With these factors defined for each individual and family, the Head Start Family Services Professionals can provide referrals to help families make positive changes. By collating the information received, patterns of need by school or overall group can be ascertained and addressed. The following table lists the family risk factors identified for the parent(s)/ guardian(s) and the Head Start child or siblings over the past three school years.
Percentage of Head Start Eligible Children Selection Criteria 2016-2017 2017-2018 2018-2019 Average Child has a chronic illness/suspected disability 15.6 18.1 15.9 16.5% Child has a mental health concern -- -- 9.3 9.3% Parent/Guardian has a chronic illness/ diagnosed disability 18.3 23.8 21.5 21.2% Parent/Guardian has a mental health concern -- -- 25.2 25.2% Single parent/guardian 56.9 59.0 55.1 57.0% Incarcerated parent/guardian 8.3 24.8 26.2 19.8% Unemployed parent/guardian 57.8 70.5 57.9 62.1% History of abuse or domestic violence 17.4 25.7 36.4 26.5% History of child abuse/neglect 7.3 5.7 13.1 8.7% Teenage birth parent 25.7 23.8 30.8 26.8% Parent/Guardian substance abuse 1.8 10.5 3.7 5.3% Parent/Guardian with low education (Less than High School) 52.3 40.0 39.3 43.9%
All of the factors listed above contribute to the overall aspect of family poverty. A history of low school achievement often leads to underemployment or unemployment, while being a single parent often limits ability to work or go to school due to the need for child care. Once these risk factors are determined, the Head Start Family Services Professionals offer referrals to organizations in the county that may be able to provide services to ameliorate any risk factors.
During the Enrollment Conference, families create a Family Partnership Agreement, which outlines family needs and goals. For any need that a family expresses, Head Start staff members provide referrals to organizations that may be able to provide assistance. During the year, the needs originally expressed by families often change. Many resources are provided throughout the year without individual request. The Mental Health Coordinator and Health/Nutrition Coordinator each compile a monthly newsletter covering topics to promote mental and physical health. Using the Family Survey completed by each family at orientation, the Family and Community Partnership Coordinator regularly sends out information on a variety of opportunities and topics of interest to Head Start families. In addition to these program-wide resources, Head Start staff offer resources tailored to each family based on need. Whenever a staff member contacts or is contacted by a Head Start family, the content of the interaction is
15 Page 133 noted in the child’s file. The following table illustrates family needs that were identified by Head Start during the past three school years.
Percentage of Head Start Eligible Families Need Identified 2016-2017 2017-2018 2018-2019 Average Emergency/crisis intervention addressing immediate need for food, clothing or shelter 64.2 83.8 97.1 81.7% Housing assistance 15.1 14.3 18.4 15.9% Mental health services 17.0 21.9 25.2 21.4% English as a Second Language Training 29.2 50.5 35.9 38.5% Adult education such as GED 17.9 17.1 9.7 14.9% Job training 17.9 16.2 10.7 14.9% Child abuse and neglect services 4.7 15.2 4.9 8.3% Domestic violence services 11.3 13.3 7.8 10.8% Child support assistance 0.0 2.8 2.9 1.9% Health education 50.9 35.2 8.7 31.6% Assistance to families of incarcerated individuals 0.0 1.9 1.9 1.3% Parenting education 40.6 53.3 66.0 53.3% Asset building services 37.7 25.7 14.6 26.0%
The following issues emerged as the most common education, health and social service needs of Head Start eligible children and their families:
Basic Needs
Living in a very affluent county can limit access to basic needs like food, clothing and housing. The high cost of living makes finding affordable housing a challenge. Food and clothing prices are also inflated by the overall wealth in the community. An average of 81.7% of Head Start families received assistance with accessing services to provide these basic needs.
Language Barriers
Loudoun County’s growth in diversity over the past decade has led to the need for human service agencies to accommodate individuals who speak many different languages. An average of 67.6% of Head Start families speak English as a second language. An average of 49.9% of Head Start families received assistance with translation or interpretation and 38.5% of families requested information about English language classes.
Parenting Support
An average of 53.3% of Head Start families received assistance with parenting. Head Start families face a number of parenting challenges including: being a single parent (often due to death, divorce or abandonment), being a teenage parent, and being a working parent. An
16 Page 134 average of 57.0% of the parents or guardians with children enrolled in Head Start are single parents, and 26.8% began parenting as teenagers. Families most often requested assistance in improving their parenting skills, help with discipline and in communicating better with their children.
Health Education/Health Care Assistance
An average of 10.1% of Head Start families did not have health insurance at the time of entry into the program. An average of 31.6% of Head Start families requested assistance with health education topics including: prenatal care, adult and child weight control/obesity, preparing nutritious meals and research on specific health topics (allergies, asthma, etc.). Families also requested assistance with finding a doctor or dentist and/or applying for health insurance.
Low School Achievement/Adult Education
An average of 43.9% of Head Start families include a parent or guardian who did not complete a high school education. An average of 14.9% of Head Start families requested help accessing adult education such as GED classes, college classes, and vocational classes.
Financial Assistance
Since low family income is a requirement for program participation, it is not surprising that financial assistance emerged as a common need amongst Head Start families. Types of assistance most often requested included: help getting out of debt/credit counseling, financial counseling/budgeting, assistance in paying for medical bills, assistance in paying for child care, assistance for the holidays (food baskets, clothing, toys/gifts), assistance in paying for utility bills/rent, and assistance in paying for basic needs (food, clothing, housing). An average of 26.0% of Head Start families received assistance with financial issues.
Job Assistance
As of June 2019, the unemployment rate in Loudoun County was 2.4%. Loudoun’s unemployment rate is 0.5% lower than the average unemployment rate in the Commonwealth of Virginia (which was 2.9%), and 1.4% lower than the national unemployment rate (which was 3.8%).15 The average number of Head Start families in which neither parent/guardian was employed is high at 24.9%. This three-year average is much higher than the Virginia or National unemployment rate. Further, an average of 14.9% of Head Start families requested employment assistance.
Chronically Ill Family Member
An average of 21.2% of Head start families reported having a chronically ill family member (the majority of which are a chronically ill parent). The type of illnesses include mental health concerns (depression, anxiety, ADHD) and medical concerns (cancer, diabetes, arthritis, high blood pressure, sleep apnea, seizure disorder).
17 Page 135 Mental Health Assistance
An average of 25.2% of Head Start families reported having a mental health concern. Types of assistance requested included: direct assistance with social-emotional, development and behavioral concerns, connection with area mental health agencies for individual adult counseling, family counseling, in-home counseling, comprehensive child mental health assessments, and connection with local support groups.
Child Care Assistance
An average of 4.3% of Head Start eligible families received a Department of Family Services child care subsidy (which are available to all income eligible children in the county) and an average of 9.3% participated in Head Start Wrap Around Day Care (which is available through DFS to income eligible families during the time they have a child enrolled in Head Start). This partnership with DFS provides Head Start eligible families with full-working-day and/or full- calendar-year services which can enable them to work or attend school.
Needs As Defined by Community Institutions
Using data gathered from other Community Assessments is also helpful in determining the needs of Head Start eligible children and their families:
Loudoun County Community Assessment
Loudoun County conducted the Community Themes and Strengths Assessment in 2013.16 This assessment was conducted over four months with 6,551 respondents from all demographic groups and all county zip codes. This assessment showed that Loudoun “is a rapidly growing and diversifying county in the national capital region. While it is the nation’s wealthiest county with highly educated citizens, there is a growing subpopulation of low income, mainly immigrant, residents with limited access to care; this presents an ongoing challenge to the county’s safety net services. Travel and traffic remain a continuing challenge as does maintaining a clean and healthy environment. A byproduct of maintaining Loudoun’s natural habitat has been an increase in reported Lyme disease cases. Loudoun County remains an excellent place to live and to raise children, with quality schools, low crime rates, low rates of reportable diseases and many available parks and community services. Tobacco and alcohol use remain a continuing challenge among Loudoun County youth, though not out of proportion with the region.”
“In the CTSA assessment, excellent schools, low crime/safe neighborhoods, and good jobs and a healthy economy were the items viewed as being most important to create and maintain a healthy community. Lyme disease, cost of healthcare and availability of healthcare within Loudoun County were the health concerns viewed by respondents as most important for our community to address. Bullying, drug use and gang involvement were the behaviors viewed being of greatest concern to our community’s well-being. Respondents most strongly agreed that Loudoun County provides a good quality of life, is a good place to raise children, provides quality education, and is a healthy and safe community. They disagreed that housing or
18 Page 136 healthcare was affordable in Loudoun or that they were prepared for a public health emergency. Respondents overall viewed themselves as being healthy; they have good access to medical and dental care, with urgent care centers playing an important role in accessing care when regular doctors’ offices are closed.”
“Hispanic and Black CTSA respondents were more likely not to have a college degree, not be insured and to have incomes under $50,000. These subgroups were more likely to prioritize access to healthcare as a concern, less likely to have seen a primary care provider or dentist in the previous year, and more likely to have used a safety net provider to receive care. They were also less likely to agree with statements about the quality of life and education in Loudoun County or to be concerned about Lyme disease.”
“Following is a list of social issues of concern to respondents:
• All Forces: Unknown consequences of the Affordable Care Act Implementation on current health services, employees, and residents of Loudoun County. • Economic: Transportation access and affordability issues since local travel bus tokens have been deleted, fees have increased, and more frequent bus transportation and routes need to be initiated to correlate with the Metro train to Dulles Project. • Social/Legal: Immigration issues in access of care, decreasing safety net services, and recognition of worth. • Scientific: Vaccine beliefs that are barriers to vaccine acceptance by residents perceived to impact the current level of herd immunity. • Social: Insufficient primary care resources. • Environmental: Environmental concerns especially the potential for food and water contamination with increased development. Also discussed was the positive impact of farm markets on nutrition. One group expressed concerns that the growth in viniculture would promote unsafe driving by intoxicated consumers. • Political and Economic: Improvement in the grant system to support county agencies when federal support stops and restructuring of some human service agencies under more appropriate departments to improve efficiency.”
Needs of Homeless Children and their Families
Homeless mothers experience a high rate of mental health and substance abuse disorders, high rates of chronic illness, high rates of adverse birth outcomes, limited physical and role functioning, high rates of hospitalization and high levels of trauma (including physical and sexual violence). Homeless children often witness family violence, experience frequent moves, are more likely to be hungry and experience food insecurity, have poor health, have inconsistent attendance at school, experience more learning problems (including developmental delays, learning disabilities, repeating a grade) and are much more likely to experience emotional problems (such as anxiety, depression, withdrawal) that need professional help. Families who are homeless also experience a high degree of loss beyond that of possessions and housing. Homeless families experience a loss of community, routines, privacy and security.17 In addition to these needs, homeless families in Loudoun County also share the same needs as low-income families that are listed above in this section.
19 Page 137 Section V - Resources in the Community to Address the Needs of Head Start Eligible Children and Families
Loudoun County residents have access to a variety of community resources. Many of these services are available free of charge or for a fee assessed on a sliding scale based on family income. Because of the dramatic population growth in the county, many of the human services offered are stressed, and will become more so as the population utilizing them increases.
Loudoun County provides a comprehensive Resource Directory listing community services available to Loudoun residents. This directory is available to families online and from the Head Start office. The non-profit group Loudoun Cares operates an Information and Referral Help Line to assist residents in locating resources in the county for any human service need. This service is free of charge and assistance is available in English and Spanish.
Following is a brief overview of the community resources available to address the needs of Head Start eligible children and their families as identified in the previous section of this Community Assessment.
Basic Needs
There are many different agencies throughout Loudoun County that provide assistance to families who need food, clothing and housing. Families who need assistance in obtaining food can visit Loudoun Hunger Relief, Messiah’s Market, Tree of Life Food Pantry and LINK for free food on a regular basis. The food provided is limited to what donations these agencies have received. Head Start partners with community agencies to provide a weekly backpack filled with food for each student and his/her family in the six Head Start classes. This backpack goes home with the students each weekend during the school year. There is also a summer free lunch program at multiple schools throughout the county that is open to all county residents under the age of 18. This program runs five days a week for five weeks. Families who need assistance with clothing can obtain a voucher from Good Shepherd or Women Giving Back that gives an allowance to shop for clothing and other household items. This assistance is limited to one voucher every six months. There are many thrift stores located throughout the county that offer low cost clothing and household items. There are many different programs in the county to assist with housing needs. There are several shelters for single individuals and families operated by the Department of Family Services, Volunteers of America, Good Shepherd Alliance and the Loudoun Abused Women’s Shelter (LAWS). Other emergency housing is provided through DFS for persons identified as being in particular need. In addition to emergency shelter, DFS offers services to low income residents including HIP (Homeless Intervention Program), ADU (Affordable Dwelling Units), Operation Match, Homebuyers Opportunity Program and the Downpayment/Closing Cost Assistance Program. This department also offers the Housing Choice Voucher Program (rental assistance) but families often remain on the waiting list for several years. In the private sector, several developers offer limited affordable housing to the community. These units are located in all areas of the county.
20 Page 138 Language Barrier Assistance
The Loudoun Literacy Council, Loudoun County Public Schools and various area churches provide English language classes. Reflecting the increase in Spanish-speaking families, the Circuit Court Clerk’s Office and the General District Court provide daily services in the courtroom to accommodate Spanish-speaking residents. The Loudoun County Public Libraries offer presentations in Spanish and a collection of books and other resources in Spanish for check out. La Voz, a community advocacy organization, works to connect the local Hispanic/Latino population with government organizations and other groups to promote self- sufficiency through education, advocacy, and programs that strengthen family networks. INMED Partnerships for Children holds bimonthly educational parent groups in Spanish. Loudoun Cares offers a part-time Information and Referral Help Line for Spanish speakers to connect residents with human services resources in the county. Although various agencies offer English classes throughout the county, not all families can use them. In Head Start, those who need to learn English are often mothers who are home without transportation or child care. While some classes are free, others charge a fee that can further restrict attendance. Families who speak a language other than Spanish have few supports in the community other than the various ELL classes offered countywide.
Parenting Support
The Loudoun Citizens for Social Justice (LCSJ) offers a parenting skills class called the Nurturing Program. This program is free to county residents and is offered in English and Spanish. This is a 6-8 week class that teaches parenting techniques with an emphasis on preventing child abuse. Space in this class is limited and the program usually has a long waiting list. The Loudoun County Public Schools has a Parent Resource Center, which offers a library filled with resources that parents can use to educate themselves about specific special needs and improve their parenting skills. INMED Partnerships for Children offers a free bimonthly Spanish language parent educational support group. There are several support groups for Mothers of Preschoolers (MOPS) but they primarily meet in the central and eastern parts of the county (and are geared toward mothers, not fathers). The Department of Family Services offers a parenting education group that is open to all Head Start families. LCPS Head Start provides parenting information to all enrolled families and the Mental Health Coordinator is available to research specific parenting topics for families as needed. The Mental Health Coordinator and the Family and Community Partnership Coordinator co-facilitate a series of parenting workshops monthly that are available to all enrolled families. These free workshops are in English and Spanish and younger siblings may attend.
Health Education/Health Care Assistance The Loudoun County Health Department provides preventative health services such as immunizations, family planning, prenatal/postnatal care and testing and treatment for communicable diseases. For other needs, families can use Inova Loudoun Hospital, local Urgent Care Centers or other area hospitals in neighboring counties. Although medical services can be costly, each location offers income-eligible families a payment plan for services provided. The Loudoun Free Clinic is open five days a week and serves low-income residents ages 18-64 without health insurance. Healthworks of Northern Virginia provides services on a sliding scale
21 Page 139 for uninsured children and adults who are low-income. This center, located in central Loudoun (Leesburg), is open daily for appointments and walk-ins. Healthworks of Northern Virginia opened the Health Center for Children and Families in Sterling, VA in an attempt to reach children from low-income families in the eastern part of the county. Unfortunately, this eastern center was closed recently due to lack of funding. There is a center located in a neighboring county that can be accessed by eastern Loudoun families. The Health Department has a dental clinic in Leesburg that provides services such as fillings and cleaning to income-eligible children. Inova Loudoun Hospital sponsors a Mobile Health Van to provide screenings, flu shots and community outreach. Although health resources are available throughout the county, there are areas of the population that are underserved. These areas are primarily located in the rural and more sparsely populated southern and southwestern parts of the county. The hospital available to residents in Loudoun County is located in the eastern part of the county. Although there is an Emergency Room located in central Loudoun, the nearest full-service hospital to residents in the western part of the county is located across the county line in Winchester, VA. Additionally, families below the poverty line without legal residency and the working poor continue to lack access to health insurance and thus affordable healthcare. Services to these residents that are free or on a sliding scale are available but limited.
Job Assistance Opportunities for employment training and skills enhancement are offered through a variety of organizations within the county. The Department of Family Services offers Career Support Services, which include occupational skills training and job readiness training. The Workforce Resource Center in Leesburg assists county residents with job searches by providing access to a variety of job listings and the equipment necessary to conduct a job search including computers, telephones and a fax machine. The Workforce Resource Center also offers job skills enhancement workshops. These services are free to county residents. Northern Virginia Family Services offers an intensive 25-week job training program, Training Futures, in a simulated office setting to help individuals with a low income enhance their skills to obtain a job with a good wage. This program is available to a limited number of participants for a fee and is held in a neighboring county. The Head Start Family and Community Partnership Coordinator is available to provide job assistance by helping parents create or edit a resume and by helping parents complete job applications.
Adult Education
LCPS Adult Education offers classes in adult basic education, English Classes, Arts & Crafts, Business & Computer Software, Financial Awareness, Horticulture, Foreign Languages, Personal Improvement and Trade & Industry. Adult education also offers General Equivalency Degree (GED) Preparatory Classes and GED testing. There are also eight colleges and universities located in the county that offer courses for adults. All of these programs are available for a fee. Other free adult education opportunities are available through LCPS Guidance Department, LCPS Parent Resource Center, LCSJ Nurturing Program, Loudoun County Public Libraries, Loudoun County Mental Health and the Women’s Resource Center. These organizations provide services such as budgeting classes and parenting classes. Although adult education classes are widely available in the county, accessing these opportunities can be difficult due to
22 Page 140 language barriers, location of classes, lack of transportation to classes, need for child care during classes and lack of money to attend them.
Financial Assistance
Several opportunities for financial assistance are available to Head Start eligible families. The Department of Family Services (DFS) has an Emergency Services Department that has resources to help income eligible families who cannot pay for a medical bill or need assistance to pay for a utility bill, rent or other necessary household expense. This assistance is limited, and is not an ongoing source of support. Eligible families must show that this is a one-time need and that they will have the resources to pay for future bills. Various area churches and non-profit agencies such as the Salvation Army also offer financial assistance in paying for medical or necessary household bills. Assistance is limited and not guaranteed.
Chronically Ill Family Member
There are a variety of resources available for families with a chronically ill family member. The Head Start Mental Health Coordinator and the Health and Nutrition Coordinator work collaboratively to connect parents with resources in the community who can provide assistance. Head Start staff can assist families with making health appointments, providing transportation to appointments and attending appointments with families if necessary. Please see above entry for specific health resources available in Loudoun County. The Health and Nutrition Coordinator and the Mental Health Coordinator continue to build partnerships with local agencies that can provide assistance to those with a chronic illness.
Mental Health Assistance
There are a variety of mental health centers in Loudoun County that provide outpatient counseling as well as in-home family therapy. The majority of these centers accept Medicaid and major health insurance. For those families without health insurance, most of these agencies can provide services on a sliding scale based on family income. Families can also attend pastoral counseling sponsored by area churches and synagogues. There are also a variety of support groups in the area that focus on support for specific mental health issues. For families that do not speak English, mental health counseling is limited. A few centers have counselors that speak Spanish. For languages other than Spanish, families must drive to a neighboring county to a multi-cultural counseling center that offers services in a variety of other languages.
Child Care Assistance
The Department of Family Services (DFS) provides subsidized child care services for Head Start eligible families with funds from the state (Wrap Around child care). However, not all Head Start families are eligible for these subsidies. Family members must work or attend school for a minimum number of hours weekly to apply and families who are undocumented are not eligible to apply for these services at all. Further, DFS requires single parents to file for child support enforcement from the absent parent before they are eligible to apply for Wrap-Around services. Many Head Start families are uncomfortable with this requirement and choose not to
23 Page 141 apply for the child care subsidy. Head Start eligible families who do not have a child enrolled in Head Start may not use these funds. These families compete for a very limited amount of funding through DFS. These funds are inadequate to meet the needs of all county residents who have a low income. The majority of working parents who earn a low income are unable to pay the full price of day care for their children without a subsidy. Through a collaboration of several human resource organizations, the Child Care Connection website was created to provide lists of regulated and licensed child care providers, information on child care assistance, training opportunities, tips for selecting quality child care and information about starting a home child care business. For children in kindergarten through grade five, the County After School Activities (CASA) program run by the Department of Parks, Recreation and Community Services (PRCS) provides supervised activities at schools throughout the county. CASA also provides a Before School and a Holiday Program at several locations in the county. PRCS provides child care for children ages 3-5 in five locations throughout Loudoun County. All of these services are available for a fee. Head Start families can find a listing of day care providers through the Child Care Connection website or obtain a hard copy from the Head Start office.
Resources for Homeless Children and Families
In addition to all of the resources listed above, there are several community supports in place to assist individuals and families who are homeless.
The Loudoun Homeless Services Center is a multifaceted program that provides extensive services to prevent, support and help end homelessness within Loudoun and surrounding counties. This program is operated by the Volunteers of America Chesapeake, Inc. and Loudoun County Family Services. The primary goals are to assist households from homelessness to permanent housing and prevent at-risk households from becoming homeless. Program staff utilize Evidence Based Practices such as Trauma Informed Care, Motivational Interviewing, Housing First approaches and low barrier programming to motivate, empower and support households experiencing homelessness. Types of Programs offered include: Permanent Supportive Housing Program, Rapid Rehousing Program, Emergency Shelter, Cold Weather Shelter where clients receive a hot dinner, breakfast in the morning and a bag lunch to take with them; they can also take a shower and wash their laundry, and the Drop-In Center where clients can take a shower, wash laundry, get a hot meal, make phone calls and receive mail.
The Loudoun Abused Women Shelter also provides shelter and supportive services to women and their children who become homeless due to domestic violence situations. Additionally, families experiencing homelessness can apply for a McKinney-Vento designation from LCPS. This provides families with additional support within the school system such as flexible transportation boundaries and collaboration to help families obtain needed resources.
24 Page 142 Section VI – Impact of the Community Assessment
The philosophy of the Loudoun County Public Schools Head Start Program is impacted by the community strengths and weaknesses as defined in this Community Assessment. The Community Assessment is presented at the annual Self-Assessment meeting each spring and is among the information and data considered when reviewing and revising the Vision, Mission and Goals. Other information considered includes student outcomes, program accomplishments, strengths and areas to improve. The Vision and Mission are reviewed at the Self-Assessment meeting and are revised at the discretion of the Self-Assessment team. The long-range goals and the short-term objectives for the program are reviewed and revised following Self-Assessment. The needs expressed by Head Start families and those defined by the community as described in the Community Assessment are considered by the Self- Assessment Team as they choose future Head Start goals. These goals are included in the program’s Strategic Plan for Program Goals document.
As part of the Self-Assessment process, the Management Team, along with the Self-Assessment Team, reviews the most recent complete Community Assessment data regarding the needs of Head Start families. The team discusses how this data impacts the services delivered by each Service Area Coordinator. Coordinators adjust the services they currently deliver, if necessary, based on this data to meet the needs of the families. Each Coordinator receives a copy of the Community Assessment before the start of the next school year. The Coordinators use the Community Assessment to determine any additional services that need to be made available for the new school year.
Based on the information presented in the Community Assessment and Self-Assessment relating to the strengths and needs of our community and the families served, the Recruitment Goals for the LCPS Head Start Program are as follows: 1. To locate and recruit the neediest children by identifying community resources and collaborating with community partners, 2. To maintain full enrollment of at least 100 students throughout the school year, 3. To meet the Head Start Program Performance Standard requiring that at least 10% of enrolled children have a diagnosed disability, 4. To maintain enrollment of 10% or fewer over-income students.
The LCPS Head Start program uses the center-based option to provide services. The center- based option is the most effective option because of the number of parents/guardians who are working or in school and because of the expansive recruitment area. For eligible parents/guardians who are working or in school, the Head Start Wrap-Around Day Care assistance program can provide financial support for full-day, full-year child care arrangements.
The recruitment area for this program is the entire county of Loudoun. Because of the strong support from Loudoun County Public Schools transportation department, eligible children in all locations throughout the county can participate in Head Start. Given the large number of eligible four-year old children in the county, limitations in funding make it impossible to provide
25 Page 143 services to all eligible three-year-old children.
The initial classroom location sites were chosen to serve all areas in Loudoun County with children in need, as the original grant specifies. The Community Assessment includes information about where in the county Head Start Eligible children reside. This data, in addition to data regarding children on the Waiting List, drives decisions about where to locate additional classrooms as they become necessary and as funding becomes available. The Policy Council and the Governing Body are regularly informed about this demographic information. During the 2018-2019 school year, one classroom was located in a modular classroom on school grounds and five classrooms were located within school buildings.
In addition to criteria set by the Head Start Program Performance Standards and the Head Start Act, the Policy Council uses information in the Community Assessment to determine other criteria for selecting students. The selection criteria risk factors are organized in a hierarchy to ensure that eligible children with the greatest need are given an opportunity for enrollment. The Policy Council reviews the selection criteria annually and amends it if necessary before the next recruitment cycle begins.
The number of children potentially eligible for Head Start services continues to grow annually. The program operates at full enrollment with an active waiting list of children ready to fill vacancies. The program has met its enrollment capacity with each of two expansions.
As detailed above, the Community Assessment is used in a variety of ways to strengthen the Head Start Program, ensure that the needs of Head Start families are met and ensure that planning occurs for anticipated changes and needs.
26 Page 144 Section VII – Resources
1. American Community Survey (www.census.gov/programs-surveys/acs/) 2. 2014 Loudoun County Survey of Residents (www.loudoun.gov/DocumentCenter/View/111529) 3. 2013 Community Health Assessment (www.loudoun.gov/DocumentCenter/View/109099) 4. National Kids Count Center (http://datacenter.kidscount.org/) 5. Metropolitan Washington Council of Governments: Homelessness in Metropolitan Washington (www.mwcog.org/documents) 6. Becky Hicks, LCPS McKinney Vento Specialist 7. Adopt US Kids (www.adoptuskids.org) 8. National Kids Count Center (http://datacenter.kidscount.org/) 9. US Census Bureau, 2018 Population Estimates (www.census.gov) 10. U.S. Census Bureau, 1990 & 2000 Census (www.census.gov) 11. U.S. Census Bureau State and County Quick Facts (www.census.gov/quickfacts/table/RHI705210/51107) 12. U.S. Census Bureau (http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=CF) 13. Virginia Department of Education Budget Office State Share for VPI 2018-2019 Report 14. Individuals with Disabilities Education Act (http://thomas.loc.gov/cgibin/query/z?c108:h.r.1350.enr:) 15. United States Department of Labor (www.bls.gov) 16. 17. Loudoun County Community Health Assessment 2013 (www.loudoun.gov/DocumentCenter/View/101389) 18. National Child Traumatic Stress Network: Facts on Trauma and Homeless Children (www.NCTSNet.org)
CommunityAssessment/2018-2019CommunityAssessment Revised: 9/16/2019
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