Grant Application ...... 3 SF424 ...... 3 SF424A Head Start ...... 6 SF424A Early Head Start ...... 9 SF424A Total ...... 12 Program Schedule of Services ...... 15 SF424B Certifications and Assurances ...... 16 Head Start Budget ...... 22 Early Head Start Budget ...... 25 Budget Justification Narrative ...... 27 Section I. PROGRAM DESIGN AND APPROACH TO SERVICE DELIVERY ...... 27 Goals ...... 27 Service Delivery ...... 30 Section II. BUDGET AND BUDGET JUSTIFICATION NARRATIVE ...... 31 Funding Request Summary ...... 31 COLA ...... 32 Non-Federal Share ...... 33 Head Start Training and Technical Assistance ...... 34 Early Head Start Training and Technical Assistance ...... 36 Personnel ...... 37 Fringe Benefits ...... 42 Travel, Supplies ...... 42 Contractual, Other ...... 44 Community Wide Strategic Planning and Needs Assessment ...... 47 Waiver Request for Locally Designed Option for Early Head Start ...... 62 Policy Council By-Laws ...... 69 Personnel Policies ...... 74 Stafford Head Start Philosophy ...... 91 Self Assessment Committee Reports ...... 92 Child Health Services ...... 92 Services for Children with Disabilities ...... 95 Education and Early Childhood Development Services...... 96 Eligibility, Recruitment, Selection, Enrollment, and Attendance ...... 97 Facilities, Materials, Equipment and Safety ...... 98 Family and Community Partnerships ...... 99 Fiscal ...... 100 Human Resources ...... 102 Program Governance ...... 103 Program Management ...... 104 Transportation ...... 1 105

Program Plans ...... 106 Child Health Services ...... 106 Services for Children with Disabilities ...... 119 Education and Early Childhood Development Services...... 127 Eligibility, Recruitment, Selection, Enrollment, and Attendance ...... 138 Facilities, Materials, Equipment and Safety ...... 154 Family and Community Partnerships ...... 173 Human Resources ...... 187 Program Governance ...... 204 Program Management ...... 208 Transportation ...... 214 Goals 2019-2023 with updates ...... 224 Training and Technical Assistance Plans ...... 233

2 OMB Number: 4040-0004 Expiration Date: 10/31/2019

Application for Federal Assistance SF-424

* 1. Type of Submission: * 2. Type of Application: * If Revision, select appropriate letter(s): Preapplication New

Application Continuation * Other (Specify):

Changed/Corrected Application Revision

* 3. Date Received: 4. Applicant Identifier: 03CH010608

5a. Federal Entity Identifier: 5b. Federal Award Identifier:

N/A 03CH010608

State Use Only:

6. Date Received by State: 7. State Application Identifier:

8. APPLICANT INFORMATION:

* a. Legal Name: STAFFORD COUNTY PUBLIC SCHOOL SYSTEM

* b. Employer/Taxpayer Identification Number (EIN/TIN): * c. Organizational DUNS: 546001628 078300332 d. Address:

* Street1: 31 Stafford Ave

Street2:

* City: Stafford

County/Parish: Stafford County

* State: VA: Virginia Province:

* Country: USA: UNITED STATES

* Zip / Postal Code: 22554-7246 e. Organizational Unit:

Department Name: Division Name:

HHS: Office of Head Start HHS: Office of Head Start f. Name and contact information of person to be contacted on matters involving this application:

Prefix: Mrs. * First Name: Kathryn

Middle Name: B

* Last Name: Massie Suffix:

Title: Director

Organizational Affiliation: Stafford Schools Early Childhood Programs

* Telephone Number: (540) 368-2559 Fax Number: (540) 368-1978

* Email: [email protected] Application for Federal Assistance SF-424

* 9. Type of Applicant 1: Select Applicant Type: Independent School District

Type of Applicant 2: Select Applicant Type:

Type of Applicant 3: Select Applicant Type:

* Other (specify):

* 10. Name of Federal Agency:

ACF-Head Start

11. Catalog of Federal Domestic Assistance Number:

93.600 CFDA Title: Head Start

* 12. Funding Opportunity Number: eGrants-N/A

* Title: N/A

13. Competition Identification Number:

Not Applicable Title: Not Applicable

14. Areas Affected by Project (Cities, Counties, States, etc.):

Stafford County Schools

* 15. Descriptive Title of Applicant's Project: Refunding and COLA Application for Head Start and Early Head Start

Attach supporting documents as specified in agency instructions.

4 Application for Federal Assistance SF-424

16. Congressional Districts Of:

* a. Applicant VA-001 b. Program/Project VA-001

Attach an additional list of Program/Project Congressional Districts if needed.

17. Proposed Project:

* a. Start Date: 08/01/2021 * b. End Date: 07/31/2022

18. Estimated Funding ($):

* a. Federal 2,766,107

* b. Applicant 691,527 * c. State

* d. Local

* e. Other 0

* f. Program Income

* g. TOTAL 3,457,634

* 19. Is Application Subject to Review By State Under Executive Order 12372 Process?

a. This application was made available to the State under the Executive Order 12372 Process for review on . b. Program is subject to E.O. 12372 but has not been selected by the State for review.

c. Program is not covered by E.O. 12372.

* 20. Is the Applicant Delinquent On Any Federal Debt? (If "Yes," provide explanation in attachment.) Yes No

If "Yes", provide explanation and attach

21. *By signing this application, I certify (1) to the statements contained in the list of certifications** and (2) that the statements herein are true, complete and accurate to the best of my knowledge. I also provide the required assurances** and agree to comply with any resulting terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218, Section 1001) ** I AGREE

** The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency specific instructions.

Authorized Representative:

Prefix: Mrs. * First Name: Holly

Middle Name:

* Last Name: Hazard Suffix:

* Title: Chairperson, Stafford School Board

* Telephone Number: (540) 658-6000 Fax Number: (540) 658-6635

* Email: [email protected]

* Signature of Authorized Representative: * Date Signed:

5 BUDGET INFORMATION - Non-Construction Programs OMB Number: 4040-0006 Expiration Date: 02/28/2022 SECTION A - BUDGET SUMMARY

Grant Program Catalog of Federal Estimated Unobligated Funds New or Revised Budget Function or Domestic Assistance Activity Number Federal Non-Federal Federal Non-Federal Total (a) (b) (c) (d) (e) (f) (g) Program Operations 93.600 1. $ 0 $ 0 $ 2,253,868 $ 691,527 $ 2,945,395

TTA 93.600 2. 0 0 25,992 0 25,992

Program Operations: 93.600 3. Head Start COLA 27,497 0 27,497

5. Totals $ 0 $ 0 $ 2,307,357 $ 691,527 $ 2,998,884

Standard Form 424A (Rev. 7- 97) Prescribed by OMB (Circular A -102) Page 1 SECTION B - BUDGET CATEGORIES

6. Object Class Categories GRANT PROGRAM, FUNCTION OR ACTIVITY Total (1) (2) (3) (4) (5) Program Operations TTA Program Operations: Head Start COLA

a. Personnel $ 1,313,366 $ $ 27,497 $ $ 1,340,863

b. Fringe Benefits 614,441 614,441

c. Travel 13,200 13,200

d. Equipment 0

e. Supplies 202,161 202,161

f. Contractual 1,500 1,500

g. Construction 0

h. Other 122,400 12,792 135,192

i. Total Direct Charges (sum of 6a-6h) 2,253,868 $ 2,307,357

j. Indirect Charges $

k. TOTALS (sum of 6i and 6j) $ $ 25,992 $ $ $

7. Program Income $ $ $ $ $

Authorized for Local Reproduction Standard Form 424A (Rev. 7- 97) Prescribed by OMB (Circular A -102) Page 1A

7 SECTION C - NON-FEDERAL RESOURCES (a) Grant Program (b) Applicant (c) State (d) Other Sources (e)TOTALS Program Operations 8. $ $ $ $ 691,527

TTA 9.

Program Operations: Head Start COLA 10. 0

11.

12. TOTAL (sum of lines 8-11) $ 691,527 $ 0 $ $ SECTION D - FORECASTED CASH NEEDS Total for 1st Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

13. Federal $ 2,307,357 $ 576,840 $ $ 576,839 $

14. Non-Federal $ 172,882 172,881

15. TOTAL (sum of lines 13 and 14) $ 2,998,884 $ 749,722 $ $ 749,721 $ 749,720 SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (a) Grant Program FUTURE FUNDING PERIODS (YEARS) (b)First (c) Second (d) Third (e) Fourth

16. $ $ $ $

17.

18.

19.

20. TOTAL (sum of lines 16 - 19) $ $ $ $ SECTION F - OTHER BUDGET INFORMATION 21. Direct Charges: 22. Indirect Charges:

23. Remarks:

Authorized for Local Reproduction Standard Form 424A (Rev. 7- 97) 8 Prescribed by OMB (Circular A -102) Page 2 BUDGET INFORMATION - Non-Construction Programs OMB Number: 4040-0006 Expiration Date: 02/28/2022 SECTION A - BUDGET SUMMARY

TTA 93.600 2. 9,766 0 9,766

Program Operations: 93.600 3. COLA 5,412 0 5,412

5. Totals $ 0 $ 0 $ 458,750 $ 0 $ 458,750

Standard Form 424A (Rev. 7- 97) Prescribed by OMB (Circular A -102) Page 1 SECTION B - BUDGET CATEGORIES

6. Object Class Categories GRANT PROGRAM, FUNCTION OR ACTIVITY Total (1) (2) (3) (4) (5) Program Operations TTA Program Operations: COLA

a. Personnel $ 307,304 $ $ 5,412 $ $ 312,716

b. Fringe Benefits 107,654 107,654

c. Travel 6,000 6,000

d. Equipment 0

e. Supplies 23,814 23,814

f. Contractual 500 500

g. Construction 0

h. Other 4,300 3,766 8,066

i. Total Direct Charges (sum of 6a-6h) 443,572 $ 458,750

j. Indirect Charges $

k. TOTALS (sum of 6i and 6j) $ $ 9,766 $ $ $

7. Program Income $ $ $ $ $

Authorized for Local Reproduction Standard Form 424A (Rev. 7- 97) Prescribed by OMB (Circular A -102) Page 1A

10 SECTION C - NON-FEDERAL RESOURCES (a) Grant Program (b) Applicant (c) State (d) Other Sources (e)TOTALS Program Operations 8. $ $ $ $ 0

TTA 9.

Program Operations: COLA 10.

11.

12. TOTAL (sum of lines 8-11) $ 0 $ 0 $ $ SECTION D - FORECASTED CASH NEEDS Total for 1st Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 13. Federal $ $ 114,688 $ $ $ 14. Non-Federal $

15. TOTAL (sum of lines 13 and 14) $ 458,750 $ $ $ 114,687 $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (a) Grant Program FUTURE FUNDING PERIODS (YEARS) (b)First (c) Second (d) Third (e) Fourth

16. $ $ $ $

17.

18.

19.

20. TOTAL (sum of lines 16 - 19) $ $ $ $ SECTION F - OTHER BUDGET INFORMATION 21. Direct Charges: 22. Indirect Charges:

23. Remarks:

Authorized for Local Reproduction Standard Form 424A (Rev. 7- 97) 11 Prescribed by OMB (Circular A -102) Page 2 BUDGET INFORMATION - Non-Construction Programs OMB Number: 4040-0006 Expiration Date: 02/28/2022 SECTION A - BUDGET SUMMARY

Grant Program Catalog of Federal Estimated Unobligated Funds New or Revised Budget Function or Domestic Assistance Activity Number Federal Non-Federal Federal Non-Federal Total (a) (b) (c) (d) (e) (f) (g) Head Start: 93.600 1. Program Operations $ 0 $ 0 $ 2,281,365 $ 691,527 $ 2,972,892

2. Head Start: 93.600 TTA 0 0 25,992 0 25,992

Early Head Start: 93.600 3. Program Operations 448,984 0 448,984

Early Head Start: 93.600 4. TTA 9,766 0 9,766

5. Totals $ 0 $ 0 $ 2,766,107 $ 691,527 $ 3,457,634

Standard Form 424A (Rev. 7- 97) Prescribed by OMB (Circular A -102) Page 1 SECTION B - BUDGET CATEGORIES

6. Object Class Categories GRANT PROGRAM, FUNCTION OR ACTIVITY Total (1) (2) (3) (4) (5) Head Start: Head Start: Early Head Start: Early Head Start: Program Operations TTA Program Operations TTA

a. Personnel $ 1,340,863 $ $ 312,716 $ $ 1,653,579

b. Fringe Benefits 614,441 107,654 722,095

c. Travel 13,200 6,000 19,200

d. Equipment 0

e. Supplies 202,161 23,814 225,975

f. Contractual 1,500 500 2,000

g. Construction 0

h. Other 122,400 12,792 4,300 3,766 143,258

i. Total Direct Charges (sum of 6a-6h) 2,281,365 448,984 $ 2,766,107

j. Indirect Charges $

k. TOTALS (sum of 6i and 6j) $ $ 25,992 $ $ 9,766 $

7. Program Income $ $ $ $ $

Authorized for Local Reproduction Standard Form 424A (Rev. 7- 97) Prescribed by OMB (Circular A -102) Page 1A

13 SECTION C - NON-FEDERAL RESOURCES (a) Grant Program (b) Applicant (c) State (d) Other Sources (e)TOTALS Head Start: Program Operations 8. $ $ $ $ 691,527

Head Start: TTA 9.

Early Head Start: Program Operations 10. 0

Early Head Start: TTA 11. 0

12. TOTAL (sum of lines 8-11) $ 691,527 $ 0 $ $ SECTION D - FORECASTED CASH NEEDS Total for 1st Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

13. Federal $ 2,766,107 $ 691,528 $ $ 691,526 $

14. Non-Federal $ 172,882 172,881

15. TOTAL (sum of lines 13 and 14) $ 3,457,634 $ 864,410 $ 864,409 $ 864,408 $ 864,407 SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (a) Grant Program FUTURE FUNDING PERIODS (YEARS) (b)First (c) Second (d) Third (e) Fourth

16. $ $ $ $

17.

18.

19.

20. TOTAL (sum of lines 16 - 19) $ $ $ $ SECTION F - OTHER BUDGET INFORMATION 21. Direct Charges: 22. Indirect Charges:

23. Remarks:

Authorized for Local Reproduction Standard Form 424A (Rev. 7- 97) 14 Prescribed by OMB (Circular A -102) Page 2 Office of Head Start 03CH010608 - Stafford County School District FY2021 - 08/01/2021-07/31/2022 - Non-Competing Continuation

Enrollment by Program Option Funded Combination Family Child Locally Child Center-based Program Care Home-based Designed Enrollment Program Total Total Enrollment 259 0 0 12 8 279

Program Schedules

Center-based 4. Number of hours 5. Number of days 6. Number of days 7. Number of Schedule 2. Funded 3a. Number of 3b. of classes / groups of classes / groups of classes / groups home visits 8. Number Number Child classes / groups Double per child per child per child per child of hours Enrollment Session per day per week per year per year per home visit CB-000-1 183 10 no 6.5 5 180 2 1.5 CB-000-2 68 4 no 6.5 5 160 2 1.5 CB-200-1 8 1 no 6.5 5 220 2 1.5 Total 259

Home-based 11. Number of hours 12. Number of home-based Schedule 2. Funded Child 9. Number of home visits 10. Number of hours per home-based socialization experiences Number Enrollment per child per year per home visit socialization experience per child per year HB-200-1 12 44 2 2 20

Locally Designed Program 4. Number of hours 5. Number of days 6. Number of days 7. Number of Schedule 2. Funded 3a. Number of 3b. of classes / groups of classes / groups of classes / groups home visits 8. Number Number Child classes / groups Double per child per child per child per child of hours Enrollment Session per day per week per year per year per home visit LD-200-1 8 1 no 6.5 5 180 17 1.5

03CH010608 08/01/2021-07/31/2022 Non-Competing15 Continuation Page 1 Apr 07, 2021 14:21:11 EDT Delegate(s) displayed in "Contractual - Delegate Agency Costs"

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCES

Office of Head Start Updated July 29, 2014

16 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCE

Table of Contents

SF424B, Assurances ...... 1 Certification Regarding Lobbying ...... 3 Certification Regarding Level II of the Executive Schedule ...... 3 Certification of Filing and Payment of Federal Taxes ...... 4

17 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCE

SF424B Assurances – Non-Construction Programs

1. Has the legal authority to apply for Federal assistance and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning, management and completion of the project described in this application. 2. Will give the awarding agency, the Comptroller General of the United States and, if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. 3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain. 4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency. 5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. §§4728-4763) relating to prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F). 6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. §§1681-1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. §794), which prohibits discrimination on the basis of handicaps; (d) the Age Discrimination Act of 1975, as amended (42 U.S.C. §§6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. §§290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and, (j) the requirements of any other nondiscrimination statute(s) which may apply to the application. 7. Will comply, or has already complied, with the requirements of Titles II and III of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally-assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases. 8. Will comply, as applicable, with provisions of the Hatch Act (5 U.S.C. §§1501-1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds.

181 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCE

9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. §§327-333), regarding labor standards for federally-assisted construction subagreements. 10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more. 11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523); and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205). 12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. §§1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system. 13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. §470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. §§469a-1 et seq.). 14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance. 15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance. 16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. §§4801 et seq.) which prohibits the use of lead-based paint in construction or rehabilitation of residence structures. 17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133, "Audits of States, Local Governments, and Non-Profit Organizations." 18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations, and policies governing this program.

192 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCE

Certification Regarding Lobbying Certification for Contracts, Grants, Loans, and Cooperative Agreements

1. No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. 2. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form- LLL, ''Disclosure Form to Report Lobbying,'' in accordance with its instructions. 3. The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

Statement for Loan Guarantees and Loan Insurance

If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure Form to Report Lobbying,'' in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

Regarding Compliance with Compensation Cap (Level II of the Executive Schedule) Federal funds will not be used to pay any part of the compensation of an individual employed by a Head Start and/or Early Head Start agency if that individual's compensation exceeds the rate payable for Level II of the Executive Schedule.

203 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES COMPENDIUM OF REQUIRED CERTIFICATIONS AND ASSURANCE

Certification of Filing and Payment of Federal Taxes As required by the Departments of Labor, Health and Human Services, and Education and Related Agencies Appropriation Act, 2008 (Public Law 110-161, Division G, Title V, section 523), as a prospective financial assistance recipient entering into a grant or cooperative agreement of more than $5,000,000, I, as the duly authorized representative of the applicant, do hereby certify to the best of my knowledge and belief, that:

1. The applicant has filed all Federal tax returns required during the three years preceding this certification 2. The applicant has not been convicted of a criminal offense pursuant to the Internal Revenue Code of 1986 (U.S. Code - Title 26, Internal Revenue Code) 3. The applicant has not, more than 90 days prior to this certification, been notified of any unpaid Federal tax assessment for which the liability remains unsatisfied, unless the assessment is the subject of an installment agreement or offer in compromise that has been approved by the Internal Revenue Service and is not in default, or the assessment is the subject of a non- frivolous administrative or judicial proceeding.

Submission Statement

** The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency specific instructions.

Authorized Representative:

Prefix: Mrs. * First Name: Holly

Middle Name:

* Last Name: Hazard

Suffix:

* Title: Chairperson, Stafford School Board

* Telephone Number: (540) 658-6000 Fax Number: (540) 658-6635

* Email: [email protected]

* Signature of Authorized Representative: * Date Signed:

* Submitted by: Date Submitted:

214 Office of Head Start 03CH010608 - Stafford County School District FY2021 - 08/01/2021-07/31/2022 - Non-Competing Continuation

Head Start - Summary Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Line Item Budget Total $2,253,868 $25,992 $691,527 42.63

Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Personnel Total $1,313,366 $0 $174,079 42.63

Personnel: Child Health and Development Personnel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Program Managers and Content Area Experts $143,506 $0 $61,443 3.07 Teachers / Infant Toddler Teachers $674,109 $0 $0 13.67 Teacher Aides and Other Education Personnel $286,278 $0 $0 14.36 Other Child Services Personnel - Transportation Assistants $13,030 $0 $0 0.72 Other Child Services Personnel - Literacy Assistant $9,193 $0 $0 0.38 Other Child Services Personnel - Transition $18,498 $0 $0 0.76 Assistant Total $1,144,614 $0 $61,443 32.96

Personnel: Family and Community Partnership Personnel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Program Managers and Content Area Experts $22,935 $0 $0 0.4 Other Family and Community Partnerships $109,402 $0 $0 5.56 Personnel - Family Service Workers Other Family and Community Partnerships $13,574 $0 $0 0.75 Personnel - Parent Involvement Assistant Other Family and Community Partnerships $22,841 $0 $0 0.76 Personnel - ERSEA Assistant

03CH010608 08/01/2021-07/31/2022 Non-Competing22 Continuation Page 1 Apr 07, 2021 14:22:28 EDT Delegate(s) displayed in "Contractual - Delegate Agency Costs" Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Total $168,752 $0 $0 7.47

Personnel: Program Design and Management Personnel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Head Start / Early Head Start Director $0 $0 $27,283 0.2 Managers - HS & EHS Asst Principals $0 $0 $33,943 0.4 Clerical Personnel $0 $0 $23,364 0.8 Fiscal Personnel $0 $0 $28,046 0.8 Total $0 $0 $112,636 2.2

Fringe Benefits Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Social Security (FICA), State Disability, Unemployment (FUTA), Worker's Compensation, $100,473 $0 $13,317 State Unemployment Insurance (SUI) Health / Dental / Life Insurance $262,399 $0 $67,133 Retirement $231,677 $0 $30,708 Other Fringe - Disability Insurance $15,892 $0 $2,106 Other Fringe - Leave Pay Out $4,000 $0 $0 Total $614,441 $0 $113,264

Travel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Staff Out-Of-Town Travel $0 $13,200 $0

Supplies Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Office Supplies $29,175 $0 $0 Child and Family Services Supplies $114,501 $0 $11,387 Food Services Supplies $35,485 $0 $0 Other Supplies - Other Supplies-Software $23,000 $0 $0 Total $202,161 $0 $11,387

03CH010608 08/01/2021-07/31/2022 Non-Competing23 Continuation Page 2 Apr 07, 2021 14:22:28 EDT Delegate(s) displayed in "Contractual - Delegate Agency Costs" Contractual Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Health / Disabilities Services $1,500 $0 $0 Other Contracts - Other Contracts-Copier Contract $0 $0 $8,981 Total $1,500 $0 $8,981

Other Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Utilities, Telephone $0 $0 $90,209 Building and Child Liability Insurance $1,400 $0 $0 Local Travel $33,000 $0 $282,407 Child Services Consultants $44,000 $0 $0 Substitutes (if not paid benefits) $20,000 $0 $10,000 Parent Services $7,000 $2,400 $0 Accounting and Legal Services $0 $0 $1,200 Training or Staff Development $17,000 $7,641 $0 Other - Other-Dues $0 $2,751 $0 Total $122,400 $12,792 $383,816

Direct Costs Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Direct Costs Total $2,253,868 $25,992 $691,527 42.63

03CH010608 08/01/2021-07/31/2022 Non-Competing24 Continuation Page 3 Apr 07, 2021 14:22:28 EDT Delegate(s) displayed in "Contractual - Delegate Agency Costs" Early Head Start - Summary Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Line Item Budget Total $443,572 $9,766 $0 8.56

Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Personnel Total $307,304 $0 $0 8.56

Personnel: Child Health and Development Personnel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Teachers / Infant Toddler Teachers $174,113 $0 $0 4 Home Visitors $45,522 $0 $0 1 Teacher Aides and Other Education Personnel $46,372 $0 $0 2 Total $266,007 $0 $0 7

Personnel: Family and Community Partnership Personnel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Other Family and Community Partnerships Personnel - Family Service Worker $24,949 $0 $0 1 Other Family and Community Partnerships $16,348 $0 $0 0.56 Personnel - ERSEA Assistant Total $41,297 $0 $0 1.56

Fringe Benefits Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Social Security (FICA), State Disability, Unemployment (FUTA), Worker's Compensation, $23,509 $0 $0 State Unemployment Insurance (SUI) Health / Dental / Life Insurance $25,718 $0 $0 Retirement $54,209 $0 $0 Other Fringe - Hybrid Disability Insurance $3,718 $0 $0 Other Fringe - Leave Pay Out $500 $0 $0 Total $107,654 $0 $0

03CH010608 08/01/2021-07/31/2022 Non-Competing25 Continuation Page 4 Apr 07, 2021 14:22:28 EDT Delegate(s) displayed in "Contractual - Delegate Agency Costs" Travel Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Staff Out-Of-Town Travel $0 $6,000 $0

Supplies Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Child and Family Services Supplies $17,579 $0 $0 Food Services Supplies $6,235 $0 $0 Total $23,814 $0 $0

Contractual Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Health / Disabilities Services $500 $0 $0

Other Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Building and Child Liability Insurance $300 $0 $0 Parent Services $4,000 $120 $0 Training or Staff Development $0 $3,480 $0 Other - Other $0 $166 $0 Total $4,300 $3,766 $0

Direct Costs Cost for Program Cost for Training Non-Federal Number of Operation Technical Assistance Share Employees Direct Costs Total $443,572 $9,766 $0 8.56

03CH010608 08/01/2021-07/31/2022 Non-Competing26 Continuation Page 5 Apr 07, 2021 14:22:28 EDT Delegate(s) displayed in "Contractual - Delegate Agency Costs" STAFFORD COUNTY PUBLIC SCHOOLS HEAD START AND EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 NARRATIVE

SECTION I. PROGRAM DESIGN AND APPROACH TO SERVICE DELIVERY

A. GOALS

The overall result or benefits of the Stafford Schools Head Start program is for Head Start children to enter kindergarten more prepared academically, socially and emotionally than their peers, which has been the outcome now for several years, and for their parents to make substantial progress on their family goals, to improve their parenting skills and to be educational partners in their child’s progress through school. The overall benefit expected is for the children and their parents to be successful in their life goals and contributing members of the Stafford community.

The Communitywide Assessment Committee reviewed the entire updated assessment in

February 2021 and made several summary recommendations. The committee noted the Stafford

Head Start program has made good progress towards all objectives for the 2020-21 year. In addition, the program stressed nutrition, moderate to vigorous physical activity, youth involvement, male involvement and the role of the father, children’s insurance outreach, literacy and family literacy, parents reading to their children, multicultural activities, parenting, character education, and free tax assistance for families to access the Earned Income Tax Credit.

The program should continue to provide these services including adult education and job training, work with the community to increase the number of pediatric dental providers and mental health professionals, and improve the availability of affordable housing, childcare and public transportation. Based on the parent survey and with an expanding waiting list of income-

27 eligible children, pockets of poverty throughout the county and unaffordable childcare, the

Stafford Head Start program should continue to provide a full 6.25 school day program 5 days a week, serve all of Stafford County, and find ways to expand services to the children on the waiting list. If funds are available, the program should expand from 160 to 180 days of classroom services. Based on the growing Hispanic and Mideastern community, recruitment outreach efforts should continue to include minorities who have children not speaking English, as these students who attend Head Start gain English communication skills before entering kindergarten. Recruitment and hiring of additional minority staff should continue so that the staff composition more proportionately reflects the student population. The teen pregnancy rate in Stafford County and the number of single parent families in Head Start shows a strong need to continue and expand the Early Head Start program in the county.

The community assessment highlights the cost of housing in Stafford, the teen pregnancy rate, the continuing domestic violence and child abuse, the large number of single parents in Head

Start, the lack of public transportation, and the growing number of the Hispanic population.

Selection criteria for Stafford Head Start enrollment should continue to address the high housing costs, teen pregnancies, domestic violence, child abuse, single parents, the lack of transportation, children in crisis, the growing non-English speaking population and those referred from other social service agencies

The Program Goals, School Readiness Goals and Expected Outcomes remain the same. The goals and objectives approved by the Policy Council and the School Board for 2021-22 address the specific needs for improvement recommended by the fifteen self assessment committees.

Those self assessment committees found that the program made good progress on completing its program goals and objectives in 2020-21. Many goals for facility improvement were met and

28 new areas to address were added to 2021-22 goals. The school readiness goals for students were met as well. Based on outcomes data, feedback from Kindergarten teachers, and the focus of

Stafford Schools on project based learning, continued emphasis for Stafford Head Start school readiness goals is self regulation, math concepts, literacy, gross and fine motor development, as well as developing creative and critical thinking skills. Several 2020-21 goals were dependent on additional funding from either federal or local sources and that funding is not expected soon so the goals were continued. Stafford Schools’ 2019 Comprehensive Annual Financial Report found that the Stafford County School Board complied, in all material respects, with the compliance requirements that could have a direct and material effect on each of its major federal program for the year ended June 30, 2019. The audit was unqualified with one area to address, a significant deficiency related to a missed signature on a monthly timesheet, no material weaknesses and no areas of noncompliance. The Head Start program had an area of noncompliance to correct in February 2020 related to supervision of a student left unattended for

5 minutes. The program was found to be noncompliant with Federal Performance Standard

1302.90(c)(1). The program developed a Corrective Action Plan, revised child safety policies and procedures, strengthened its monitoring process, and provided training to staff. This area of noncompliance was found to be corrected on 9/30/2020.

The 2016 CLASS Head Start review had average or above scores and the 2016 Comprehensive

Services/School Readiness-H review of the Early Head Start found no compliance issues so the program has been authorized to seek a non-competitive new grant for five years.

B. SERVICE DELIVERY

1. Service and Recruitment Area

The service and recruitment areas continue to be the entire county of Stafford, Virginia,

as the Communitywide Strategic Planning and Needs Assessment shows pockets of

poverty throughout the county. The following map shows the current location of Head

Start children’s homes.

30 Section II. BUDGET AND BUDGET JUSTIFICATION NARRATIVE

STAFFORD COUNTY PUBLIC SCHOOLS HEAD START AND EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 FUNDING REQUEST SUMMARY

The accompanying Head Start Budget reflects the proposed spending in all categories based on this current year’s budget. Head Start Program Operations $2,253,868 Head Start Training &Technical Assistance $ 25,992 Head Start Cost-of-Living Adjustment (COLA) $ 27,497 Early Head Start Program Operations $ 443,572 Early Head Start T&TA $ 9,766 Early Head Start Cost-of-Living Adjustment (COLA) $ 5,412 Total requested this application $2,766,107 Required Non-Federal Share $ 691,527 Total $3,457,634

Stafford Schools policies for procurement and expenditures ensure compliance with all federal

and state requirements and laws. Stafford Schools Finance Department utilizes several layers of

checks and balances at the school level, as well as the central office level, with password secured

financial software and delegation of separate password protected entry level and approval levels

to different levels of personnel. Inventory of all equipment is maintained at the central office

level, as well as at the program level. The program also inventories all non-consumable supplies

annually.

31 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START AND EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 COLA FUNDING

Cost of Living Adjustment (COLA) funding is requested to fund the salary increases for the 2021-

22 school year. The school division uses competitive market analysis to develop its compensation and benefits on a comparative basis with other school divisions. This process enhances the school division’s ability to recruit and retain highly qualified teachers and administrative/support personnel. The comparative analysis of 2021-22 salaries indicated the Stafford employee pay scale is still below the targeted market in several areas and Stafford School Board approved a budget with at least a 5% Cost of Living increase for all employees. This budget has not been adopted as of the grant application and is expected to be final in late May. Salaries that are requested in the ongoing refunding application are the approved 2021-22 salary levels. Since the approved federal

COLA rate of 1.22% is less than half the approved school board rate, local Stafford Schools funding will pay the difference in salary increases not covered by COLA funding, in order to pay

Head Start and Early Head Start staff on the Stafford Schools salary scales, to keep the staff pay comparable to their peers and at the current market level in Stafford, as determined by Stafford

Schools as the largest education employer. The additional funding required to meet salary increases is provided through Stafford Schools local funding already budgeted to support the program, but not included in the required non-federal share. Federal COLA funds are requested to pay a portion of the 5% COLA that Stafford School Board awarded to all employees in order to move those salaries closer to the market average. The portion of the 5% COLA paid with federal funds for Head Start is 2.17% or $27,497 and 1.76% or $5,412 for Early

Head Start.

STAFFORD COUNTY PUBLIC SCHOOLS HEAD START AND EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 IN-KIND CONTRIBUTION/NON FEDERAL FUND TOTAL FOR HEAD START AND EARLY HEAD START

NON-FEDERAL RESOURCES VALUATION NON-FEDERAL SHARE A. PERSONNEL $174,079 Stafford Schools funds all or portions of the following salaries, and cost allocations have been applied. See the Budget Narrative for Personnel: 1. Education Coordinator’s Salary $27,283 1. Assistant Education and Disabilities Coordinators $34,160 13. Director $27,283 14. Asst Principals $33,943 16. Secretary/ Data Managers $23,364 17. Bookkeepers/Accounting $28,046 B. FRINGE $113,264 Social Security $13,317 Health & Life $67,133 Retirement & Retiree Health $30,708 Disability $2,106 E. SUPPLIES $11,387 Early Head Start Child and Family Services Supplies $11,387

F. CONTRACTUAL $ 8,981 Copier rental fees $11,088 x 81% H. OTHER $374,040 4. Utilities $90,209 Gas $ 4,377 Electricity $82,646 Water $ 3,186 8. Local Travel $282,407 $1,125.13 per student x 251 Head Start students This year’s budgeted amount is conservative so as not to overbudget nonfederal funding.) 12. Substitutes $10,000 Early Head Start substitute costs 14. Accounting and Legal Services $ 1,200 Bookkeeping Supervision, 5 hr x 12 mos x $20

Total Non-Federal Share $691,527

33 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START APPLICATION PROGRAM YEAR 2021-22 TRAINING AND TECHNICAL ASSISTANCE Budget Justification Narrative

Training and Technical Assistance funds are requested to continue to provide high quality program services to children and families. Funds are requested for staff development to: achieve growth in Head Start Child Outcomes, particularly in math and social skills, improve program operation and planning to continue full compliance with the Head Start Performance Standards and meet new initiatives of the Head Start Bureau, assist families in setting and accomplishing family partnership goals, obtain CDA certification for classroom paraprofessionals, B.A. degrees and state teacher certification, and improve job related skills and job performance. Funds are also requested to provide parent training to assist families in accomplishing their goals.

Rationale: Vocabulary, approaches to learning, cognitive and social skills continue to remain weaker areas in the curriculum assessments. Training for family services staff in family services has not received as much priority as teacher training in the past few years. New Family services staff are pursuing Family Services Development Associates certification in order to receive education and work experience that will improve the quality of services provided to families. Assisting teachers and classroom paraprofessional assistants in obtaining CDA, B.A. degrees and Virginia state Early Childhood certification will also continue. Continuous improvement of program operation and planning, job related skills and performance are critical to the continuing quality of the Stafford Head Start program.

T&TA PA20 Funds Requested C. TRAVEL 1. Staff Out-of-Town Travel $13,200 $3,600 $1,200 per person (registration, travel, hotel, meals) for 3 teachers to attend VaHSA, NHSA, or Head Start Bureau conferences related to Head Start Child Outcomes, particularly vocabulary and social skills $2,400 $1,200 per person (registration, travel, hotel, meals) for 2 family services staff to attend VaHSA, NHSA, or Head Start Bureau conferences related to Head Start Child Outcomes, particularly vocabulary, math and social skills $3,600 $1,200 per person (registration, travel, hotel, meals) for 3coordinators to attend VaHSA, NHSA, Head Start Bureau or other conferences related to Head Start Performance Standards or Bureau initiatives $3,600 Registration, travel, hotel, meals for Director/Education Coordinator to attend 2 VaHSA (at $1,200 each), 1 NHSA, and 1 HeadStart Bureau conferences (at $1,200 each) related to Head Start Performance Standards or Head Start Bureau initiatives

H. OTHER 13. Parent Services $2,400 $ 300 $150 for 2 instructors for CPR instruction for parents $ 300 $150 for 2 instructors for First Aid instruction for parents

34 $1,200 $600 for 2 parents (registration, travel, hotel, meals) to attend VaHSA, NHSA, or Head Start Bureau conferences related to family literacy, fatherhood, or Head Start Bureau initiatives $600 $600 for 1 Policy Council member to attend VaHSA, NHSA, or Office of Head Start conferences related to Office of Head Start initiatives or program compliance.

16. Training or Staff Development $7,641 $ 340 $340 per person for Al’s Pals training for anticipated1 new teacher $1,000 $150 for 5 instructors for CPR/First Aid training for entire Head Start staff at beginning of year. $250 for CPR/First Aid books and sanitary materials $2,200 Tuition and books for 11 credit hours @ $200 per credit hour for teachers pursuing state early childhood certification with graduate courses and 1AA teacher pursuing B.A. degree $2,400 Tuition and books for 12 credit hours for college courses for staff to improve job related skills – 1 bookkeeper taking 3 hour accounting class, 3 teacher taking classes for recertification $1,201 Consultant, books and materials for joint kindergarten and Head Start teacher training $ 500 Trainings related to family service worker credentials, individual job performance based on employees’ career development goals, supervisor recommendations, and annual performance evaluations, estimated at 2 employees @ approximately $250 each

17. Other $2,751 $2,751 Dues for VaHSA, NHSA for publications and conference cost reductions

35 STAFFORD COUNTY PUBLIC SCHOOLS EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 TRAINING AND TECHNICAL ASSISTANCE Budget Justification Narrative

T&TA G034121 Funds Requested for Early Head Start C. TRAVEL 1. Staff Out-of-Town Travel

$4,800 $1,200 per person (registration, travel, hotel, meals) for 3 teachers and 1 coordinator to attend VaHSA, NHSA, or Head Start Bureau conferences related to Early Head Start or Birth to Three Child Outcomes, particularly communication skills, early number concepts, attentiveness and persistence skills, and self regulation.

$1,200 $1,200 per person (registration, travel, hotel, meals) for 1 staff to attend seminars or training to improve performance skills based on annual evaluation.

H. OTHER 13. Parent Services $ 60 $60 for CPR instruction for parents $ 60 $60 for First Aid instruction for parents

16. Training or Staff Development $ 480 $480 for Creative curriculum training for new staff $ 500 $500 for Instructional training for improving infant and toddler communication skills, early number concepts, self regulation, attentiveness $ 100 $100 for CPR/First Aid training for Early Head Start staff at beginning of year. $2,400 Tuition and books for 12 credit hours @ $200 per credit hour for teachers pursuing A.A. or state early childhood certification. 17. Other $ 166 Dues for VaHSA, NHSA for publications and conference cost reductions

TOTAL $9,766

36 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START and EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 PERSONNEL/SALARIES

Stafford School Board is using a Market Adjustment Model of Compensation (see Documents- Pay Scales). This enhancement is based on a Wage Comparison Study Market Analysis with comparable school divisions. Stafford Head Start is a program of the Stafford School Board, and salaries are based on scales adopted by the board. Salaries and benefits are above 80% of the budget, as salaries and benefits are paid on the Stafford Schools pay scale as Head Start and Early Head Start employees are employees of the grantee and entitled to the same salary and benefits. A. Personnel The compensation policies of Stafford County Public Schools complies with the compensation cap guidelines. No Federal funds pay any part of the compensation of individuals providing any services to Head Start, if that individual’s compensation exceeds the rate payable for Level II of the Executive Schedule. Even though salary and fringe benefits costs are a high percentage of the federal Head Start budget, other program costs are paid by Stafford Schools, which generously supports the program in its funding.

$1,313,366 Head Start $307,304 Early Head Start Non Federal Share $174,079 Early Non- Head 2020-21 Base HS Federal- 5% Cost Line Start Salary 2.17% COLA 1.76% Title Federal Stafford Increase Allocation Item Federal without - HS COLA - EHS Ongoing Schools 2021/22 Funding COLA funding Ongoing Head Start/Early Head Start/VPI Director & Ed HS & EHS Coordinator* (.40) Program 1 $27,283 $129,918 (.20 20% Administrative, .20 Programmatic) $ - $ - $136,413.90 Asst Principal HS Rising Star, EHS Program 1 $18,583 $80,448 Ed, HS Asst. Ed., 22% Disabilities Coord. $ - $ - $84,470.40

37 (.44) (.22 Programmatic) (.22 Administrative) Asst Principal North Star, EHS Ed, HS Asst. Ed., HS Disabilities Coord. Program 1 $15,577 $82,419 (.36) (.18 18% Programmatic) (.18 Administrative) $ - $86,5404.45 HS 75% Education Coach 1 $46,160 $61,546 $ - $64,623.00 Health HS 41% Coordinator- 1 $37,139 $90,583 Rising Star (.41) $ 806 $ - $95,112.15 Health HS 36% Coordinator-North 1 $18,327 $50,907 Star (.36) $ 398 $ - $53,452.35 Early Head Start HS & EHS Health 1 $21,688 $39,433 55% Coordinator $ 471 $ - $41,404.65 Mental Health HS 40% 1 $20,192 $50,481 Coordinator (.40) $ 438 $ - $53,005.05 HS 100% Teacher 2 $30,378 $30,378 $ 659 $ - $31,896.90 HS 100% Teacher 2 $30,719 $30,719 $ 667 $ - $32,254.95 HS 100% Teacher 2 $33,722 $33,722 $ 732 $ - $35,408.10 HS 100% Teacher 2 $34,709 $34,709 $ 753 $ - $36,444.45 HS 100% Teacher 2 $46,150 $46,150 $ 1,000 $ - $48,457.50 HS 100% Teacher 2 $46,890 $46,890 $ 1,018 $ - $49,234.50 HS 100% Teacher 2 $47,488 $47,488 $ 1,030 $ - $49,862.40 HS 100% Teacher 2 $52,399 $52,399 $ 1,137 $ - $55,018.95 HS 100% Teacher 2 $52,399 $52,399 $ 1,137 $ - $55,018.95 HS 100% Teacher 2 $61,546 $61,546 $ 1,336 $ - $64,623.30 HS 100% Teacher 2 $70,563 $70,563 $ 1,531 $ - $74,091.15 HS 100% Teacher 2 $73,590 $73,590 $ 1,597 $ - $77,269.50 HS 100% Teacher 2 $46,279 $46,279 $ 1,004 $ - $48,592.95

38 HS 67% Teacher (.67) 2 $47,277 $70,563 $ 1,026 $ - $74,091.15 Early Head Start EHS 100% 2 $42,862 $42,862 Teacher $ - $ 755.00 $45,005.10 Early Head Start EHS 100% 2 $42,135 $42,135 Teacher $ - $ 742.00 $44,241.75 Early Head Start EHS 100% 2 $46,886 $46,886 Teacher $ - $ 825.00 $49,230.30 Early Head Start EHS 100% 2 $42,230 $42,230 Teacher $ - $ 744.00 $44,341.50 Early Head Start EHS 100% 4 $45,522 $45,522 Home Visitor $ - $ 802.00 $47,798.10 HS 100% Teacher Assistant 5 $17,428 $17,428 $ 378 $ - $18,299.40 HS 100% Teacher Assistant 5 $18,073 $18,073 $ 392 $ - $18,976.65 HS 100% Teacher Assistant 5 $18,073 $18,073 $ 392 $ - $18,976.65 HS 100% Teacher Assistant 5 $18,073 $18,073 $ 392 $ - $18,976.65 HS 100% Teacher Assistant 5 $18,073 $18,073 $ 392 $ - $18,976.65 HS 100% Teacher Assistant 5 $19,903 $19,903 $ 432 $ - $20,898.15 HS 100% Teacher Assistant 5 $19,903 $19,903 $ 432 $ - $20,898.15 HS 100% Teacher Assistant 5 $19,903 $19,903 $ 432 $ - $20,898.15 HS 100% Teacher Assistant 5 $19,903 $19,903 $ 432 $ - $20,898.15 Teacher Assistant HS 67% 5 $13,335 $19,903 (.67) $ 289 $ - $20,898.15 HS 100% Teacher Assistant 5 $22,102 $22,102 $ 480 $ - $23,207.10 HS 100% Teacher Assistant 5 $22,321 $22,321 $ 484 $ - $23,437.05 HS 100% Teacher Assistant 5 $22,321 $22,321 $ 484 $ - $23,437.05 HS 100% Teacher Assistant 5 $22,365 $22,365 $ 485 $ - $23,483.25 Teacher Assistant HS 35% 5 $6,928 $19,794 (.35) $ 150 $ - $20,783.70 Teacher Assistant HS 34% 5 $7,574 $22,277 (.34) $ 164 $ - $23,390.85 Early Head Start EHS 100% 5 $26,464 $26,464 Teacher Assistant $ - $ 466.00 $27,787.20 Early Head Start EHS 100% 5 $19,908 $19,908 Teacher Assistant $ - $ 351.00 $20,903.40 Transportation HS 34% Assistant-North 9 $6,153 $18,097 Star (.34) $ 134 $ - $19,001.85

39 Transportation HS 38% Assistant-Rising 9 $6,877 $18,097 Star (.38) $ 149 $ - $19,001.85 HS & EHS Literacy Assistant 9 $9,193 $24,192 38% (.52) $ 199 $ - $25,401.60 Transition HS 76% 9 $18,498 $24,339 Assistant (.76) $ 401 $ - $25,555.95 Family and HS & EHS Community 10 $22,935 $57,338 40% Partnerships Coordinator (.40) $ 498 $ - $60,204.90 Family Service HS 90% 11 $20,112 $22,347 Worker (.90) $ 436 $ - $23,464.35 Family Service HS 42% 11 $17,226 $17,226 Worker (.42) $ 374 $ - $18,087.30 Family Service HS 79% 11 $18,551 $18,551 Worker (.79) $ 403 $ - $19,478.55 Family Service HS 100% 11 $17,296 $17,296 Worker $ 375 $ - $18,160.80 Family Service HS 49% 11 $8,441 $17,226 Worker (.49) $ 183 $ - $18,087.30 Family Service HS 96% 11 $27,776 $28,933 Worker (.96) $ 603 $ - $30,379.65 Family Service HS 100% 11 $24,949 $24,949 Worker (.100) $ - $ 439.00 $26,196.45 Parent HS & EHS Involvement Asst 11 $13,574 $18,098 75% (.75) $ 295 $19,002.90 EHS ERSEA HS & EHS Asst/Data 11 $16,348 $29,192 56% Manager/Program Secretary (.56) $ - $ 288.00 $30,651.60 HS 76% ERSEA Assistant 11 $22,841 $30,054 $ 496 $31,556.70 Head Start/Early Head Start/VPI HS & EHS Director & Ed Admin 13 $27,283 $129,918 Coordinator (.40) 20% (.20 Programmatic $ - $ - $136,413.90

40 and .20 Administrative) Asst Principal Rising Star, EHS Ed, HS Asst. Ed., HS Admin Disabilities Coord. 14 $18,761 $81,215 22% (.44) (.22 Programmatic) (.22 Administrative) $ - $ - $85,275.75 Asst Principal North Star, EHS Ed, HS Asst. Ed., HS Admin Disabilities Coord. 14 $15,182 $80,329 18% (.36) (.18 Programmatic) (.18 Administrative) $ - $ - $84,345.45 Secretary/Data HS & EHS Manager-North 16 $9,653 $26,814 36% Star (.36) $ - $ - $28,154.70 HS & EHS Secretary/Data 16 $13,711 $31,161 44% Manager (.44) $ - $ - $32,719.05 HS & EHS Bookkeeper 17 $12,711 $35,309 36% North Star (.36) $ - $ - $37,074.11 HS & EHS Bookkeeper 17 $15,335 $34,853 44% Rising Star (.44) $ - $ - $36,595.65 TOTALS $1,313,366 $307,304 $174,079 $2,593,540 $ 27,497 $5,412 $2,723,217

All employees are currenty budgeted for a minimum 5% COLA. Head Start federal funds will cover 2.17% and Early Head Start federal funds will cover 1.76% with the remainder funded by Stafford Schools and is already budgeted, but is not counted as nonfederal share for this grant application.

41 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START and EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 FRINGE BENEFITS b. Fringe Benefit Costs $594,391 Head Start $107,654 Early Head Start $113,264 Non Federal Share Head Start Federal Early Head Start Non-federal Ongoing Federal Ongoing Share 1. FICA& Workman’s Comp $ 100,473 $ 23,509 $ 13,317 7.65% 2. Health & Dental Insurance $ 244,800 $ 21,600 $ 64,800 $7200 per enrollee based on previous year’s enrollment Life Insurance 1.34% $ 17,599 $ 4,118 $ 2,333 Total Health/Life Insurance $ 262,399 $ 25,718 $ 67,133

3. Retirement 16.62% $ 218,281 $ 51,074 $ 28,932 Retiree Health Ins 1.02% $ 13,396 $ 3,135 $ 1.776 Total Retirement $ 231,677 $ 54,209 $ 30,708

4. Leave Pay Out $ 4,000 $ 500 $ 0 Hybrid Disability Ins 1.21% $ 15,892 $ 3,718 $ 2,106

Total Fringe Benefits $ 614,441 $107,654 $ 113,264

Stafford Head Start pays the same benefits as the Stafford County School Board. Head Start employees receive the same benefits as any other School Board employee.

Employees are provided with health insurance, a share is paid into the Virginia State Retirement System, and a life insurance policy equal to twice their salary is paid for them. Staff are insured under Workmen’s Comp regulations, too. Leave Pay Out is budgeted based on previous annual payments to retirees @ $20-$30/day of unused sick leave based on years of service. Health insurance includes vision and prescriptions, and dental is an option employees may purchase with a small employer share.

Staff receive one day per month sick leave and two personal days a year, both of which can be accumulated. 240 day staff receive vacation leave based on years of service.

These benefits and salaries are comparable to those paid by other school districts in the area.

42 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START & EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 TRAVEL, SUPPLIES

C. TRAVEL $13,200 Head Start Federal $6,000 Early Head Start Federal $0 Nonfederal Share Head Start Early Head Start Nonfederal Share 1. Staff Out of Town Travel for Conferences $13,200 $6,000 $0 (see Training and Technical Assistance Budget Justifications)

E. SUPPLIES $57,525 Head Start Federal $6,000 Early Head Start Federal $0 Nonfederal Share Head Start Early Head Start Nonfederal Share 1. Office Supplies $29,175 Postage $ 500 Paper, stationary, folders, $10,000 labels, envelopes Toner, printer ink $17,500 Binders, dividers, labels $ 675 Pens, calendars, markers, $ 400 pencils, rubbers bands, tape, staples, paper clips, etc.

2. Child and Family Services Supplies $114,501 $17,579 Medical & dental-toothpaste, toothbrushes for children, clinic supplies, masks and gloves $ 3,500 $ 200 Diapers and wipes $ 2,379 Paper, glue, paint, makers, $49,000 $10,000 crayons, rest mats, backpacks, home learning materials for 14 Head Start classes, 2 EHS & 1 home based Laminating materials $ 10,000 Books and instructional $3,000 manipulatives $ 18,000 Replacement chromebooks $ 12,500 50 @$250 Replacement furniture $ 15,000 Consumable supplies $ 6,501 $2,000 $11,387 for social worker, 7 family service workers, parent involvement assistant, health coordinator, health services assistant, nutrition services assistant 3. Food Services Supplies $35,485 $6,235 Chef Combo classroom $ 3,485 nutrition education food and supplies Volunteer and staff meals, $32,000 $6,235 USDA CACFP Reimbursement, $10,000 $1, 000/mo. x 8 months $ 500 x 4 months

18 43 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START & EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 SUPPLIES, CONTRACTUAL, OTHER

The only nutrition costs normally charged to Federal Share are the costs of children’s nutrition education snacks, parent volunteer meals, and staff meals. Head Start children’s USDA Category A breakfasts and lunches are provided by the public school cafeteria through the USDA Free Lunch program. The public schools are reimbursed for the meals. Head Start does not receive any reimbursement. Early Head Start meals are reimbursed to the Early Head Start program with CACFP funds 4. Other Supplies- $23,000 Computer Software-ChildPlus, DRDP, Creative Curriculum

F. CONTRACTUAL $1,500 Head Start $500 Early Head Start $7,687 Nonfederal Share Head Start Early Head Start Nonfederal Share 2. Health Services $1,500 $500 Medical/Dental Exams and Care $1,500 $500 are provided only after all efforts are exhausted to find coverage. Medicaid, CMSIP, private insurance, and benevolence by local service agencies, $500 is budgeted for Head Start and $250 for Early Head Start for dental services contracted with local dentists at a reduced fee for students without insurance, $1,000 is budgeted for Head Start and $250 for Early Head Start for a contracted reduced rate with local medical center for staff physicals and TB screenings for volunteers 8. Copier Lease $8,981 4 copiers are provided by Stafford Schools. $ 8,981 $22452 x 40% cost allocation= $8,981 for Head Start and EHS

H. OTHER $ 67,400 $ 323,714 G034120 $ 12,792 Head Start Early Head Start Nonfederal Share

5. Child Liability Insurance- $ 1,400 $300 cost for student accident insurance $ 1,400 $300 There is no administrative cost component as this insurance is only for student accidents.

8. Local Travel – $ 33,000 $282,407 Mileage cost for staff $ 5,500 making home visits @.565/mile children’s field trips $ 27,500 ($2500 admittance fees, $22,000 charter buses, $3000 fees for Stafford bus field trips to elementary schools) Bus transportation provided by Stafford $282,407 Schools, $1,125.13 per student x 251 Head Start students

10. Child Services Consultants- $44,000

19 44 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START & EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 OTHER CONTINUED

Screening and Assessment hourly staff -$30,000 -4 consultants @ $35/hr x 210 hrs + FICA Family Literacy Nights –$14,000 3 staff at $30 per hour x 32 nights x 5 hours + FICA

Head Start Early Head Start Nonfederal Share 12. Substitutes – $20,000 $10,000 Substitutes for teachers $13,000 $ 5,700 (6-7 days x 14 HS teachers x $150/day) (9-10 days x 4 EHS teachers x $150/day) Substitutes for assistants $ 7,000 $ 1,600 (5-6 days x 15 assistant teachers x $85/day) (9-10 days x 2 assistant EHS teachers x $85/day) needed to maintain staff/student ratio for training, assessment, sick, personal, and vacation leave (for Early Head Start-EHS) Substitutes for Family Medical Leave Act (18 additional days) $ 2,700 Head Start/T&TA Early Head Start/T&TA Nonfederal Share 13. Parent Services- $7,000 $2,400 $4000 $120 funds for Policy Council & $1,000 Parent Center Committees- food, supplies Parent activities-field trips, $6,000 $4,000 fatherhood & cultural events, Family Thanksgiving Dinner, Parents as Educational Partners program and auction, Family Picnic, Socializations Parent Training $2,400 $ 120 See Training and Technical Assistance Budget Justification

14. Accounting and Legal Services– 5 hrs x 12 mos x $20 $1,200

16. Training or Staff Development $17,000 $7,641 $3,480 Staff Training $ 7,641 $3,480 See Training and Technical Assistance Budget Justification Additional college classes for $10,000 teacher certification and paraprofessional certification paid with ongoing funding PreK and K Transition training books, $ 7,000 manipulatives and trainer fees additional costs paid with ongoing funding

20 45 STAFFORD COUNTY PUBLIC SCHOOLS HEAD START & EARLY HEAD START APPLICATION PROGRAM YEAR 2021-22 OTHER CONTINUED

17. Other – Dues and Professional Membership $2,751 VaHSA, NHSA Dues $2,751 $ 166 See Training and Technical Assistance Budget Justification Stafford Schools pays all audit costs, as well as all insurance costs for bonding, property, casualty, vehicles, and liability. Student accident insurance, an option for parents in the K-12 program, is paid by Head Start and Early Head Start.

21 46

STAFFORD COUNTY PUBLIC SCHOOLS HEAD START FAMILY NEEDS ASSESSMENT COMMUNITY WIDE STRATEGIC PLANNING AND NEEDS ASSESSMENT 2021

Annually current and former Head Start parents are surveyed to obtain input from low-income families and their concerns. The needs assessment survey is also sent to local service agencies and to the Health and Social Services Departments to obtain data on the citizens using their services.

Information on the number of children and families in the county is derived from the census reports, the County Planning Department, the Stafford County Extension Office, and the Stafford County School Board Office. The Commonwealth of Virginia Department of Social Services provided community data, including the number of eligible children. Data was also gathered from the 2012 Women & Girl’s Status Report published by The Women and Girls Fund of The Community Foundation.

Community strengths are determined from Stafford Head Start’s participation in the Rappahannock Area Community Services Directory Committee and the United Way Community Assessment, and the data collected by each of these groups. The KIDS COUNT publication of data on children and families in Virginia, The Free Lance Star, the Virginia Employment Commission, Mental Health America of Fredericksburg Provider Resource, and the University of Virginia Weldon Cooper Center for Public Service are also resources for this assessment.

Location Stafford Schools Head Start serves the entire county of Stafford. Stafford County, located in Planning District 16 of the state of Virginia, consists of 277 square miles of land area and seven miles of water area with 50 miles of coastline. The county has portions of the Potomac Creek, Aquia Creek and the Rappahannock River. It lies within the Piedmont Plateau, with the exception of an area along the Potomac River, which lies in the Coastal Plain. It is surrounded by four counties (King George, Prince William, Spotsylvania, and Fauquier) and the city of Fredericksburg. Average temperatures range from 74 degrees in the summer to 38 degrees in the winter; rainfall averages about 45 inches a year; and the county has elevations ranging from sea level to about 425 feet above sea level.

Located approximately forty miles south of Washington, D.C., the rural and suburban, fast- growing county of Stafford encompasses 173,000 acres; 32,754 acres are utilized by the federal government for the Quantico Marine Corps Base. The county has a regional airport, three park and ride sites for the Virginia Railway Express system as well as one at Quantico, and additions to commuter parking lots. High Occupancy Toll lanes on I-95 between Stafford and Washington DC opened in 2014 and are currently being expanded. The Fredericksburg bus system, FRED, now serves limited areas in the northern and southern parts of the county and along the north- south Rt. 1 corridor, with stops on Rt. 610, Rt 1, Route 17, Deacon Road, Butler Road and Ferry Road. For vehicular transportation the county has two major north-south routes, Route 1 and 15 miles of Interstate 95 (five exits in Stafford), and three major east-west routes, Route 610, Route

47 17, and Route 3. Stafford is separated from the city of Fredericksburg by the Rappahannock River and connected with two bridges, one at Falmouth on Rte. 1, and one in Chatham on Route 3. Roads have been widened in the northern section of the county and additional stop lights added throughout the county as the population grows. There are 4 fire departments, 5 rescue squads, and 5 fire and rescue combinations, for a total of 14 squads operating out of 13 stations, with 200 active volunteers and 138 career staff handling approximately 13,000 emergency calls annually.

Population Stafford County was the 3rd fastest growing county in the Commonwealth of Virginia in 2018 and and the 17h richest county in the United States in 2019 according to Fox Business. In 2019, the estimated Stafford population according to the United States Census Bureau was 152,882. This is an 18.5% increase from the previous census in April 2010, in which the population was 128,961. The 1990 census count for Stafford showed a population of 61,236, the 2000 census count was 92,446, and the 2010 count was 128,961. Most of the increase is attributable to the immigration of people who work in the Washington metro area. City data states that it is estimated that 80% of people living in Stafford County live in urban areas, while the remaining 20% live in rural areas. According to the Weldon Cooper Center, in 2019, 913 building permits were issued in Stafford for single family units, 0 for duplex units, and 0 for multiple family units. The number of housing units in 2019 was 51,376 with a current 77.4% home ownership rate. The median value of an owner-occupied housing unit is $336,100 approximately $49,013 higher than the state average. The total number of households in 2019 was 47,075, with an average of 3 persons per household and 3.33 average family size. The 2020 Countyhealthrankings.com noted that 23% of Stafford children live in single parent households, and of those children, 6.4% are under age 6. US Census Bureau Quick Facts estimates the per capita income in 2019 was $42,126. In 2019 the median household income was $111,108. The only Virginia localities ranking higher in household income in 2019 were Arlington, Fairfax, Falls Church, and Loudoun. In Stafford County, 5.4% of the population are persons below the poverty level, with a current 33.12% free and reduced rate in the schools. Approximately 222 K-12 students were identified homeless in 2019- 2020. 20 were in homeless shelters, 100 were in motels, 91 were doubled up with other families, and 19 are unaccompanied youth. 18 were in Head Start.

Many residents commute north to earn higher wages from federal government jobs and businesses contracting with governmental agencies, as well as with the growing technology industry. In 2019, the Weldon Cooper Center estimated that 78% of Stafford residents commute out of the county to work and 22,214 commute into the county, with a net 15,509 out of county commuters. The average commute time to work for Stafford residents is 41 minutes. The US Census Bureau Quick Facts estimates 96.9% of households have a computer and 94.3% have a broadband internet subscription. There are approximately 660 subdivisions in December 2018 according to the Stafford County Commissioner of the Revenue Office. SCPS estimates an average daily membership of 29,587 grade K-12 students for the 2019-2020 school year with 30,000 forecasted for next year.

The concentration of growth is in the northern end of the county centering on Route 610 and there is also extensive growth in the southern end of Stafford County along the Route 17 east- west corridor. Even though a number of upscale subdivisions have been built, pockets of low

48 income housing exist throughout all areas of the county, in the rural areas, along the Route 1 corridor, in trailer parks, townhouses and subsidized housing complexes. Extended families with siblings and their children may live together to afford a housing unit. Single moms are moving back in with their parents. Currently Stafford Head Start has 60 families living with others, relatives or friends, an decrease of 37 from last year. 4 of those are VPI students, 7 are Early Head Start and 49 are Head Start.

Demographic Make-up of Head Start eligible children and families – estimated number, geographic location, racial and ethnic composition:

The Weldon-Cooper Center for Public Service has some Census 2020 estimates for the overall population, but previously reported data is included in this section of the assessment.

According to Census 2010 data, the total number of Stafford children under five years of age in 2016 was 8,911. 33 (268 in 2012) of those children are white (5%), 1 was black or African- American (176 in 2012), 3 are native Hawaiian or Pacific Islanders (<1%) (34 in 2012), 143 are Asian (22%) (5 in 2012), and 209 are American Indian (33%). 238 had no race given (219 in 2012). 312 are 4-year-olds (down 15). 315 (down 43) are 3-year-olds. In 2010 6.4% of the Stafford population were female heads of households with children. In 2006 1.35% (441) of the estimated population were female heads of households with children with income below the poverty level. The Head Start program funded enrollment for three and four-year olds in 2018- 19 is 251 slots and 28 slots for Early Head Start pregnant women, infants and toddlers. An additional 78 full day at-risk children are served with Head Start services, funded by Virginia Preschool Initiative and Stafford Schools, filling each space as a child moves out of the area. On the first day of school in September 2017, there were 120 on the waiting list, with 2 income eligible four-year-old, 1 four-year-olds at 130% of poverty level, 40 income eligible three-year- olds, 16 four-year-olds at 200% poverty level and 30 0-3 year olds. The program is not getting the Virginia State Department of Social Services list to use for recruiting children which has caused a decline in waiting list numbers, Stafford Department of Social Services is mailing the Head Start recruitment flyer to the families with children under 5 receiving services. The program continues to be able to fill all vacancies immediately.

Using ARRA Funds, an Early Head Start program funded for 28 pregnant women, infants and toddlers was added in February 2010 to serve the teen parents of Stafford County, (there were 157 teen pregnancies in Stafford County in 2009. The teen birth rate in Stafford in 2012 was 29/1000 which is the lowest in the region with the Model Community Benchmark being 22/1000, set by Project MATCH, Mobilizing Action Towards Community Health. In Stafford the teen birth rate continues to decline, and in 2015 was 6.1 as compared to the Virginia average of 8.7 per 1000. The non-marital birth rate was 29%, slightly below the state average and 20% of Stafford children live in a single parent household. The Virginia Department of Health reports 6.4% of Stafford infants in 2014 have low birth weights with the MATCH benchmark set at 6%. The infant mortality rate was 1.6% in 2013, .8% for white and 6.8% for black infants.

The 2019 Census Small Area Income and Poverty Estimates (SAIPE) indicates that approximately 5.4% of the population in Stafford County are living in poverty. The Census estimated that of the 29,913 children aged 5-17, 6.1% (1,819) are living in poverty.

Profile of Current Head Start Families A profile of this year’s families showed 123 children live in single parent home and 199 children live in two-parent homes. 6 are foster children. 5 live with grandparents and 0 live with other relatives/friends. 98 are boys and 103 are girls. 9 are homeless, 23 receive TANF, 15 receive SSI, and 19 are over income. The family incomes fell into the following categories:

Income Families NS RS Total $0-$2999 03 01 04 $3000-$5999 17 09 26 $6000-$8999 07 10 17 $9000-$11999 14 14 28 $12000-$14999 08 09 17 >$15000 55 62 117 Head Start Languages SY 2020-21

American Sign Language: 2 Arabic: 4 English: 659

Farsi: 1

Field Blank: 84

French: 0

Pashto: 1 Spanish: 73 Twi: 7 Urdu: 1

Trauma Experienced by Current Head Start Students: Domestic Violence: 4 Incarceration: 5 Child Abuse: 3 Homeless: 3 Substance Abuse: 3 Mental Health Issues: 10 Foster Care: 8 Recent Death in the Family: 5

For Stafford County the population demographic composition has not changed significantly in the past year, except that the Hispanic population has increased slightly to 14%. In Head Start the population racial and ethnic composition continues to change. The African American and biracial population have been the majority populations again this year with the white population slightly expanding. The Head Start staff composition is 79% white, 12% African-American, 2% Asain and we have 1 Pacific Islander.

Other child development and child care programs serving Head Start eligible children, VPI, approximate number served by each:

The Child Care Network lists 37 licensed child care centers, 17 licensed preschool programs, and 15 religious exempt programs. There are 20 licensed family child care providers, 1 private care centers and 1 that are voluntarily registered currently operating in Stafford County. There are many more unlicensed child care providers and family day care services. Approximately 7 private child care centers serve 10 Head Start children with before and after school child care, which is a decrease of 19. 4 more Head Start children receive private home child care, which is a decrease of 6. Also, the Department of Social Services offers a child care subsidy that Head Start parents could be eligible for through the “Head Start Wrap Around” program. The majority of our students receive child care through family members or friends that operate unlicensed family child care programs. The Childcare Network averages 2-3 year-old care at $293 a week and 4-5 year-old care at $226 a week for child care centers. Family home care averaged $487 a week.

There are two agencies (YMCA and Agape Academy), public or private, in the Stafford community which provide child care for low income children at a reduced rate. There is a Virginia Preschool Initiative program in the county serving 96 four year olds. Many Head Start families have difficulty meeting the copay costs even if they receive Head Start Wrap Around child care dollars and siblings are not covered now. Virginia Preschool Initiative funding is available for 345 children, but the required additional local funding and space were not available in 2020.

. Estimated number of children with disabilities four years old or younger, including types of disabilities and relevant services and resources provided to these children by community agencies:

School System Provided Services The local school system operates 2 sites with a combined number of 77 preschool classes that serve students between the ages of birth to 5 which provide services for 259 children with disabilities. These classrooms have a variety of models to include Head Start, Virginia Preschool Initiative (VPI), Early Head Start, and early childhood special education classrooms (ECSE). For each student, the least restrictive environment is taken into consideration and inclusion is promoted. Of those 259 students, 38 students receive services for the primary disability of speech and language impairment, 39 are receiving services for autism (AUT), 151 are receiving services for developmental delay (DD), and 10 students receive services for other health impaired OHI or hearing impaired HI. There are 2 classrooms in the Head Start program that serve special education students in a general education setting, one for 3 year olds and one for 4 year olds. Each of these classrooms has an additional Early Childhood Special Education teacher and a special education teaching assistant in addition to the Head Start teacher and classroom

51 assistant. An additional Early Childhood Special Education teacher serves as both an Early Childhood Special Educator and Primary Support Teacher for the Head Start program. In addition, a speech pathologist is present to provide services at both sites.

Community Services In the community there are a number of private therapists as well as developmental specialists who serve children and families. The providers bill through Medicaid or other health insurance providers.

Children with Disabilities in Head Start As of February 2021, the Stafford Head Start program has served 31 children with disabilities so far this year, 6 of them 19 have developmental delays or qualify for services as Hearing Impairment or Other Health Impairment. There are 12 students who require services for Speech and Language Impairment. There are 11 children that have been referred to the Student Education Committee. Currently, one Early Head Start student has an ISFP.

Data regarding the education, health, nutrition and social service needs of Head Start eligible children and their families as defined by Head Start, by their families, and by other community agencies:

Child Abuse In 2020-21 Stafford Department of Social Services reported there were abuse or neglect complaints for 4,937 children (up 2,336). 3,282 (up 2,400) were handled as “Family Assessments”. 797 investigations were made with 137 founded (up 660) and 446 unfounded (up 190). 35 (down 5) foster care placements were made. Head Start/Early Head Start currently serves 5 (down 2) foster placement children.

Social Services The Department of Social Services also reports the following current data for 2020-2021: Food Stamp Recipient (SNAP) 12,764 Medicaid Recipients 26,389 Child Care Recipients 560 TANF Recipients 1,166

321 Head Start families received some type of assistance from Stafford Department of Social Services last year.

Health Services The Stafford Hospital Center is a 104-bed acute medical facility that opened in February 2009, and the Spotsylvania Regional Medical Center, a 133 bed acute medical facility 10 miles away, opened in 2010. Mary Washington Healthcare Regional system is supported by 2 hospitals and a network of over 40 wellness services and healthcare facilities. Mary Washington Hospital located in Fredericksburg, is a 437-bed, full-service regional medical facility. Due to the Covid 19 Pandemic, Mary Washington Hospital was able to set up an overflow unit for Covid positive patients and treatment during the past 2020 year. Potomac Hospital, another acute medical

52 facility, is 23 miles north in Woodbridge and has 153 beds. Additional specialized care is available in the Richmond, Washington, D. C. or Charlottesville metropolitan areas, one to two hours away respectively. The county health department, based in Stafford, provides a variety of public health services for residents throughout the county: maternity, WIC, family planning, STI and immunization clinics. Due to the recent Covid 19 pandemic that hit our area and throughout the world, Health Department Clinics have been scarce and cancelled, as the focus has been on the Covid 19 Pandemic contact tracing and testing centers. Limited clinics in the area for all the above areas have been greatly decreased over the past year. Immunization clinics are only being held once weekly in our district due to limited staff and resources to maintain them. This location is now in the Spotsylvania Health Dept held once weekly for those students that can’t get their immunizations at their own PCP office. This clinic is by scheduled appointments only at this time. Statistics at this time to update are unavailable due to the current mass vaccine clinics being held in the Rappahannock Health District 16. Statistics stated are as of December 2020, that relate to the immunization status of children in Stafford County Public Schools. This data is collected for the students entering the Kindergarten level each year and also the 7th grade. In comparison to the State of Va., Stafford County is above the state average with both grade levels. Reporting on Kindergarten entry, the state of Virginia reports students adequately immunized at the kindergarten level to be 88.1%. SCPS reports for the 2020 school year that 95.8% of all our kindergarten students are fully immunized. This information is obtained from all 17 of our elementary schools reporting data and our 2 Pre-school sites in the county. According to the State of Va. statistics, 88.1% of all students entering 7th grade are adequately immunized. SCPS reports our 2020 school year to be at 92.8%, from the 8 middle schools in the county. Due to the pandemic our on site WIC clinic at the Melchers Complex has not been operating since March 2019. WIC clients are done by interview via phone in order to receive their benefits. Stafford Hospital is now managing the care of Stafford’s health department maternity clinic. All the intake information is still coming from the health department and referred to the hospital. The Fredericksburg area has partnered with CHOR (Children’s Hospital of Richmond), to offer specialty services within the community to provide pediatric care. These specialists come to this area at least once weekly to provide services in Cardiology, Endocrinology, Gastroenterology, Hematology & Oncology, Nephrology, Neurology, Orthopedics, Pulmonology, OT, PT, Speech and Language. CHOR has been working to recruit more Pediatric Speciality MD ‘s to the area especially for ENT and Psychiatric Services. Several private clinics operate within the community. The Moss Free Clinic and the Community Health Center, both located in Fredericksburg, serve uninsured or Medicaid patients, and provide adult dental services. Mental health resources are available but often have long waiting lists. Snowden Facility has 74 beds which service adults and adolescents in our community for mental health concerns. In the Fredericksburg, Spotsylvania, and Stafford community there are seven child psychiatrists, 17 mental health offices/agencies, and over 39 individual therapists for children serving the community. The Rappahannock Area Community Services Board (RACSB) provides low cost mental health services to the community. Private agencies work intensively in the home and in the school, including Stafford Head Start, with families of children who are having behavior and mental health concerns. Stafford Head Start has formed a partnership with National Counseling Group to provide on-site Therapeutic Day Treatment counseling services for children with behavioral and mental health concerns. These counselors work with referred children (who are insured through Medicaid) in the classroom setting. Families with a child in a mental health crisis may access crisis services through a variety of agencies. Those needing an emergency

53 psychiatric evaluation would be referred to the RACSB or the hospital emergency room. Inpatient psychiatric care for children age three and up is offered at the Virginia Treatment Center for Children (of the Children’s Hospital of Richmond) and Children’s National Hospital (located in Washington, D.C.).

Free and Reduced Lunches Students from families with incomes at or below 130 percent of the Federal poverty level are eligible for free meals. The latest five year trend data shows a 36% increase in the number of students receiving free lunch at SCPS. When the free lunch population exceeds 30% at an elementary school, that school qualifies for the State funded K-3 Primary Class Size Reduction Program to receive additional learning supports. Stafford County Schools Food Service Department indicates a rate of 32.2% of the children enrolled apply and qualify for free or reduced meals, an increase from 30% last year. As of January 31, 2018 according to Stafford Schools, the number of students receiving free lunches was 7,789 and 1,499 received reduced price lunches. Currently Stafford participates in the USDA Free Breakfast and Lunch program and Early Head Start uses Child and Adult Care Food Program funding.

Education Stafford County Public Schools is currently comprised of 17 elementary schools, 8 middle schools, 5 high schools, 2 early childhood education centers, and the Phoenix Center for Innovative Learning. Head Start parents surveyed felt the greatest educational needs for their four year old children were building vocabulary, safety, cutting skills, alphabet and numbers, self-help skills, colors, social skills, math, listening, self-control, to be aware of strangers, talking clearly, spelling their name and patience. Survey results indicated that the Head Start program did a good job of meeting their children’s needs and that the teaching was well done. Parents requested additional extracurricular activities for students, more programs for parents during night hours, more opportunities for bonding with their child, and more after school activities. Enrollment is slightly down during the 2020-2021 school year.

In 2020 7% of the Stafford population, 25 years of age and older had no high school diploma. Stafford County dropout rate is the second smallest as measured by who dropped out of school of all the other counties in the area. Parents stated needs for more information for themselves in the areas of housing, employment, education, child care, legal aid, health services, counseling, and social services. A few parents also requested information on prevention of domestic violence.

Employment 38.4% of the Stafford workforce have a 2-year degree or higher. Stafford has the 4th highest business growth rate and 2nd highest job growth rate in Virginia (2005 –2010). The top employers are GEICO, FBI Academy, McLane Mid Atlantic, Wal-Mart, Stafford Hospital, and Hilldrup Moving and Storage, Greencore, Intuit, Patricio Enterprises, Inc., SimVentions. Stafford County’s unemployment rate fell to 2.4% in 2019. There are not many jobs available for unskilled labor. U.S.News reports in May 2018 listed Virginia 8th in the nation for localities with the highest median family income and #1 in the nation on a list for the best places to get ahead. The majority of county workers are employed by governmental agencies, followed by trades. A large number of workers (56%) commute out of the county to find work. The estimated average travel time to work is 41 minutes. The work force is away from their homes approximately 12-14 hours a day. Reports from the Virginia Employment Commission show

54 there were 851 businesses in Stafford in mid-1990, while the Stafford County Office of Economic Development shows there were 2,104 businesses in the county as of June, 2009 with 27,491 jobs. Children are often left in day care or self-care. Many of the Head Start families do not commute out of the county for work and are employed by Walmart, convenience stores, fast food restaurants, as waitresses, in telemarketing, retail, housekeeping, GEICO, employed in the hospitals or health services as nurse’s aides, provide child care or are manual laborers in landscaping and construction in the county. 14 of the Head Start families are employed by Stafford Schools as bus drivers and monitors or in School Nutrition services. 5 Head Start parents work more than two jobs and 9 work night shifts. Average weekly wages for people who work in Stafford County have grown 18% since 2007 to $918 per week in 2016. Stafford Economic Development Director Tim Baroody stated that the increased wages are reflective of the better diversity in Stafford’s available job. Stafford wages still rank behind 21 other Virginia localities, however. Housing is very expensive for persons in poverty in Stafford. Since 2004 the average cost for a home rose 63% and the average cost for land rose 93%. 20% of the housing is rental. There are 2,093 mobile homes in the county. The average cost for a home did stay approximately the same this year at $355,300 in January 2010 according to the census, but rent is very high. 75% of all housing is valued at over $200,000. According to the RealtyTrac Monthly U.S. Foreclosure Market Report the total number of foreclosures in Stafford for 2010 was 496, half of the previous year. Building permits issued this year were slightly less than that issued the previous year. Many of the Hispanic families in Stafford depend upon the construction industry for employment.

Most Head Start parents surveyed this year found local employment opportunities adequate, but pay wages too low for the cost of living. There is no mass transit system to help families with adequate transportation opportunities and families felt that the public bus system needed more stops in housing developments. The local bus system, FRED, will try to meet transportation needs with 48 hours’ notice and will deviate to a stop that is not more than ¾ of a mile from the last stop. Child care is available but unaffordable for low income parents.

Priorities of Family Goals Leading the list of Head Start family concerns in this community are affordable housing, better employment and job training, and the lack of public transportation. Other concerns are the lack of mental health providers that accept Medicaid for their children. Most families must travel upwards of an hour north or south to get services. Crime in the community is a concern, with the opiate crisis growing. Parents continue to request more drug awareness in school. Families would also like to see more help with Spanish speaking personnel in public offices.

Among the many strengths of the community that were prominent as community resources were Stafford Schools and the Head Start program. Parents distinguished the low unemployment rate in the county as a strength. Parents saw the excellent physical health care, the lack of discrimination, people pulling together to stop crime, and the number of recreational activities to do in a short distance as strengths. Finally, the parents noted the community's sense of pride, the friendly and helpful neighbors, and the many amenities, like local parks, as strengths also.

Community concerns, as determined by the United Way’s Community Needs Assessment in 2020-2021 to be “very high potential priorities for action” include affordable housing, mental

55 health, and positive activities for youth. In 2008, a community steering committee was developed including three task forces to study the issues identified and brainstorm strategies to identify future work to address the priorities for action.

Resources in the community that could be used to address the needs of Head Start eligible children and families, availability and accessibility:

Community strengths include a large array of support organizations for children and families. Many nonprofit organizations are available for support. Local support organizations were identified and are included in a recently updated community services directory created by a partnership with Head Start and other community agencies. Accessibility is sometimes hampered by transportation issues, which is improving with the expansion of the FRED bus lines.

Approximately 10 large Stafford churches have significant social ministry programs and are very supportive of low-income families. These churches have also formed a partnership with the public schools, local businesses, and the county government to stress character education. The Stafford Ministerial Association also supports the Stafford Head Start weekly Family Literacy Nights with free meals. A community owned hospital provides significant community support and local grant funds. Two new community hospitals are open in Spotsylvania Regional Medical Center and Stafford Hospital. A VA center will be coming to Spotsylvania County in the near future.

The regional adult education program, the strong regional library and their literacy volunteer program support adult literacy, GED, and ESOL efforts in Head Start and the community.

Strong youth community service programs exist in Stafford County. The high school Learn and Serve programs provide youth volunteers to the Stafford Head Start Family Literacy nights.

The University of Mary Washington, George Mason University, Germanna Community College, Northern Virginia Community College, Strayer University, and outreach programs of University of Richmond, Old Dominion University, Virginia Commonwealth University and the University of Virginia provide excellent training opportunities for parents and staff.

The area Extension office staff, Moss Free Clinic, Bragg Hill Family Life Center, Mental Health America of Fredericksburg, the Rappahannock Area Community Services Board, Bethany Christian Services, Snowden at Fredericksburg Behavioral Health, the YMCA, the Lions Club, the Marine Corps, the Rotary Club, and the Fredericksburg Area Food Bank provide essential and significant services to the Stafford Head Start program and its families. The Stafford community is very responsive to identifying areas of concern and willing to provide volunteers and funds in support of solutions. The Health Department operates a WIC clinic at the Stafford Head Start site every Monday.

Parents feel that community strengths include the many nonprofit agencies and churches, that there are work opportunities available, that Stafford is a family-oriented community with kind

56 neighbors, has good law enforcement services and excellent schools. They feel strongly that the Head Start program is a great community strength.

Resources for Family Support Services include the Division of Child Support Enforcement, Catholic Charities of the Diocese of Arlington (Fredericksburg), Children’s Home Society of Virginia, People Places Inc., United Methodist Family Services (Fredericksburg), Volunteer Emergency Families for Children, DSS Family Preservation Services, National Counseling Group, Compass Counseling Services of NOVA, Fredericksburg Counseling Services, Rappahannock Area Community Services Board, Big Brothers/Big Sisters, and Saint Ann’s Center for Children's Youth and families and Maternity Home.

Child Abuse Prevention Services include reports to the Stafford Department of Social Services. The Rappahannock Council on Domestic Violence provides a shelter for battered women and their children (the Haven), a 24 hour hotline, advocacy and support groups. The Rappahannock Council Against Sexual Assault provides crisis intervention and support to victims. The Stafford Department of Social Services provides parenting classes to Stafford Head Start. A Woman's Place provides substance abuse services to women and their children who are affected by another’s substance abuse.

Protective Services include reports to the Stafford Department of Social Services and Stafford County’s Juvenile and Domestic Relations Court. There is a Stafford County Victim Witness Assistance Program.

Foster Care Services include the Stafford Department of Social Services, Fredericksburg Foster and Forever Families support group, Bethany Christian Services, Catholic Charities, Child help Eastern Regional Office, the Children’s Home Society of Virginia, People Places, Rappahannock Areas Foster Families Team, Saint Ann’s Center for Children Youth and families, United Methodist Family Services, and Volunteer Emergency Families for Children.

Services for families in whose homes English is not the language primarily spoken include the Regional Adult Education Office which provides ESL, GED, and citizenship classes. There are Hispanic and other cultural churches/religious institutions, LUCHA Ministries to assist Hispanic people by providing information, referrals, and interventions and assist agencies by providing education on Hispanic issues. There is a local Spanish radio station, AM 1350. Several local churches support African refugee programs.

Services for Children with Disabilities includes Stafford Schools Student Services Department, Stafford Schools Child Find Office, Rappahannock Area Community Services Board’s PEID program for infants and toddlers and Stafford Schools Parent Resource Center. Support programs include the Central Virginia Lions glasses and hearing aid bank, the Department of Rehabilitative Services, the Disability Resource Center, Easter Seals Virginia, the Fredericksburg Area Info Network on Disabilities, Rappahannock Goodwill Industries, Rappahannock Association for Retarded Citizens (ARC), Virginia Special Olympics, Autism Support and Knowledge support group, Children and Adults with Attention Deficit Disorder support group, the Make-A-Wish Foundation of Richmond, March of Dimes and Shriners (Kena Shrine Temple) and the Rappahannock United Way. Additional Virginia Disability Services

57 Agencies include Virginia Board for People with Disabilities (VBPD); Virginia Department for the Blind and Vision Impaired (DBVI), including the Virginia Rehabilitation Center for the Blind and Vision Impaired (VRCBVI); Virginia Department for the Deaf and Hard of Hearing (VDDHH); Virginia Department of Rehabilitative Services (DRS); and Woodrow Wilson Rehabilitation Center (WWRC).

Services for Homeless Children include the Lois Ann Hope House which provides temporary transitional housing with case management, daycare and parent education. HUD, Project Hope and Stafford Schools are also resources. The Thurman Brisben Center provides emergency shelter, food, self-help programs, and referral services. Micah Ministries Ecumenical provides cold night shelter. Micah Ministries helps homes individuals with barriers to mental health, disabilities, substance abuse, job search, Volunteer Income Tax Assistance (VITA) tax services, food, clothing, hygiene goods, bathing facilities, mail pick up, and community resources. Mary Washington Hospital Hospice and home health provides care for patients requiring temporary Hospital stays. The Continuum of Care is a community group that is composed of all of these agencies that provide services to homeless children or adults.

Analysis:

The program option preferred by parents is the provision of services in a center-based, school day, school year option, operating 8 am to 2 pm. Parents preferred a 180 day program. There was a decrease in the number of parents who asked for an extended day with before and after school child care onsite. The survey showed little agreement on the hours needed. It should be noted that the program instituted before and after school child care in 2000 based on parent requests and the program did not support itself with attendance. The current Head Start program operates 180 days for all four year old classes and all three year old classes which operate 160 days. The VPI program operates 180 days. Lengthening current staff contracts for Head Start staff will necessitate additional funding. The center-based option provides high quality preschool experiences for the children with transportation provided. Many families in poverty do not have regular, reliable transportation, and public transportation services are only available in limited areas of the county. The majority of Stafford Head Start parents are working, looking for employment or are in training and the center-based option allows parents to continue or begin these efforts to support their families. Several parents gain employment after enrolling their children in the center-based program. With the growing population filling the public schools the Stafford County Schools Head Start program is located at two center sites, one on Route 17 within 1 mile of Route 1 and I-95 and a second campus located off State Route 610 in North Stafford. The Melchers Complex is large enough to hold the majority of Head Start program events and have space for the parent training and activities. Children are transported to the sites by dedicated school buses from all areas of the county. The Stafford School Board purchased a second site in the northern part of the county on Rt. 610 for a combined Early Childhood Special Education and Head Start facility with site opening for the 2019-2020 school year. There are two ECSE/Head Start sites, one serving the northern area of the county and the current one serving the southern end. About ten years ago Stafford Schools Head Start provided full day and full year services that were very poorly attended. The YMCA partnered with Head Start to provide the full day services. These programs were discontinued because of lack of attendance. Less

58 than 5 children attended the full day program and less than 15 attended the full year program, despite lots of parental interest at its implementation. Parents wanted their children in before and after care closer to home.

The geography of Stafford places it in the corridor of growth between Washington, D.C., and Richmond, Virginia. Much growth has occurred in the county. The rural character of the county is fast changing, and many families find it difficult to cope with the rising property values and the real estate taxes required to build schools and provide services for the increasing population.

The population of the county is fast growing and outpacing schools and other services. The tax base is being strapped to fund the public schools and other services. A great many people commute out of the area to better paying jobs, making Stafford a “bedroom community” with a great need for child care. The population varies, too, by its “roots”, some having lived in the county for generations and others having recently moved to the area. From the number of low- income families enrolled in Head Start and on the waiting list, the high number of free and reduced lunch students, and the increased number of individuals receiving public assistance through the Stafford Department of Social Services, it would appear that the number of families living in poverty has increased in Stafford County. Although Stafford enjoys a fairly high median family income, there are pockets of poverty throughout the county, with families living in poor conditions and earning below the poverty level. For Head Start families, this disparity creates frustration. Housing and childcare are becoming unaffordable, this is becoming an increasing concern to the community. Most Head Start parents are now working, but do not commute out of the county to higher paying jobs. The Head Start parents fill low paying positions in local convenience stores, chain discount stores, and manual construction jobs. The lack of current construction is impacting the Hispanic population. In Head Start it appears that the rate of growth for Hispanics is expanding and other minorities, such as Middle Eastern and African refugees are growing. The lack of transportation keeps many low income families from commuting to higher paying jobs. Teen pregnancies continue to be a concern in the Stafford community.

The growing number of children who are eligible for Head Start continues to demonstrate a need for the program, and the program has met the funded enrollment with each expansion. There are currently income eligible 3- and 4-year-olds, pregnant women, infants and toddlers on the waiting list. The population of Stafford continues to grow and the number of poverty families is increasing as well, as demonstrated by the rise in the free and reduced lunch count and the expanding waiting list for Head Start. For the past three years the majority of Stafford Head Start students have been black and the biracial population continues to grow in Head Start while the Hispanic population has doubled. Low turnover in Head Start staff, while beneficial to the quality performance of the program, has contributed to a staff composition that is not racially and ethnically proportionate to the quickly changing student population. Although there are a number of private day care facilities and numerous in-home providers, there is no other free comprehensive service such as Head Start offers for low-income families. Low-income families have difficulty with child care and find it almost impossible to work and pay child care prices. The trend is continuing for our Head Start families to be more transient, homeless or live with relatives, as housing prices in the area continue to escalate. Virginia Preschool Initiative funding will be available to serve additional four-year-old at-risk students in Stafford next year, but

59 Stafford Schools must provide a local match of funds in a year when county budget shortfalls are expected. Currently Stafford Schools is providing local funding to support the Head Start program. The teen pregnancy rate and the growing number of income-eligible single parents’ highlights a need for birth to three services.

Children with disabilities are served by the Stafford County Schools, by Head Start, and by private providers. Each year a number of families seek the services of Head Start for their disabled children. Many who are over the income guidelines are served by the public schools. Stafford Schools has an excellent reputation in providing special education services.

Child abuse cases have significantly increased in number and severity this year, possibly due to the pandemic. Stress and long work hours for low pay also seem to play a role in the increase. Head Start serves a number of foster care placements and protective services cases each year, providing stability and a safe, happy place for children.

There is a significant number of current Head Start families experiencing risk factors of domestic violence, substance abuse and other trauma in the home

Head Start families are a mixture of one and two-parent households. A larger number of children live in single parent families; most have one, two or three children. Most of the two- parent families have incomes under $25,000 and have larger families.

Parents felt the need for education opportunities for themselves, employment and housing assistance. For their children they want emergent literacy and math readiness skills, social skills, safety, and self-help skills development. Parents again this year listed the Head Start program as one of the community’s greatest strengths.

Objectives recommended by Community Assessment Committee:

The Stafford Head Start program has made good progress towards all objectives for the 2019- 2020 year. In addition, the program stressed nutrition, moderate to vigorous physical activity, youth involvement, male involvement and the role of the father, children’s insurance outreach, the WIC clinic, literacy and family literacy, parents reading to their children, multicultural activities, character education, financial literacy and free tax assistance referrals for families to access the Earned Income Tax Credit. The program should continue to provide these services including adult education and job training, and work with the community to improve the availability of affordable housing, childcare and public transportation. Based on the parent survey and with an expanding free and reduced lunch population, pockets of poverty throughout the county and unaffordable childcare, the Stafford Head Start program should continue to provide a full school day program from 8 am to 2:15 pm, serve all of Stafford County, and find ways to expand services to the children on the waiting list. The program needs to be able to provide the level of in program services as in prior years, to better be able to support students and families. With increased production of vaccines and more clinics, this may be able to

60 happen sooner. If funds are available, the program should expand from 160 to 180 days of classroom services. Based on the growing Hispanic community, recruitment outreach efforts should continue to include minorities who have children not speaking English, as these students who attend Head Start gain English communication skills before entering kindergarten. Recruitment and hiring of additional minority staff should continue so that the staff composition more proportionately reflects the student population. The high teen pregnancy rate in Stafford County and the growing number of single parent families in Head Start shows a strong need to continue and expand the Early Head Start program in the county. The community assessment highlights the cost of housing in Stafford, the teen pregnancy rate, the continuing domestic violence and child abuse, the large number of single parents in Head Start, the lack of public transportation, and the growing number of the Hispanic population. Selection criteria for Stafford Head Start enrollment should continue to address the high housing costs, homelessness, teen pregnancies, domestic violence, child abuse, substance abuse, single parents, the lack of transportation, children in crisis, the growing non-English speaking population, children with disabilities and those referred from other social service agencies. Additional staff should be added to support teachers in assisting the children who have experienced trauma. An additional family service worker and mental health coordinator would help the program address the increased mental health and family needs in our community.

61 Stafford Schools Locally Designed Option Waiver Request to Follow

Early Head Start Program Duration Performance Standard 1302.20

(c)(1) (ii)

This request is not a change in services for the program. In accordance with

Head Start Federal

Performance Standard §1302.24 for locally-designed program option

variations, Stafford

Schools Early Head Start is requesting to continue to operate a locally-

designed program option,

including a combination of program options, to better meet the unique

needs of their community.

The program will continue to deliver the full range of services, consistent

with §1302.20(b), and

continue to achieve program goals as defined in subpart J of this part and

noted in federal

reviews of the program. This request is for the locally-designed portion of

the program option to

begin when the Stafford Schools school year ends on May 25, 2022. On May

25, 2022, the center based services would end for the year and the home

visiting portion of the locally designed program option would begin the

week of May 31, until center based services would resume on August 8,

2022 when the new school year begins.

HSES Page 2 of 8 62 This is a request for a waiver for a locally designed option for one Early

Head Start classroom to

continue to provide center based services in the school year and home

based services in the

summer, as it was originally funded in 2009, has been operating

successfully that way for 10

years, and is allowed as stated in Head Start Program Performance

Standard 1302.20(c)(1)(ii):

“A program that is designed to meet the needs of young parents enrolled in

school settings may

meet the service duration requirements in paragraph (c)(1)(i) of this section

if it operates a

center-based program schedule during the school year aligned with its local

education agency

requirements and provides regular home- based services during the summer

break .” As stated in

this standard, using this model meets the service duration requirements,

even though the hours of

center based services are different from a full year center based option.

Stafford Schools Early Head Start originally was funded in 2009 to operate

2 center based

classrooms and one home based program. One of those classrooms was a

full year center based

HSES Page 3 of 8 63 program and one was a 180 day school year center based program

providing home visiting, one

90 minute home visit per week in the summer, when Stafford Schools was

not in session. This

option, approved in 2009, has continued for 10 years from the program’s

opening in 2010 to

present, with successful results. Each of the center based classrooms has 2

teachers and a teacher

assistant with 8 children, 4 assigned to each teacher, meeting the required

ratios at all times. One

of the center based classrooms provides full year center based services for

working parents and

parents in school/college for the full year. The other center based classroom

is designed for nonworking parents and teen parents who are in school

themselves 180 days and then provides home based services from their

classroom teachers 2 times a week for 1 ½ hrs. each visit. The number of

weekly home visits in the summer were increased to two to provide more

hours of service. As the program was originally funded for this locally

designed program option, changing the school year center based and

summer home visiting option to a full year center based class would require

additional federal funds and would not meet the needs of some of the

families, which the current option does.

HSES Page 4 of 8 64 This model provides the teen parents with more time and support for the

very important

attachment activities they need with their infants and toddlers, while still

helping them finish

high school. As noted in the program’s Community Assessment, the teen

birth rate for Stafford

County was 6.1 per 1000 in 2015. This option was designed to especially

help the teen parents

have more time with their infants and toddlers than they get during the

school year, to improve

their parenting and to help with the bonding/attachment process. Too often

teen parents rely on

their own parents to take care of the grandchildren and do not bond with

the infant or toddler

themselves. The Community Assessment shows 26 children this past year

who lived with

grandparents or other relatives. This locally designed option is a successful

effort to prevent the

need for kinship care for the enrolled children.

This class for which the waiver is requested normally operates from 7:45

a.m to 2:15 p.m., 5 days a week, for 180 days, which is aligned with Stafford

Schools requirements, for a total of 1,170 hours of center- based instruction.

In addition, these students and their parents will receive 17 home visits

HSES Page 5 of 8 65 with 1.5 hours each for a total of 25.5 hours of home-based instruction.

Together, in this program option, the students are receiving 1,195.5 hours

of Early Head Start services

designed to meet the needs of young parents enrolled in school settings in

accordance with all

Federal Performance Standards and Virginia child care licensing

requirements. There is no state

or local licensing policy for teacher home visiting services. The center based

services during the

normal school year meet all Head Start Federal Performance Standards as

noted in successful Federal Monitoring reports for the last 10 years,

including facility requirements of 35 square feet per child for the classroom.

The teachers continue the Teaching Strategies Creative Curriculum

instruction during the summer home visiting and assess the children at the

end of the summer

with DRDP, the Developmental Profile aligned with and measuring Creative

Curriculum objectives, as they also do in the fall, winter and spring in the

classroom. To be noted are the current hours and days of service are

changed temporarily due to Covid-19 distancing requirements.

The students in this program option are progressing well, with no

differences in data annually

from their peers who attend the full year center- based program. Currently

100% of the children

HSES Page 6 of 8 66 in this school year center based and summer home visiting program option

are at age level

expectations in the Creative Curriculum in the areas of Social-Emotional,

Language,

Literacy, Physical, Cognitive, and Mathematical skills. On the Scaled Family

Assessment which

measures family growth in all areas of the Family and Community

Engagement Framework, the

families in the school year center based/summer home visiting program

classrooms averaged an

overall growth of 4 points and the whole year center based families

averaged an overall growth

of 3 points. The program will continue to track student progress with the

DRDP assessment and the Scaled Family Assessment that the program uses,

and will continue to

compare the results between program options to ensure that all students

and families are

successful.

The home visiting in the summer has been very successful in working with

young parents or

parents needing assistance in developing better parenting skills and/or

stronger attachments with

HSES Page 7 of 8 67 their children. This option has been successful with non-teen parents as

well. For instance, one

family with deaf parents and three non-deaf children, have greatly

benefitted from the home

visiting this summer. Their children, including two elementary and one

Early Head Start toddler,

receive a lot of exposure to language during the school year but are limited

in their language

exposure during the summer. All of the children joining in the activities with

their parents

during the summer home visits by the Early Head Start teacher, enjoying

the extra language

experiences they would otherwise not be getting. The deaf parents are also

learning appropriate

ways to stimulate their children’s learning. This center based /home visiting

class serves 8

infants and toddlers.

HSES Page 8 of 8 68 By-Laws STAFFORD COUNTY HEAD START/EARLY HEAD START/VPI POLICY COUNCIL

ARTICLE I: GENERAL

Section 1. Name

The name of the council shall be the Stafford County Head Start/Early Head Start/VPI Policy Council.

Section 2. Purpose

The purpose of the Policy Council shall be to provide parents and community members direct involvement in decision-making and program planning. The Policy Council is responsible for the direction of the Head Start/Early Head Start/VPI 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.

Working in partnership with staff: the Policy Council shall approve and submit to the School Board decisions about each of the following activities:

A. Activities to support the active involvement of parents in supporting program operations, including policies to ensure that the Head Start/Early Head Start/VPI agency is responsive to community and parent needs. Assist the Parent Center Committee in planning, coordinating, and organizing program activities. Ensuring that funds are set aside from program budgets to support parent activities. B. Program recruitment, selection, and enrollment priorities. C. Applications for funding and amendments to applications for funding, prior to submission of applications. D. Community Assessment, Program Self-Assessment, Annual Plan for program design and operation, and Long- and Short-term Goals and Objectives. E. Budget planning for program expenditures, including policies for reimbursement and participation in Policy Council activities. F. Bylaws for the operation of the Policy Council. G. Program personnel policies and decisions regarding the employment of program staff, excluding Superintendent, the Head Start/Early Head Start/VPI Director, Director of Human Resources, and Chief Fiscal Officer, including standards of conduct for program staff, contractors, and volunteers and criteria for the employment and dismissal of program staff. H. Developing procedures for how members of the Policy Council will be elected. I. Recommendations on the selection of delegate agencies and the service areas for such agencies. J. Establish procedures for parent and community complaints about the program.

Section 3. Composition

The Policy Council shall be composed of thirty (30) members.

A minimum of 51% of the members shall be parents of children currently in Head Start and Early Head Start. Seventeen current parents shall be elected from the Head Start classrooms, and one of those parent members shall serve as representative of the Parent Center Committee. The remaining 49% (maximum) shall be drawn from the community, including parents of former Head Start/Early Head Start/VPI children, at least 2 parents of Virginia Preschool Initiative funded children, representatives of public and private organizations, interested members of the community at large, and one School Board member designated by the grantee. The voting representative of the grantee may not be a member of the Head Start/Early Head Start/VPI staff, or a member of the family of a Head Start/Early Head Start/VPI employee, or a paid employee of the grantee. In addition, the grantee may designate the Family and Community Partnerships Coordinator and the Head Start/Early Head Start/VPI Director to serve in a consultative, non-voting capacity.

ARTICLE II: MEMBERSHIP

Section 1. Qualification of Members Parent Members

A. Must have a child currently enrolled in the program during the year they serve as parent members. B. May serve two additional years as community representatives if elected by the Parent Center Committee but not more than five years.

Community Representatives from the following agencies or groups:

A. The grantee, the Stafford County School Board. B. Parents of currently enrolled VPI students funded by the Virginia Preschool Initiative. C. The health services; e.g., member of local health department or other area health professionals. D. Local service organizations; e.g., Lions’ Club representative. E. Local ministerial association representative. F. Mental Health Association representative. G. Moss Free Clinic representative. H. VA Cooperative Extension Office representative. I. Parents of children formerly in Head Start/Early Head Start/VPI. J. Private organizations; e.g., PNC Bank, GEICO, Fas Mart. K. Non-profit Community Agencies, such as RCASA L. An infant/toddler Community Agency M. Interested community members who express a desire to serve.

Section 2. Election, Term of Office, Resignations

The Parent Center Committee nominate members, and vote on them at the September meeting. The parents receiving the most votes shall serve as members. Members and community representatives must be approved and voted upon by the Parent Center Committee annually in September. The September meeting of the Policy Council will be a joint meeting with the previous year’s Policy Council and the newly elected members. Former Policy Council members will serve until new officers and committee members are elected during the September meeting. The new Policy Council will be established in October with election of officers.

Members serve for one year, from September to September.

Members may serve for additional years if re-elected by the Parent Center Committee. Members may not serve more than five years.

Policy Council meetings are open to the public. Only members may vote.

Any member wishing to resign should indicate it in writing and present his/her resignation to the chairperson. Vacancies shall be filled by vote of the Parent Center Committee at the next meeting.

In case a member moves out of the county or resigns and a replacement cannot be elected prior to the next meeting, the quorum shall be adjusted to one less until a replacement can be found.

Section 3. Compensation for Expenses

Current parent members may submit to the Head Start/Early Head Start/VPI Director vouchers for reimbursement for mileage traveled to meetings, babysitting while parents attend meetings, or any other expenses approved by the Policy Council.

Section 4. Conflicts of Interests

Members of the Policy Council shall not have a conflict of interest with the Head Start/Early Head Start/VPI agency (including any delegate agency), and not receive compensation for serving on the Policy Council or for providing services to the Head Start/Early Head Start/VPI agency.

No staff member or member of his family shall serve on the Policy Council.

Council members shall abstain from voting on any issue, which might present conflict of interests, as in awarding of contracts.

The Head Start/Early Head Start/VPI Director shall attend all Policy Council meetings in a consultative, non-voting capacity.

Head Start/Early Head Start/VPI staff may attend council meetings in a consultative, non-voting capacity.

Section 5. Authority of Members

Council members shall have authority only when acting officially as a council in session.

Section 6. Orientation

Each new council member shall be offered orientation through the director, component coordinators, returning members, or other resource person as to the duties and responsibilities of membership.

ARTICLE III: OFFICERS

Section 1. Election and Term of Office

A. The officers of the Policy Council shall consist of the chairperson, vice chairperson, and secretary. B. The council members at the first meeting shall elect officers annually. C. Officers can be elected to the same position for a maximum of five years.

Section 2. Duties of Chairperson and Vice Chairperson

The chairperson shall preside at the meetings of the Policy Council and of the Executive Committee, call meetings of the Executive Committee at his/her discretion or upon the written request of its members, and perform such other duties as may be appropriate.

The chairperson shall appoint members to serve on all committee.

The vice-chairperson shall perform all the duties of the chairperson in the chairperson’s absence.

Section 3. Duties of the Secretary

The Secretary shall keep a careful record of the proceedings of the Policy Council meetings.

Section 4. Resignations of Officers

Any officer wishing to resign shall notify the chairperson in writing; in the case of the resignation of the Chairperson, he/she should notify the vice-chairperson.

In the case of the resignation of an officer, the council at its next meeting shall, upon acceptance of the resignation, elect a replacement.

If a Policy Council member fails to attend three consecutive meetings, then an another member could be voted to replace the Policy Council member, unless absences are due to circumstances beyond the member’s control.

ARTICE IV: INTERNAL OPERATIONS

Section 1. Voting Procedures

All official actions of the Policy Council shall be decided by a vote of the membership present at the meeting.

A majority of the members present and voting shall be sufficient to carry a motion.

Section 2. Committees

The Executive Committee shall consist of the Chairperson, Vice-Chairperson, Secretary, and non-voting consultants as deemed necessary.

The chairperson shall appoint all committees.

The following committees shall be standing committees: Personnel Selection Committee, Pupil Selection and Enrollment Priorities Committee, Budget Committee, Complaint Action Committee, Program Self Assessment Committees, and the Community Assessment Committee.

Special or ad hoc committees shall be appointed on a temporary basis as the need arises. The chairperson may appoint special committees to gather information or perform other tasks and report to the council on their findings. Such committees shall terminate upon presentation of their final reports to the council or at the discretion of the council.

Section 3. Bylaws

Amendments or changes in the Procedures of Operation may be proposed and adopted by majority vote of the council where deemed appropriate.

Proposals for changes or amendments in Procedures of Operation shall be submitted in writing to the council members prior to the meeting at which the proposed changes shall be discussed and voted upon.

A majority vote of the membership present shall be required for the adoption of changes or amendments in the Procedures of Operation. 71

ARTICLE V: MEETINGS

Section 1. Regular Meetings

A. The Policy Council shall meet the third Wednesday in each month, starting in October or at another time decided upon by the Executive Committee for the council’s organizational meeting and shall determine the time and day for its regular meetings during the coming year.

B. The council shall meet monthly unless the Executive Committee shall vote otherwise.

Section 2. Called Meetings

A. Interim called meetings may be held when deemed necessary by the council or executive committee.

B. Phone Poll / Conference Call meetings – Phone meetings shall be conducted when necessary to accomplish the mission of the organization. Notice will be given no less than two days prior to the call.

Section 3. Agenda Preparation

The Head Start/Early Head Start/VPI director shall send to each member an announcement of all Policy Council meetings along with a written agenda and the minutes of the prior meeting at least one week prior to the announced meeting.

The announcement shall specify the time and place of the meeting.

Any council member wishing to have items placed on the agenda should submit the information to the director two weeks in advance of the meeting.

The Head Start/Early Head Start/VPI director shall send Policy Council members a monthly financial statement, including credit card expenditures, monthly program information summaries, monthly program enrollment reports and attendance reports, monthly reports of meals and snacks, 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/Early Head Start/VPI agency with applicable updates, communication and guidance from the Secretary, and the program information reports.

Each meeting agenda will also include appropriate training and technical assistance to the Policy Council members to ensure that the members understand the information the members receive and can effectively oversee and participate in the programs of the Head Start/Early Head Start/VPI agency.

Section 4. Procedures for Meetings

A quorum shall consist of five members. A quorum is necessary for the transaction of business. If there is no quorum present, voting members in attendance may vote to declare the attendees “a body of the whole.” This means those present have the right to take action on issues that require a vote.

The chairperson or vice-chairperson shall assume the chair and call the meeting to order. In the event of absence of both the chairperson and vice-chairperson a present member may chair the meeting.

The normal order of business shall be the following:

Call to order Introductions and announcements Approval of minutes of previous meeting Financial report Grant status report Unfinished business Component reports, including program information summaries, attendance reports, enrollment reports, and meals served New business, including training and technical assistance, communication and guidance from the Secretary Concerns of members, Community and Agency News Adjournment

Section 5. Council Minutes and Recording of Votes.

The secretary shall take and keep the minutes of the Policy Council meetings. The minutes shall become a permanent part of Head Start/Early Head Start/VPI files, upon approval of the council, and shall be maintained in the Head Start/Early Head Start/VPI office. Minutes of all meetings shall be available for examination by any interested party. The Policy Council attendance sheet will be signed by those present and maintained with the Policy Council minutes.72 4

A record of all motions and the vote on all motions shall be included in the minutes. All matters requiring approval shall be recorded in the minutes.

Prior to each meeting, the minutes of the previous meeting shall be sent to all members.

Section 6. Meetings and Executive Sessions

By a majority vote of the members present at any meeting, the council may adjourn to executive sessions. Included in the motion to go into executive session shall be the purpose or purposes of the session, in compliance with the Code of Virginia.

The Policy Council shall announce official action taken in open meetings.

Section 7. Procedures for Complaints

All Stafford School Board policies and regulations relating to Complaints from the Public Policy 2-10 will be followed. In the case of a community or parent complaint, the complainant shall meet with the director and steps will be taken to resolve the complaint. Where a question of compliance with pertinent policy, procedure, or law is felt to exist, a written complaint may be filed on a form provided for that purpose. These forms are available in the Head Start/Early Head Start/VPI office.

A completed FAMILY-COMMUNITY COMPLAINT FORM shall be submitted to the Head Start/Early Head Start/VPI Director. The Director shall meet with the person filing the complaint within ten (10) working days after the complaint has been received. The person filing the complaint may be accompanied by a representative, if desired, and shall be permitted to present evidence. A decision resolving the complaint shall be provided to the person filing the complaint within ten (10) working days of the conclusion of the hearing.

The decision may be reviewed by the Policy Council Grievance Committee upon written request by the person filing the original complaint within ten (10) working days of the original decision. The person filing the complaint shall be advised of any proposed solutions, and if not accepted, a final appeal of the Grievance Committee’s decision may be made to Policy Council within ten (10) working days prior to the next regularly scheduled Policy Council meeting.

Section 8. Internal Dispute Resolution

An internal dispute between the Policy Council and Stafford School Board which is not resolved through representation of the School Board member on the Policy Council is resolved in the following manner: A. A meeting is held between the Director of Head Start/Early Head Start/VPI, the grantee staff and the Superintendent to institute measures, which may resolve the impasse. B. If the dispute is not resolved, a letter is sent from the Policy Council to the School Board through the Superintendent’s office, describing the details of the impasse, measures taken and continuing concerns. This letter will request a meeting between the School Board Chairperson, the School Board representative to the Policy Council, the Policy Council Chairperson, the Director of Head Start/Early Head Start/VPI, and the Superintendent, as well as any personnel needed from Region III Head Start/Early Head Start/VPI. This committee may make recommendations to resolve the impasse or recommend one of the following steps: a hearing involving all members of the Policy Council and School Board, a presentation at a School Board meeting, or resolve to use arbitration. Stafford School Board Policy 2-11 may be followed in the case of an Appeal from Board Decisions.

1. An arbitration procedure for resolving any differences between the Head Start/Early Head Start/VPI Policy Council and the Stafford County School Board, shall cover the following two areas of disagreement: hiring or firing of the Head Start/Early Head Start/VPI Director; refunding application or major changes in budget and work program while the program is in operation. The Stafford County School Board has all legal and fiscal responsibility for the program operation.

2. When there is an impasse between the grantee, the Stafford County School Board, and the Head Start/Early Head Start/VPI Policy Council, and when after meetings between the two bodies shall not have resulted in compromise or agreement, the difference must be submitted to binding arbitration.

3. The arbitration panel shall consist of three persons, one designated by the Stafford County School Board, one designated by the Head Start/Early Head Start/VPI Policy Council, and one designated and agreed upon by the other two members. The panel of members cannot be employees of the Head Start/Early Head Start/VPI or the School Board.

4. The proceedings of the arbitration panel shall be as expeditious as possible, consisting of the following: oral presentations by each side, response or informal cross examination within limits set by the panel, and other procedures as outlined in the Federal Register, Volume 45, Number 175, September 8, 1980. This Federal Register shall be followed to facilitate the impasse procedures in all applicable areas. The arbitration panel shall issue a decision in writing fifteen days after the panel meeting. The final decision shall be binding on both parties. There shall be no 73 appeal. 5

STAFFORD COUNTY EARLY CHILDHOOD PERSONNEL

POLICIES AND PROCEDURES 2020-21

Table of Contents

I. Introduction ...... p. 1

II. Recruitment of Personnel ...... p. 1

III. Hiring Procedures ...... p. 2

IV. Type of Job Appointments ...... p. 3

V. Employment ...... p. 3

VI. Hours ...... p. 5

VII. Training and Technical Assistance ...... p. 6

VIII. Salary ...... p. 6

IX. Mileage Reimbursement ...... p. 7

X. Benefits ...... p. 7

XI. Holidays ...... p. 7

XII. Leave ...... p. 7

XIII. Staff Recognition ...... p. 8

XIV. Restrictions of Political Activities ...... p. 8

XV. Evaluation Procedures ...... p. 8

XVI. Grievance Procedure ...... p. 9

XVII. Termination – Resignation ...... p. 9

XVIII. Impasse Procedures ...... p. 10

XIX. Standards of Conduct ...... p. 11

XX. Confidentiality ...... p. 14

XXI. Other ...... p. 16

XXII. Stafford County School Board Policies ...... p. 18

74 I. Introduction A. Objectives: The Stafford Early Childhood personnel policies and procedures shall provide guidance for all employees as to what is expected of them and the conditions under which they will work. The policies and procedures shall also serve as a reference for the Policy Council members so that they will have clear and uniform expectations of all employees. B. Applicability: The Stafford Early Childhood personnel policies and procedures shall apply to all Stafford Early Childhood employees. All Stafford Early Childhood employees shall also be governed by Stafford County School Board policies and regulations. II. Recruitment of Personnel A. Responsibility: The Stafford Schools Human Resources Department shall assume responsibility for recruiting personnel. B. Place of vacancy announcement: Vacancies may be announced in the classified sections of the local newspaper and shall be posted on the Stafford Schools website. C. Contents of announcement: The newspaper announcement shall specify the title of the position, approximate salary, and the term "Equal Opportunity Employer." D. Involvement of Policy Council and staff: Council members and staff may encourage individuals whom they consider qualified to apply. E. Vacancy announcements may be distributed to all current Stafford Early Childhood parents and posted in the Stafford Early Childhood school offices. III. Hiring Procedures A. Hiring the Stafford Early Childhood Director: The procedures for hiring the director shall be consistent with School Board procedures for hiring school and program administrators. The Director must also be approved by the Region III Office of Head Start. B. Hiring other staff members: The procedures for hiring Stafford Early Childhood staff other than the director shall be as follows: 1. Screening: Stafford Early Childhood staff screen applications received (qualifications, references of applicant) and schedule interviews. 2. Interviewing: The Stafford Early Childhood Policy Council Personnel committee shall assist Stafford Early Childhood staff in interviewing selected candidates for Head Start and VPI positions and make a recommendation to the entire Policy Council. The Committee may review all applications. 3. Selection: Policy Council shall determine candidates for Head Start and VPI positions ranked in preferred order of hire and make a recommendation to the Stafford Schools Human Resources Department. The Policy Council shall vote on the recommendation of the Personnel committee and submit their recommendation to the Stafford Schools Human Resources Department for approval. The Human Resources staff will verify personal and employment references and complete a criminal record check with fingerprinting, as well as a Central Registry check for child abuse complaints.

75 The following criteria shall be kept in mind: a. Candidate qualification and suitability shall be compared with position requirements for final selection. b. Selection should be as consistent as possible with the existing budget plan. c. The Stafford County School Board does not discriminate on the basis of race, color, national origin, marital status, age, religion, pregnancy, childbirth or medical related conditions, political affiliation, disability, or sex in its educational programs or employment. No person shall be denied employment solely because of any impairment that is unrelated to the ability to engage in activities involved in the position or program for which application has been made. Reasonable accommodation is available upon request. d. Where applicable, consideration shall be given to providing employment opportunities to persons who have been denied the benefit of formal education and who are willing to learn. e. Stafford County Stafford Early Childhood shall employ only persons who can perform their duties with competence and integrity. f. Special preference will be given to former and present Head Start parents whenever possible. For example, if two applicants are "equally qualified with equal skills and experience, and one is a parent, the parent shall be given preference. g. Involvement of parents, and staff: Parents and staff shall be consulted for recommendations and input by the director where applicable. Policy Council parent members shall serve on the personnel selection committee.

IV. Type of Job Appointments A. Initial: Initial or new appointments shall be for one year, subject to six months evaluation and reappointment. Annual contracts are issued for all employees except teachers who have received continuing contracts. Teachers are hired on a probationary status for two years. B. Developmental: Promotion from within shall be recommended where applicable. All positions shall have career ladders. C. Temporary: When specific objective are present and funds are available, personnel may be hired or present personnel may work additional days beyond their contract subject to recommendation of director without approval of Policy Council. D. All appointments are contingent on availability of federal, state and local funds.

V. Employment A. Records: A file shall be maintained on each employee and shall contain annual contracts, and annual evaluations. All Head Start staff files must contain the application, 3 references, documentation of educational requirements (diplomas, certificates, transcripts, etc.), documentation of annual health and TB checks, documentation of background criminal fingerprinting and child abuse registry checks

76 every 5 years, documentation of annual child abuse and first aid training, as well as orientation and other required training. B. Qualifications: qualification for each position shall be in keeping with Stafford Early Childhood guidelines and Stafford County School Board policy. In addition, Head Start staff must meet the requirements of federal Head Start Performance Standards. C. Job Descriptions: A written description of personnel positions for the purpose of recruitment, selection, and job performance shall exist. The description shall be inclusive of job title, qualifications, duties, and level of responsibility; shall be made available to employees; and shall be subject to periodic evaluation by the appropriate governing bodies for continued accuracy. D. Health: 1. New employees shall be screened for communicable tuberculosis and have an initial health examination. 2. Head Start employees must be reexamined every year to assure that they do not, because of communicable diseases, pose a significant risk to the health or safety of others in the Stafford Early Childhood program, that cannot be eliminated or reduced by reasonable accommodation. A current form signed by the examining health official shall be maintained in the employee's personnel file, stating that the employee is healthy and able to work in the stated capacity at Stafford County Stafford Early Childhood in a position that works with Head Start students. 3. Employees are encouraged to establish regular visits and follow-up care from a health care professional of their choice; however, Head Start employees cannot be required to pay for a physical as an employment requirement. If Head Start employees wish to have Stafford Stafford Early Childhood pay for this required examination, then they must use the health care agent assigned by Stafford Early Childhood for this required examination. 4.All injuries or accidents must be reported to the Stafford Early Childhood director or a health services coordinator within 24 hours of the accident. A list of physicians approved for Workmen's Compensation will be given each employee who is injured. 5. Employees must demonstrate safety practices at all times, incorporating safety awareness into child and parent activities. Seatbelts and child restraint seats, if appropriate, must be used at all times in transporting students or using the Stafford Early Childhood vehicles. 6. Staff, volunteers, and children must wash their hands with soap and running water at least at the following times: after diapering or toilet use or assisting a child with toilet use, before food preparation, food handling, Food consumption, table setting, or other food-related activity, whenever hands are contaminated with blood or other bodily fluids, after handling pets or other animals, before and after giving medications, before and after treating or bandaging a wound, and after removing protective gloves. 7. Nonporous gloves must be worn by staff when they are in contact with spills of blood or other body fluids. Spills of body fluids must be cleaned and disinfected immediately in keeping with professionally established OSHA guidelines. Any tools or equipment used to clean spills of bodily fluids must be cleaned and disinfected immediately. Other blood-contaminated materials must

77 be disposed of in a plastic bag with a secure tie. All staff are to receive OSHA training at orientation and at the beginning of each school year. 8.First aid kits must be readily available, accessible to staff at all times and kept out of the reach of children. First aid kits must be restocked after use, and an inventory must be conducted at regular intervals. Nonporous gloves are kept in each room in the top right desk drawer. 9.Each classroom will have posted plans of action for medical emergencies and posted emergency evacuation routes, along with 9-1-1 in bold print. Family contact information and authorization for emergency care for each child will also be readily available. and updated immediately with the classroom, health services, and administrative staff upon notification of a change. 10. Parents will be notified immediately in the event of an emergency affecting their child, and a written report will be filed with the health services staff within 24 hours of the incident. 11. All suspected or known child abuse or neglect must be reported immediately to the director, assistant principal, mental health coordinator, or health services coordinator. These individuals will assure that the other is aware of the situation immediately and will contact the county Social Services Department with the information. They will inform the reporting staff member that contact with Social Service was made. All incidents or suspected abuse must be reported within 24 hours. If the staff member reporting the incident feels the incident was not officially reported, then he or she also has the right and obligation to file a report. 12. Mental health and wellness information will be made available to all staff members through an Employee Assistance Program and Stafford County Schools Wellness committee, staff in-service and regular newsletters. 13. Orientation: All new employees shall receive orientation to the Stafford Early Childhood program and counseling as to job requirements by the immediate supervisor and/or mentor. All new employees, consultants, and volunteers shall receive orientation to the Stafford Early Childhood program that includes the goals and underlying philosophy of Stafford Early Childhood and the ways in which they are implemented by Stafford Early Childhood, as well as a copy of the job description. New employees shall also receive a copy of the annual evaluation forms and procedures.

VI. Hours A. Duty Hours: The following hours shall apply: 1. Director & Assistant Principal -7:30-4:00 or 8 1/2 hour day 2. Bookkeeper, Secretary & Clerical-7:30-3:30 or 8 hour day as assigned (7 1/2 hour +1/2 hr. meal break) 3. Classroom, health, mental health, disabilities and family services staff -7:30-3:00 or7 1/2 hour day as assigned 4. These schedules shall be augmented or changed at various times by the director to facilitate supervision of children, staff meetings, conferences, or other necessary tasks.

78 B. Overtime: According to School Board policy, employees who are eligible for overtime will either be paid at 1.5 their hourly rate or be granted compensatory time off. Any time worked over 40 hours per week will be paid at 150% regular pay or comp time for non-exempt employees. Any additional time worked must be approved in advance, except in an emergency care situation for a child. C. Time Sheets: All employees shall record time in and time out hours daily. All Head Start, VPI, and other grant funded employees will keep and turn in a monthly time sheet on the 10th of each month. D. Working Days: Stafford Early Childhood personnel shall be subject to the School Board approved calendar where budget permits and where applicable, in regard to teaching days, in-service days, and school holidays, with adjustments to the beginning and end of the year for the required 160 or 180 classroom days. Stafford Early Childhood staff will be provided this adjusted calendar prior to the start of the school year, and will be expected to work the days designated. Classroom paraprofessionals and office clerical staff working less than 240 days will have 5 or 8 paid workdays. Additional days are scheduled to be reimbursed with camp time or hourly pay, whichever the employee desires. 1 additional day is scheduled for special events. ½ of that day is to be used for either the Parent Auction or the Family Picnic, whichever the employee desires. The other ½ of that day is to be used for both the Family Thanksgiving Dinner and the Holiday program. This additional day for special events is to be reimbursed with camp time or hourly pay, whichever the employee desires. Licensed personnel are paid for 17 or 20 workdays with only 11 scheduled. 5 additional days are provided for licensed personnel for classroom set up before the school calendar year begins with additional time before and after school for planning and home visits. The additional workday is to be scheduled for special events. 1/2 of that day is to be used for either the Parent Auction or the Family Picnic, whichever the employee desires. The other ½ of that day is to be used for both the Family Thanksgiving Dinner and the Holiday program.

VII. Training and Technical Assistance A. Pre-service: Orientation in person and online shall occur annually before school begins. Employees hired after that date will receive orientation online and from their supervisor. All employees shall complete all orientation requirements during their first six months of employment. B. In-Service: Employees will develop a career development plan. Monthly workshops and career development programs shall be provided to staff. Whenever feasible, employees shall be allowed to take college courses, attend workshops and conferences related to each employee's annual goals in their career development plan, subject to availability of funds. C. Individual academic training: Individuals shall be encouraged to enroll in college courses to improve their qualifications, skills, or expertise for Stafford Early Childhood positions. Classes, courses, workshops, and conferences which meet goals on the employee's career development plan are ranked next in priority. Stafford Schools Stafford Early Childhood supports Head Start staff with some funding for coursework and/or books so that the employee will have the appropriate credentialing required for the current position, or to assist in obtaining more education for another position in the program. The amount available per year per staff member for a required credential for their current position is $2,000. The amount available per year per staff member for further education for a future position in the program is $1,000.

79 Transcript records with a passing grade are due immediately upon completion of a course. If a passing grade or transcript record is not presented, the employee must repay the expenses for the course and books. The employee must make a presentation to supervisor or staff on a workshop or conference attended and make suggestions for implementation of any useful ideas presented. Employees requesting reimbursement for travel, lodging, meals, workshop fees, etc. must submit a travel/conference form to the director for approval prior to the conference or workshop. D. Record: In each employee's file a record of courses and workshops attended shall be kept. Career development committee minutes shall also document workshops attended by staff members. E. Where feasible, staff members may attend workshops on release time subject to approval of the director. Staff members may also request release time to observe other classrooms in the program or preschool/kindergarten classes in other schools.

VIII. Salary A. Salaries & Wages: All employees shall be paid at a rate no lower than Federal Minimum wage. Subject to this minimum, the salary for each position supported by federal funds or provided as contribution to the non-federal share, shall be in accordance with the salary scales adopted by the Stafford County School Board annually. The School Board compares salary scales locally and conducts regular salary comparison studies. B. Salary Payment: All employees shall receive their salary check on or about the first of each month in accord with Stafford School Board Policies and Regulations. Monthly salaries shall be computed by dividing the contracted salary by twelve. C. When employees are separated from employment prior to the end of the contractual period, terminal pay shall be computed and prorated on a per diem basis, as per the Grantee's policy.

IX. Mileage Reimbursement A. Mileage shall be paid to any employee required to drive his private vehicle for the purpose of Stafford Early Childhood business. Whenever feasible, the Stafford Early Childhood vehicles should be utilized instead of private vehicles. B. The rate of reimbursement shall be the rate currently being paid by the grantee. C. Claim: Each employee claiming mileage shall turn in to the bookkeeper a mileage claim request form by the first of the month.

X. Benefits A. Fringe Benefits: In keeping with the policies of the School Board, all full time employees shall be entitled to the following fringe benefits:

80 1.Group Life Insurance -paid by Stafford Early Childhood or the School Board. 2. Retirement -paid by the employee and Stafford Early Childhood or the School Board. 3. FICA -deductions paid by employee and matched by Stafford Early Childhood or the School Board. 4. Hospitalization -paid by Stafford Early Childhood or the School Board for the School Board determined portion of the total premium. 5. Workmen's Compensation -paid by Stafford Early Childhood or the School Board. 6. Employees may have premiums for group cancer insurance, accident insurance, credit union payments, optional life insurance, savings bonds, disability insurance, dental insurance, or tax sheltered annuities deducted from their pay if they so desire.

XI. Holidays A. Stafford Early Childhood employees shall be subject to the regular school work schedule as provided for in School Board approved annual calendar. Only twelve-month, full time employees shall be given paid holidays, as stipulated in School Board Policies and Regulations Twelve month teachers do not receive vacation time.

XII. Leave A. Personal Leave: Full time Stafford Early Childhood personnel shall be eligible for two days personal leave with pay each year. Employees desiring to utilize personal leave will complete the appropriate form in advance if possible; in case of emergency, an oral report will be made to the immediate supervisor, and the form will be completed upon the employee's return to school. Guidelines stipulated in the School Board Policies and Procedures shall be followed. B. Sick Leave: Full time employees will accumulate sick leave at the rate of one day per full month. The employee is responsible for notifying his/her immediate supervisor and requesting leave in the Employee Self Service (ESS) system as early as possible if he/she is to be away from work, will not be reporting to work on time, or will need to leave early. A leave request MUST be entered in the ESS system within 3 days of an absence from work or the day will be charged without pay. A doctor’s note is needed after 3 days of consecutive sick leave. Part-time personnel who work at least 50% of the hours required in the full-time position shall receive 50% of the sick leave benefits. All other provision as stipulated in School Board Policies and Regulations shall apply.

XIII. Staff Recognition

81 Funds may be used to recognize employees who perform above expectations, as nominated by their peers. Once a month, employees or parents may fill out a nomination form for a Stafford Early Childhood staff member. Those nomination forms will be read at a staff meeting and a “perk” may be presented to each recognized employee. Awarded gift certificates are taxable.

XIV. Restrictions of Political Activities A. Prohibition Against Partisan Political Activity -Employment in Stafford Stafford Early Childhood shall not be offered as a consideration or regard for the support or defeat of any political party or candidate for public office. Regulations regarding political activity, as stated in the Hatch Act, amended, will be followed. Employees may not assist in voter registration during work hours or at the Stafford Early Childhood site. B. Prohibition Against Acceptance of Gifts and Gratuities -Employees are prohibited from accepting gifts, money, gratuities, or favors from persons receiving benefits or services through Stafford Early Childhood or Stafford Schools, or performing services under contract, or otherwise in a position to benefit from an employee action. C. Nepotism and Persons Ineligible for Employment -No person who serves as a voting member of the governing body, the Policy Council, or other major policy body of the Stafford Early Childhood program may be employed as a staff member of the program. No person shall hold a job while he or a member of his immediate family serves on the School Board or committee of Stafford Schools if that board has authority to order personnel actions affecting his job. No person shall hold a job over which a member of his immediate family exercises supervisory authority. No person shall hold a job while either he or a member of his immediate family serves on a board or committee which either by rule or by practice, regularly nominates, recommends, or screens candidates for the agency or program by which he is employed.

XV. Evaluation Procedures A. Performance Evaluation: All employees will receive a written personnel evaluation yearly. The employee shall have access to the evaluation form immediately following the commencement of the school year and prior to October 1st. All items on the evaluation shall be explained to the employee at this time. The evaluations for employees shall be completed following the procedures set forth in the Employee Evaluation System approved by the School Board. New service staff employees are evaluated mid-year and at the end of the year. New teachers are observed at least 3 times a year. B. Program Evaluation: 1. Formal and informal program evaluation shall occur. 2. Formal evaluation is conducted using the Stafford Early Childhood Performance Standards and the current federal monitoring instrument. 3. Staff involvement shall include the following: October Parents, staff, and Policy Council members are invited to serve on program evaluation teams. Staff members are assigned to teams. Staffs

82 members are encourage to serve on a committee evaluating a component other than their own. Component coordinators serve as consultants to the team reviewing their respective components. Oct-Jan Instructions are given on use of the Program Assessment process. Teams meet and evaluate their assigned portion of the Performance Standards and make recommendations to Policy Council. February Results of the evaluation and the Community Assessment are compiled by teams and Policy Council. Long- and short-term goals are drafted by Policy Council. March The Grant Refunding Application and long- and short-term goals and objectives are approved by Policy Council. May Program data for the Program Information Report is complied by Stafford Early Childhood Coordinators and submitted to the Stafford Early Childhood Director. August The PIR is complied and submitted to the Regional Stafford Early Childhood office. 4. Informal evaluation is on-going through the following means: a. Staff Meetings, instructional team and family services team meetings. b. Component advisory committees (e.g., health services or education committees). c. Informal conferences between director and staff and parents, including home visits and parent conferences. d. Parent newsletters, surveys, and questionnaires.

XVI. Grievance Procedure A. The grievance procedure as adopted by the State Board of Education and Stafford School Board (appendix G) shall be used.

XVII. Termination -Resignation A. Procedures for dismissing. suspending, or putting on probation a Stafford Early Childhood employee: 1.The Policy Council shall be informed if the director cannot recommend the reappointment of an employee or in the case of recommendation for dismissal. 2. Documented evidence shall support the reasons for dismissal, and evidence of corrective measures taken shall be presented.

83 3. The director may recommend the dismissal or termination of the employee to the Policy Council. The council shall vote on the recommendation and submit their recommendation to the School Board through the superintendent. 4.The superintendent shall follow School Board procedures and state law in assigning probation or dismissal of certificated employees. B. Procedures for dismissing, suspending or putting on probation the Stafford Early Childhood director: 1. The Policy Council or grantee staff may recommend the probation, suspension, or dismissal of the Stafford Early Childhood director. Documentation supporting the reasons for the recommendation and evidence of corrective measures shall be presented. 2. The Policy Council shall review the evidence and vote on the recommendation. 3. The grantee staff shall forward the recommendation of the Policy Council to the Superintendent. 4. School Board policy shall be followed in any dismissal, suspension, or probation of an employee. C. Employees requesting a release from their positions shall submit a signed written notice of their intention to leave at least two weeks in advance of their anticipated date of severance. D. The resignation shall specify the reason for requesting the release. E. The resignation shall be submitted to the Stafford Early Childhood director. XVIII. Impasse Procedures A. Applicability: An arbitration procedure for resolving any differences between the Stafford Early Childhood Policy Council and the grantee, Stafford County School Board, shall cover the following area of disagreement: 1. Refunding application or major changes in budget and work program while the program is in operation. B. Occurrence: When there is an impasse between the grantee, the Stafford County School Board, and the Stafford Early Childhood Policy Council, and when after meetings between the two bodies shall not have resulted in compromise or agreement, the difference must be submitted to binding arbitration. C. Arbitration Panel Composition: The arbitration panel shall consist of three persons -one designated by the Stafford County School Board, one designated by the Stafford Early Childhood Policy Council, and one designated and agreed upon by the other two members. D. Proceedings: The proceedings of the arbitration panel shall be as expeditious as possible. consisting of the following: 1. Oral presentations by each side. 2. Response or informal cross-examination within limits set by the panel. 3. Other procedures as outlined in Stafford Early Childhood Policy Manual. Transmittal Notice 70.2. as amended by Federal Register, Volume 45, Number 175 September 8. 1980.

84 4. The arbitration panel shall issue a decision in writing fifteen days after the panel meeting. 5. The final decision shall be binding on both parties. There shall be no appeal. E. Federal Register -Volume 45 Number 175 September 8, 1980 shall be followed to facilitate the above outlined impasse procedure in all applicable areas.

XIX. Standards of Conduct: 1. Use positive strategies to support children’s well-being and prevent and address challenging behavior. 2. Must not maltreat or endanger the health or safety of children. At a minimum, must not: A. Use corporal punishment. B. Use isolation to discipline a child. C. Bind or tie a child to restrict movement or tape a child’s mouth. D. Use or withhold food as a punishment or reward. E. Use toilet learning/training methods that punish, demean, or humiliate a child. F. Use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child. G. Physically abuse a child. H. Use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about eh child or child’s family. I. Use physical activity or outdoor time as a punishment or reward. 3. 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. 4. Confidentiality- Comply with program confidentiality policies and those policies concerning personally identifiable information about children, families, and other staff members in accordance with subpart C of part 1303 of the Stafford Early Childhood Performance Standards, as well as in accordance with applicable federal, state and local laws. 5. Ensure that no child is left alone or unsupervised. Ensure that no child is left alone with a volunteer. 6. Harassment- It is the objective and intent of the Stafford School Board that sexual and other unlawful harassment of its employees in any form is prohibited and that all employees shall be treated with respect. Employees have the right, under Section 703 of Title VII of the Federal Civil Rights Act of 1964, to work in an environment that is free of conduct that can be considered sexually harassing or abusive. Actions, words, jokes or comments based on an individual’s sex, race, ethnicity, age, disability, religion, or any other legally protected characteristic shall not be tolerated. Any employee who engages in or who perpetuates or condones sexual harassment shall be subject to disciplinary action, including dismissal. 7. Violation of part or all of these standards of conduct may be just cause for termination of employment. Violations may also be addressed in a disciplinary letter in the personnel file of the staff member. Violations are immediately reported to the Stafford Director of Early Childhood and reported by the Director to Stafford Schools Human Resources, the Stafford Schools Safety and Security Office and violations of 2. And 5. are reported to the Region III Office

85 of Head Start. Violations may also be addressed in a disciplinary letter in the personnel file of staff members.

8. PROGRAM POLICIES AND PROCEDURES ON VIOLATING ELIGIBILITY DETERMINATION REGULATIONS-When an alleged incident arises concerning violation of eligibility determination regulations, an initial investigation will be done by the Stafford Early Childhood Director. If the case is founded the Policy Council Compliant Committee will be advised for their input and then the case will be referred to the Human Resources and the Safety and Security Office for Stafford County Schools for a more in-depth investigation and determination for actions to be taken.

XIX. Student Discipline Policy The philosophy of Stafford Early Childhood is that children who are exhibiting undesired behavior may need more positive relationships, more structure, and more opportunities for control of their environment through making choices. Young children also need direct instruction in appropriate replacement behaviors with opportunities to practice those behaviors and receive positive feedback. Appropriate ways to work with children on undesired behaviors is through supportive seating, in which the adult sits next to the child’s side to address their behavior. The time is spent allowing the child to process through their behavior. Positive feedback and direct instruction is reserved for when the child is calm and has been able to acknowledge their feelings.

• All Stafford Early Childhood staff work to build a positive relationship with each Stafford Early Childhood child and their family members, in addition to the classroom strategies for building relationships outlined in the Stafford Early Childhood curriculum guide. Classroom best practices strategies are utilized to minimize or eliminate possible behaviors. Transitions are structured and students are given as many choices as possible.

• Times of probable misbehavior or tantrums are restructured. If a time of probable misbehavior or tantrum is suspected, the student should also be offered an opportunity to use “Al’s Place” to calm down. Students are given classroom jobs or responsibilities that make them feel valued and responsible for others. • Children are given direct instruction on appropriate behaviors utilizing the Al’s Pals: Kids Making Healthy Choices curriculum, Focus 5, and the Conscious Discipline curriculum, as well as one-on-one instruction. Practice in implementing skills/behaviors are provided with positive feedback. If probable misbehavior or a tantrum is about to occur, the child is assisted supported seating in using Al’s techniques of 3 deep breaths, counting to 5, and saying “Calm Down”.

When the child displays inappropriate behavior in the classroom, the focus becomes to help the child gain self-control through the use of the Challenging Behavior Combination. Staff will: 1. Curb the behavior by thinking ahead and placing interventions in place to minimize disruptive behaviors. 2. Catch the behavior by being aware of the child and noticing any triggers for the child to behave in that particular manner. 3. Confront the behavior immediately by letting the child know the behavior was not appropriate through verbal and facial expressions.

86 4. Provide a cool off/calm down area through supportive sitting by creating a positive environment to allow them time to process through what just happened. 5. Converse with the child by helping them to label their feelings and to explain to them what is okay and what is not okay by avoid words such as “can’t”. 6. Correct the behavior by helping the child shape their apologies for what they had done and to model to them how they should behavior during a similar situation. It’s important at this stage to accept the comfort level of the child. 7. Compliment the child when they have fixed their behavior and clarify to them that they are proud of them. 8. Celebrate with the child after they have come up with a solution by asking them how they would like to celebrate their accomplishment.

If the above interventions are unsuccessful or behaviors are more significant (kicking, punching, hitting, biting, spitting, or any other type of aggressive behavior), staff will follow a detailed behavior plan which includes behavior being reported home after each incident and meetings with the Mental Health Coordinator, Teacher, and Director to address inappropriate behavior to develop strategies to implement at home and in the classroom. If the disruptive behavior still continues, other steps will be taken to ensure the safety of the child as well as the safety of the school environment. If a child becomes a threat to himself or others, immediately call the office for assistance. Until help arrives try to surround the child with a "wall" of protected adults, standing out-of-range in a circle with cushions or books blocking their bodies. If a child injures another child or adult, or is at risk of injury to himself, the office should be contacted for assistance. Do not try to bring the child to the office. The child will be safely removed from the classroom and the parents contacted. The child will not be allowed back into the classroom until the parents meet with the mental health specialist and the teacher to develop a behavior intervention plan. The behavior plan must be approved by the Stafford Early Childhood Director. Food, water, bathroom privileges, recess. or sending a child to another room shall not be utilized as consequences for behavior. Raising your voice to a student is not used unless the child is in danger. Negative comments about the child or his behavior are not permissible. Comments about the negative behavior should be addressed in positive manner. "You are showing such good self-control because you are not hitting your friend, even though you are very angry." Public records of individual behavior shall not be used, such as red light/green light charts. Systems where positive behavior contributes to a class goal are good choices.

XX. Confidentiality: A. Confidentiality is defined as preserving information that was received in confidence from a family member and disclosing information only to professionals who need to know for the benefit of the family. B. The information is beneficial when the correct amount of information is shared in time to plan and deliver services to the parents and child. Confidentiality is based upon the basic rights of the parents; it is an ethical obligation of staff members and is necessary for effective services delivery. The word confidentiality comes from the words ability and confidence: able to keep information held in confidence. Privacy, ethics and trust all go to make up the concept known as confidentiality. Every staff

87 person has the obligation..."to respect the integrity and promote the welfare of the family with whom he or she is working" (American Personnel and Guidance Association Ethical Standards, 1961). C. Confidential information is a fact or a condition, or the knowledge thereof, that pertains to a person's private life but which is normally hidden from the eyes of others. There are three classes of confidential information: • NATURAL SECRET -information which if revealed would defame, injure or unjustly sadden the person. •PROMISED SECRET -information about which a confidant gives assurance or promises that he or she will not divulge it. •ENTRUSTED SECRET -information which is communicated to a confidant with the previous explicit or implicit understanding that the matter will not be revealed. The subject matter may or may not include a natural secret. Before we can help a family, we quite often need to know many things about them. In general, the more that is known about a family, the better they can be served. However, as a member of the Stafford Early Childhood staff, consider a word of caution about prying into a family's personal affairs more than is necessary. Secondly, it is essential that intimate information not be circulated beyond the limits of the professional relationship. We need to be certain that what is communicated as private information remains private. D. The parents' rights, however, are not absolute (e.g., in relation to child abuse cases). Moreover, the parents' secret is often shared with other professional persons within the agency and in other agencies if necessary; the obligation of confidentiality then binds all involved equally. If the information is of a nature that you cannot keep it private, the family needs to know this. In fact, the family has the right to know what specific use will be made of the information collected about them. Violations of privacy include: • disclosed information beyond that needed for service •made public disclosures or semi-public disclosures to other agencies or outside people without the person's knowledge and freely given consent, except in cases of child abuse and neglect reporting. E. MAINTAINING CONFIDENTIALITY Families have the right to protection of personal information about them in their relationship with Stafford Early Childhood during and following the process of obtaining services. The following principles should be kept in mind: 1.Parents should be the primary source of information about themselves, and information sought from them should be limited to that which is essential for service. 2. Parents and other volunteers are prohibited from reviewing records other than those of their own children. Parents and other volunteers may not share information about specific children and may not use children’s names in written or oral communication outside of the program.

88 3. Children's health and educational records and social services records on families are open only to Stafford Early Childhood staff and special consultants on a “need to know" basis (to extent necessary to provide services). 4. No information should be released to anyone outside the program without written consent from the family, except in reporting suspected child abuse and neglect or when a file is subpoenaed. 5. Other agencies and individuals should be consulted only with the family's consent and within the limits of that consent, unless there is a mandated reporting requirement. 6. Only that information should be recorded and those records maintained that are essential to provide service; and the use of records should be determined by agency function and the consent of the family. 7. Staff must provide for the establishment, maintenance and confidentiality of records of up-to- date, pertinent family data and personal identifiable including completed enrollment forms; referral and follow-up reports, reports of contacts with other agencies and reports of contacts with families. All discarded records must be shredded before disposal. Staff must maintain child records in a manner that ensures only parents, and officials within the program or acting on behalf of the program have access, and such records must be destroyed within a reasonable timeframe after such records are no longer needed or required to be maintained. 8. Staff must maintain, with the child records, for as long as the records are maintained, information on all individuals, agencies, or organizations to whom a disclosure of personally identifiable information (PII) from the child records was made (except for program officials and parents) and why the disclosure was made. PII is information that identify a specific individual, including but not limited to a child’s name, name of a child’s family memer, street address, social security number , or other information that is linked or linkable to the child or family member. Staff must ensure ChildPlus and other software is maintained with appropriate passwords and passwords are not share so that child records are adequately protected and maintained according to current industry security standards. 9. If a parent places a statement in the child record, the statement must be maintained with the contested part of the child record for as long as the program maintains the record and, disclose the statement whenever it discloses the portion of the child record to which the statement relates. 10. Any staff member who learns information that could pose a potential danger to another staff member visiting a family should share that information on a need to know basis. 11. Confidential information should not be shared with staff that do not have a need to know. Confidential information should not be shared with any adult in front of a child. F. STAFFORD COUNTY SCHOOL SYSTEM'S POSTION ON CONFIDENTIALITY 1. Schools are required by law to maintain certain records and to make these records available to parents upon request. In accordance with the federal Family Educational Rights and Privacy Act, also known as the Buckley Amendment, schools must have a written policy governing the management and confidentiality of records.

89 2. The Buckley Amendment prohibits schools from disclosing a child's records to anyone without the written permission of the parent; exceptions include (1) school officials (including teachers) in the same district with a legitimate educational interest in the information; (2) schools officials in the school district to which the child intends to transfer and (3) people with court orders and people in health and safety emergencies such as doctors, nurses, or fire marshals.

XXI. Other: A. Pets -Any animals visiting or living at Stafford Early Childhood must be approved by the director. No poisonous animals will be allowed and all animals should be appropriately restrained or caged, so that children are not in danger of being bitten or scratched. B. Guest Speakers -All guest speakers must be approved by the director. C. Visitors or Children – Any staff member having a visitor or child on site that is not a Stafford Early Childhood student, parent, or approved volunteer MUST have permission for that particular visit approved by the director. D. Professional dress which is appropriate to working with young children is required and should serve as a model for students and parents. Clothes that are too short, too tight, cut low in bodice or back, or which expose the abdomen are not appropriate. Sweats are not appropriate, except for sweatshirts with the Stafford Early Childhood logo. Logos worn should be restricted to the Stafford Early Childhood program. Loose shorts which are within 6-8 inches of the knee are appropriate for warm days, field trips, etc. E. Instructional staff eat lunch with the children and eat the same menu, with dietary restrictions met through Stafford Schools Nutrition program. Sodas may not be consumed in the presence of the students. F. Personal cell phones and/or texting and personal emails may only be used in emergencies, or during appropriate breaks. Computer use must follow Stafford Schools policies. G. Playground Supervision – Appropriate staff/child ratios must be maintained in the lunch room and during outside activities, as well as in the classroom. Staff supervising gross motor activities need to stand as far apart as possible surrounding and facing the children. Visual inspection of the playground is required to be documented in the ChildPlus database before letting the children use the playground. H. Health and Safety Supervision- Staff must follow the Curriculum Health and Safety Requirements Policies in the Curriculum Guide. XXII. Stafford County School Board Policies Any items not herein delineated shall be subject to Stafford County School Board policies and regulations. Any item delineated herein shall not be construed to supersede School Board policies and regulations.

It is the purpose of this subchapter to promote the school readiness of low-income children by enhancing their cognitive, social, and emotional development -

• in a learning environment that supports children’s growth in language, literacy, mathematics, science, social and emotional functioning, creative arts, physical skills, and approaches to learning: and • through the provision to low-income children and their families of health, educational, nutritional, social, and other services that are determined, based on family needs assessments, to be necessary.

Stafford Head Start/VPI provides low income preschool children and those with special needs, as well as their families, with the knowledge and skills to prepare them for success now and in the future - in the classroom, the workplace, and the community. Our commitment is to foster partnerships with family, community, and staff to supply quality comprehensive developmental services for children and families. Implementing this vision requires high expectations in the delivery of children’s educational and family literacy programs, health and safety, dental, nutritional, and mental wellness opportunities, Emphasis is placed on family involvement and empowerment which is essential to the success of the child. Stafford Head Start/VPI secures an array of individualized services, ensuring that community resources are used in an efficient manner.

91 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Child Health Services COMMITTEE MEETING DATES: December 1st 2020 & December 8th 2020 Agenda and Minutes

I. COMPONENT REVIEW TRAINING First Meeting: ● Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan ● Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions ● Define Performance Standards and discuss their importance ● Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications ● Review Outcome Measures: PIR Health Data Reconvene: ● Review results of individual investigations of Component Compliance Questions ● Develop a report for Policy Council that includes analysis of outcome data and the following information: STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate):

1. Strength of COVID 19 Provisions that we have identified and added to our Child Health Services Assessment. 2. Our Cafeteria staff has been able to coordinate and work together to provide daily nutrition for our children and their families during the school year. Food has been kept safe and food has been provided and packaged to send home with students each week . This has been accomplished by a staff of 3 employees in our Cafeterias. 3. Enhanced health and safety protocols were established for Stafford Schools Early Childhood Program in regards to COVID 19 and have been implemented successfully in both our locations, Rising Star and North Star. These protocols and standards have been followed strictly to mitigate the spread of COVID 19 in our buildings, with successful results. We monitor daily contact tracing within our buildings which provide statistics to our school division and to the local health departments in our Planning District 16. 4. Adequate water provided at all times during the school hours to all children utilizing the Cares Act funding to provide each and every child their individual water bottles with their names printed on them. This indicates that our Cares funding has been appropriately allocated for the benefit of our children. 5. Information has been provided to our parents via newsletter mailed, and also via use of the email services. Parents have been updated on any announcements and important information pertaining to their school events. At this time due to the COVID 19 virus, communication is essential with our parents. Electronic communication has become the overall method of communication and is utilized by all staff members. Virtual classes, meetings and information is distributed by this method in an effective manner. Family Service Staff also utilize door knockers as a method of communication with their families. Even though social distancing has prevented the close contact between staff and parents/guardians, we have been able to provide necessary information as noted above.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate).

1. Continue to update as needed all of our forms that are utilized in our program to implement all languages that are within our community for proper translation. We work with the ESL department in SCPS to translate any new or current changes in our forms to provide accurate translation for all families. This includes any recent updates and information regarding COVID 19. This is an ongoing task which requires frequent updates and interventions as indicated. 2. Tracking of childhood obesity has been an overall concern with our students as VA has one of the highest rates of early childhood obesity in the United States. Due to COVID 19 our source of tracking all students has lessened due to virtual classes vs. hybrid classes. Heights and weights are normally taken both fall and spring to assess our nutrition program outcomes. We have been limited to obtaining this data due to the virus. We continue to institute virtual programs as well as in school educational programs to combat childhood obesity. For example, REV THE BEV was done this fall to continue to introduce the importance of water for our children, and to experiment with different ways to get children to enjoy consumption of water. Our registered dieticians continue to consult with parents on an individual basis about elevated BMI’s to provide information helpful to combat this problem. Our PIR information last school year was not obtained due to the fact our Spring Semester was not held in person to obtain these statistics for comparison purposes. 3. Monitoring of our Mental Health Program and goals set forth from the previous school year was also interrupted due to COVID 19. We continue to hold our program and standards as a priority and assist any and all students and families as they continue to cope with the stressors of COVID 19 and life in general. Services are still provided to our families with the assistance of our staff referrals and interventions by our Mental Health Coordinator on a daily basis, utilizing community resources. 4. We continue to monitor our statistics for PIR, even though modifications are being made. Our monthly monitoring for management team continues to hold us accountable for this information, and is updated monthly in Child Plus reports. There was no clear snapshot of our PIR from last year due to COVID 19 to compare to but we continue to adhere to the necessary requirements and follow up that is required of all medical health issues, mental health issues, and educational issues that present to our staff.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES

1. As Health Coordinators for Head Start and Early Head Start programs , the school nurses need access to Personnel files regarding all mandated Professional Development and Health Requirements to track individuals that need to update and become compliant with the standards set forth. Working with our ITRT , and the new CANVAS program for SCPS the website is able to provide necessary programs for staff members to complete. There is the need for nurses to be able to check via the Child Plus system if staff members are up to date with compliance issues. Will work with administrators to devise a plan that will allow us to only view mandated requirements. 2. Update the Google Drive with translations on an ongoing basis of all documents- refer to ESL department for assistance, as new information to parents needs to be distributed. 3. Continue to maintain Mental Health Provisions- establish regular, virtual outreach to parents/guardians as indicated, utilizing newsletters and emailed resources with a focus on parent/guardian education and tips. 4. With the assistance of our new position for ITRT, a request for Google instructional services to be made available for staff resources. We rely heavily on this for everyday instruction and communication, and many staff members need more additional training on all the many features this program offers. This has been discussed with our ITRT and will be added to our list of instructional inservices that are offered 2nd semester. 5. Focus on Nutritional information to help prevent childhood obesity - educate parents with health classes virtually that are done by our Registered Dieticians. These classes also emphasize the importance of daily exercise programs and proper nutrition. Classes are held virtually and allows parents to enroll and take an active part in prevention. Children continue to participate virtually in the program, “Pick-a-Better-Snack. This class talks about a specific fruit or vegetable and correlates with My Plate and concludes with physical activity. Physical activity participation continues in the classrooms with activities as well as outdoor activities to encourage children to move.

94 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL PRISM COMMITTEE Services for Children with Disabilities COMMITTEE MEETING DATES: October 1st & October 6th, 2020 Agenda and Minutes

I. COMPONENT REVIEW TRAINING First Meeting:  Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan  Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions  Define Performance Standards and discuss their importance  Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications  Review Outcome Measures: Compare breakdown of IEP students with entire program skills assessment outcomes, PIR Disabilities Data Reconvene:  Review results of individual investigations of Component Compliance Questions  Develop a report for Policy Council that includes analysis of outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate):

 Assistant Principal was present at student staffing and entered all information regarding concerns or services in ChildPlus.  Assistant Principal attends all Assistant Principal meetings and Designee meetings, as well as others if applicable, held by the Dept. of Student Services. Preschool coordinators and diagnostician also attend Designee meetings.  Special education team calendar contains meeting dates/times available for team to review and remind.  Special Education staff consists of Designees, PST, Mental Health Coordinator, Preschool Coordinators, Psychologist, Speech Therapist, Educational Diagnostician, and Psychologist when available. This team meets monthly on Tuesdays and Thursdays in between regularly scheduled meetings to review student caseloads, schedule upcoming meetings, and to review any information presented to the Designee from the Department of Student Services  Provided Head Start with a team to include psychologist.  Additional staff training has been completed on positive behavior supports in the classroom and more behavior training.  Created a hierarchy of support for handling behaviors and share with staff. Add/make a resources library.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED  Looking for ways to improve providing mental health support for students, families, and staff. This combined with special education reports is too high a workload for one social worker (Mental Health Coordinator) split between two high-needs schools.  (Enrollment) Still working on filling up our VPI/ECSE classes (6 & 6 classes) with VPI peer models. We have 2 in each classroom so far with a goal of having 6 in each. This will be an ongoing process throughout the year.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES  Hire an additional full-time social worker (Mental Health Coordinator), one for each school  Continue to enroll students with disabilities into Head Start, and continue to fill VPI peer model openings

95 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Education and Early Childhood Development Services COMMITTEE MEETING DATES: February 1, 2021 Agenda and Minutes I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Outcome Measures: PALS PreK, Stafford PALS K, Disaggregated DRDP Assessment, DECA Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of outcome data and the following information: STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate):

Teachers work in Professional Learning Communities Teams to address school readiness goals and have student outcome goals progress as part of their annual evaluations. Teachers also meet with supervisors monthly to discuss student progress (Progress Monitoring) for students who are having difficulty. Stafford Schools Early Childhood Program adopted one curricula, Teaching Strategies, for ECSE, VPI, Head Start and Early Head Start instruction and one assessment, the DRDP.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate

Vocabulary, print awareness, and critical thinking skills/problem solving continue to be weak areas of instruction.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES

• Focus on staff training in and resources for improving vocabulary, written expression, special education and dual language instruction, as well as CLASS Instructional Strategy skills. • Expand the Early Head Start and Head Start program as funds are available. • Extend the school year for all classes to 180 days. • Provide additional paraprofessional support

STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Eligibility, Recruitment, Selection, Enrollment, and Attendance COMMITTEE MEETING DATES: October 26th & November 2nd , 2020 Agenda and Minutes I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Community Assessment to determine Selection Criteria and Recruitment strategies • Review Outcome Measures: Monthly & Year Attendance Data, Enrollment Statistics • Assign Component Compliance Questions to individual committee members to investigate on their own FY2015 Office of Head Start Monitoring Protocol p. 101, 120, 234-245 Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of the Community Assessment and outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Community Assessment and Outcomes data as appropriate):

• All applications and supporting documents attached in the ChildPlus • A recruitment letter provided to DSS to be enclosed with their outgoing mail. • A Blackboard call made to all SCPS parents announcing open enrollment. • Recruiting through media by placing an ad on the local TV channel and in the local paper. • Staying in touch with the community agencies by hosting a community breakfast.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Community Assessment and Outcomes data as appropriate • Chromebooks not compatible with Childplus attendance • Unable to acquire digital signature on the eligibility form from the parent • Unable to generate monthly attendance reports from Synergy due to Hybrid/ Virtual schedule • The program is under enrolled

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES (include analysis of Community Assessment and Outcomes data as appropriate • Find a way to get parent digital signature on the eligibility form • Update In-kind form with Rising Star/North Star logo • Continue to acquire all supporting documents before enrollment • Find additional methods to recruit so we can maintain a waiting list

97 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Facilities, Materials, Equipment and Safety COMMITTEE MEETING DATES: January 15, 2021 Agenda and Minutes I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Outcome Measures: Inventories, Fire Checklists, Playground Checklists Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate): Inventories show adequate supplies and equipment. Fire, Playground and Safety inspections showed minor issues that were immediately resolved. The student lift at Rising Star has been replaced and a handicapped ramp installed in the front of the building. LED lights with motion detectors were installed at both buildings. The North Star playground was completed. Required safety training is now in a Canvas platform for all staff. Chromebooks have been purchased for all students and laptops or chromebooks for all teachers. Additional washers and dryers have been purchased for each campus.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate • The Rising Star campus needs refurbishing and renovating, including plumbing, floors and painting. • The Melchers Complex parking lot project with lighting has not started. • The roof at North Star continues to leak.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES • Renovate Rising Star or build a new facility as funds become available, including plumbing, electrical, floors and painting. • Replace HVAC unit in the foyer and for rooms O12-O15. • Upgrade playground equipment for handicapped accessibility as funds are available

98 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Family and Community Partnerships COMMITTEE MEETING DATES: October 6th, 2020 Agenda and Minutes I. COMPONENT REVIEW TRAINING First Meeting: ● Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan ● Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions ● Define Performance Standards and discuss their importance ● Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications ● Review Outcome Measures: PIR Family Data, Parent Goal Attainment & Survey Results Reconvene: ● Review results of individual investigations of Component Compliance Questions ● Develop a report for Policy Council that includes analysis of outcome data and the following information: STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate):

● Financial Literacy and Parenting Classes are offered throughout the school year. ● Stafford Head Start offers GED and/or ESOL classes on site four days and evenings a week. ● On site WIC clinic every Monday from 8:30 am till 2:30 pm due to COVID this is now virtual ● Job Search assistance is offered as needed ● Two full time ERSEA staff Persons ● Receiving more donations from Fredericksburg regional Food Bank ● Free Clothing Center for families and Food pantry available on site ● Transition Specialist contacts last year’s parents to ask about their child’s progress in kindergarten, ● Students go on a kindergarten field trip, and tour their future elementary schools as part of Kindergarten transition ● Tracking family goals and progress during the year ● Family Night program has a free dinner provided by area Stafford Churches; parents can choose to attend GED, Budgeting, Cooking class or Parenting classes while child care is provided and offered every other Monday night rotating locations. ● Earned Income Tax Credit (EITC) coalition tax site is available via United Way at specified locations in the community on certain dates during tax season ● Many medical and health representatives serve on the Health Advisory ● Area Churches and Clubs donated to our Food Pantry. ● End of the year parent volunteer thank you celebration to recognize Parents as Educational Partners. Community Agencies donate items. ● Caregiver Support group offered by Mental Health Coordinator. ● Last school year 90% of our families had full completion on their Family Partnerships Agreements with another 8% who made partial completion and 2% no progress. ● Increased family and parent participation in schools events such as Family Night, financial literacy and food and skills classes. ● More efficient and safe process for car rider in morning ● Completion of new parenting curriculum Ready Rosie resource for Head Start Families. ● All family service workers are credentialed ● New working laptops for Family Service Workers ● Automated ROBOcall to parents when their child is absent from school

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate:

● Early Head Start socializations; more parent participation; build accountability ● Financial literacy classes are offered quarterly by VA Extension Office, United Way & Virginia Housing Authority ● Implementing more activities at North Star location ● Implementing food pantry & clothing closet at North Star location ● Internet on all teacher IPads on bus ramp, to take attendance; to make attendance more efficient

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES

● Synergy parent sign in for tardy parents ● Synergy sign in for parent volunteers/in-kind ● As enrollment increases with additional VPI students there will be a need for an additional FSW

❖ Some face-to-face activities are contingent on Covid-19, or provided virtually

99 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: FISCAL Date: January 29, 2021 Agenda and Minutes I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Monthly Reports, Expenditure Reports • Review Outcome Measures: Annual Audit Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop this report for Policy Council that includes analysis of the reports into the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of reports as appropriate): • Segregation of duties is well done with several layers of checks and balances. • Staff salaries and benefits are entered in MUNIS projects to match their cost allocations and all transactions are cost allocated in MUNIS, including hourly employees. • Staff leave is now being entered in MUNIS by staff directly and approved in MUNIS by their supervisor. Staff are signing in and out daily in Raptor and documenting their time and leave with time allocations in a monthly report.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of reports as appropriate) • Payroll codes for subs are not being automatically entered into MUNIS. Payroll reports still need to be requested from Central Office. • Inventory system has been implemented. Support is still needed for all staff to fully implement the system. • Ensure that all employee time allocation reports are signed by a supervisor. The 2018-19 audit was unqualified but actually with a significant deficiency because one time sheet was not signed. There were no material weaknesses. The significant deficiency stated that failure to sign a time sheet could change a staff member’s payroll allocation incorrectly to the wrong grant. This was actually an error in statement, as there are several layers of approval before that staff salary could be reallocated. In addition, bookkeepers check the hourly allocations on each time sheet against present salary cost allocations before presenting them to the supervisor for signature. Bookkeepers are now checking each timesheet for signatures after receiving them back from the supervisor. • The Assistant Superintendent of Finance and Administration is not receiving the monthly 100 financial report provided to Policy Council and the School Board.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES (include analysis of reports as appropriate) • Continue to learn features of Munis, the financial system used in Stafford County Public Schools and find ways to enlarge bookkeeper access to reports and project entry for substitutes. Bookkeepers need to be able to run monthly expenditure reports for each grant, reports required for the monthly financial report that is provided to Policy Council and the School Board, and a monthly payroll report showing salary and fringe benefits cost allocations with actual amounts per employee. • Provide monthly financial report to the Assistant Superintendent of Finance and Administration and the Accounting Supervisor for the Early Childhood Program grants. • Fully implement inventory system with bookkeepers immediately updating the inventory as purchases are received and teachers/staff updating that inventory annually with a signature.

101 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Human Resources COMMITTEE MEETING DATES: December 3 and 10, 2020 Agenda and Minutes

I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Outcome Measures: PIR Staff Data Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate): • All Family service workers have FDAs or the Family Service and Basic Health Credential. • My Learning Plan and Child Plus are used as databases to track individual training for staff. • Program data in child outcomes reflect the Covid-19 virtual instruction. Student progress was in line with other students of the same age. Program data for family outcomes shows more growth than last year. • A strong mentoring program continues to assist new staff. • The program added an Education Coordinator for VPI, Head Start and Early Head Start . STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate • New teachers and paraprofessionals need time devoted to the online curriculum training. • Onsite personnel records are not complete for new hires. Human Resources and staff are being reminded to send missing documents. • Teacher candidates were hard to find this year. Qualified bilingual teacher and paraprofessional candidates were insufficient for program objectives, but the program currently meets requirements. OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES • Seek candidates that already have obtained at least a CDA when hiring classroom paraprofessionals. • Continue to provide teacher certification coursework for paraprofessionals and teachers without state licensure. • Continue to hire minority and bilingual classroom staff. • Hire an additional Mental Health Coordinator/Social Worker and assign one to each school.

102 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE Program Governance COMMITTEE MEETING DATES : January 6 and 13, 2021 Agenda and Minutes

I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Outcome Measures: Annual Goals & Objectives, T&TA plan, Community Assessment, Grant Application Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate): School Board representation on Policy Council provides good communication and shared governance. Goals, Objectives, T&TA plan, and Grant Application are comprehensive and developed by Policy Council based on committee reports of program and community assessment. The School Board is presented these materials along with the Program Information Report, Policy Council Bylaws, Program philosophy, and Head Start personnel policies, for review and approval in April, as well as provided with training on Appendix A, impasse procedures, and program outcomes. Good progress was made on annual goals and objectives. Parents and staff give input for ongoing improvement on the self-assessment committees.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate) • Policy Council report is still missing the most current financial information, as hourly staff and substitutes costs are not always up to date in MUNIS due to necessity to handcode these expenditures.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES • Continue to work with MUNIS to create a custom monthly report for Policy Council/School Board.

103 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL SELF ASSESSMENT COMMITTEE: Program Management COMMITTEE MEETING DATES: January 25, 2021 Agenda and Minutes I. COMPONENT REVIEW TRAINING First Meeting: • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement and plan revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting, Answer Compliance Questions with individual committee member investigations, Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/ Policy Implications/Other Implications • Review Outcome Measures: Self Assessment Committee Reports, Community Assessment, Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER (include analysis of Outcomes data as appropriate): • Self-Assessment Committee Reports and the Community Assessment from last year made good recommendations for program improvement that were incorporated into the program plans, goals and objectives for the current year. The Monitoring System is comprehensive with good checks and balances.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULLY AS EXPECTED (include analysis of Outcomes data as appropriate • Monthly monitoring reports need to be completed in timely manner. • Communicate with families in the preferred language.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES • Continue to provide communication during enrollment process about home visits, family goal setting and health requirements. • Continue to use the translation services of Stafford Schools to communicate with families. Establish a job description that implements the translation services in the Early Childhood program. • Weekly management team meetings will continue to focus on coordinating services and program at both sites with agendas and minutes recorded in a Google drive shared with management team staff. .

104 STAFFORD HEAD START COMPONENT PLAN REVIEW, ASSESSMENT OF SERVICES PROVIDED, AND GOALS/OBJECTIVES RECOMMENDED TO POLICY COUNCIL COMPONENT COMMITTEE TRANSPORTATION COMMITTEE MEETING DATES: January 11 and 25, 2021 Agenda and Minutes

COMPONENT PLAN REVIEW TRAINING • Discuss agenda and purpose of self assessment of program, including final report to Policy Council for recommendations for program improvement revisions. Policy Council takes recommendations from each component committee in setting goals/objectives and rewriting the annual plan • Review tasks of Self Assessment Committee: Review Component Plan and Outcomes Data at first meeting. Answer Compliance Questions with individual committee member investigations. Reconvene to Review Individual Investigation Results and Make Recommendations for Program Improvement and Plan Revisions • Define Performance Standards and discuss their importance • Review Component Annual Plan with Responsibilities/Resources/Time Frame/Evaluation/Methods/Training/Funding/Policy Implications/Other Implications • Review Outcome Measures: Bus Routes

Reconvene: • Review results of individual investigations of Component Compliance Questions • Develop a report for Policy Council that includes analysis of outcome data and the following information:

STRATEGIES/STANDARDS IMPLEMENTED IN OUTSTANDING MANNER: • All buses are equipped with age approved seats. • All bus drivers and monitors are trained in CPR and First Aid • Stafford Schools provides bus transportation as in-kind for Head Start and VPI students. • All bus routes run less than 1 ½ hrs.

STRATEGIES/STANDARDS NOT IMPLEMENTED AS FULL AS EXPECTED:

• Encourage parents to use Mystop/Versatrans.

OBJECTIVES/RECOMMENDATIONS FOR NEW GOALS/OBJECTIVES: • Add additional bus(es) with drivers and monitors as funds become available. • Add bus transportation for Early Head Start and ECSE peers if funding is available. • Add additional buses with built in child restraint seats and air conditioning.

105 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022

Performance Standards Time Evaluation Determination Objective Strategies Frame 1302.40 Purpose.

(a) A program must provide high-quality health, oral health, (a) The program will provide high-quality health, oral health, mental health, and Application/ Child Plus mental health, and nutrition services that are nutrition services that are developmentally, culturally, and linguistically Enrollment developmentally, culturally, and linguistically appropriate appropriate and that will support each child’s growth and school readiness. & on going and that will support each child’s growth and school Cultural and linguistic needs in administering screenings are provided by staff interpreters, readiness. parents or other consultants for example, the Refugee Settlement Center, bilingual Head Start/Early Head Start Staff and consultants. Mental Health provides developmentally and culturally appropriate services by developing and implementing programming utilizing the (b) A program must establish and maintain a Health most recent theoretical perspectives and best practice. Services Advisory Committee that includes Head Start parents, professionals, and other volunteers from the (b) The program will establish and maintain a Health Services Advisory Nov/ May HAC minutes community. Committee that includes Head Start parents, professionals, and other volunteers from the community. This committee will meet at least biannually or as needed. 1302.41 Collaboration and communication with parents. (a) The program will collaborate with parents as partners in the health and well- (a) For all activities described in this part, programs must being of their children in a linguistically and culturally appropriate manner and Enrollment/ Child Plus collaborate with parents as partners in the health and well- communicate with parents about their child’s health needs and development On going being of their children in a linguistically and culturally concerns in a timely and effective manner. appropriate manner and communicate with parents about their child’s health needs and development concerns in a timely and effective manner.

(b) At a minimum, a program must: (b)(1) Parental notification and authorization will be obtained prior to any/all procedures that Enrollment Child Plus/ are administered. Permission form (1) Obtain advance authorization from the parent or other All invasive procedures ,health screenings and developmental will require informed person with legal authority for all health and developmental consent by parents(Health Consent form signed at enrollment by parent procedures administered through the program or by contract or agreement, and, maintain written documentation if they refuse to give authorization for health services; and,

(b)(2) The procedures for handling medical, dental and mental health emergencies are (2) Share with parents the policies for health emergencies outlined in the volunteer and parent handbooks. The parent will be encouraged at all times Enrollment/ Parent handbook that require rapid response on the part of staff or immediate to accompany a child to any emergency facility. Transportation and/or the assistance of Parent SCPS Web site medical attention. Head Start medical personnel will be available when needed. Each year the Stafford County School Health Team PD 16 in collaboration with local physicians and the local orientation (Health) Health Department revise emergency protocols for Severe Allergy/Anaphylaxis, and Virginia Asthma Action Plan which are posted in the school health clinic.

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106 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022

Performance Standards Time Evaluation Determination Objective Strategies Frame

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107 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 1302.42 Child health status and care. (a)(1). Each child will be assessed as to his source of health care at the point of application. Enrollment/ Child Plus (a) Source of health care. (1) A program, within 30 calendar days Every effort will be made to ensure On going after the child first attends the program or, for the home-based the applicant receives comprehensive care that will continue even after leaving the Head program option, receives a home visit, must consult with parents to Start/Early Head Start Program, regardless of enrollment status. Medical and Dental homes determine whether each child has ongoing sources of continuous, will be entered into Child Plus with the application data. accessible health care – provided by a healthcare professional that (2) At the point of application, an assessment will be made regarding the private medical or Application/on Child Plus/ maintains the child’s ongoing health record and is not primarily a Medicaid/FAMIS insurance held by the family. Families who may qualify for Medicaid/FAMIS going Children’s source of emergency or urgent care – and health insurance will be encouraged and assisted to make an application with the Department of Social Insurance outreach coverage. Services through the Head Start FAMIS Outreach Facilitator. Insurance providers are coordinator/ DSS entered into Child Plus with the application data. (2) If the child does not have such a source of ongoing care and (b). Documentation of the source of each child’s ongoing health care will be completed Application/ Medical records / health insurance coverage or access to care through the Indian within 90 days during the fall FSW contacts/home visits or parent/teacher conferences/home on going Child Plus / Health Service, the program must assist families in accessing a visits on the Individual Service Plan if not noted previously in Child Plus. Health Office / source of care and health insurance that will meet these criteria, as . quickly as possible. (i). A physical examination record (dated within 12 months of school entry) and a current Synergy immunization record, both signed by a physician/nurse practitioner, will be required of each (b) Ensuring up-to-date child health status. (1) Within 90 calendar child before admission into the program per Stafford County Public Schools. To be days after the child first attends the program or, for the home-based complete, the exam must include an age appropriate lead level reading, a current program option, receives a home visit, with the exceptions noted in hemoglobin or hematocrit test, a tuberculosis risk assessment, height, weight and BMI paragraph (b)(3) of this section, a program must: measurements, and age appropriate blood pressure, vision and hearing screenings Each Head Start/VPI child entering the program will obtain a dental exam that includes: (i) Obtain determinations from health care and oral health care cleaning, fluoride treatment, x-rays (when indicated), recommendations for follow-up/ professionals as to whether or not the child is up-to-date on a treatment, appointment for a semiannual visit within 90 days from start of the current school schedule of age appropriate preventive and primary medical and year. Each Early Head Start child will obtain an oral health risk assessment from the pediatrician or oral health care, based on: the well-child visits and dental periodicity dentist at the age of 6 months and 9 months. If the child has not seen a dentist by 12 months of age, a schedules as prescribed by the Early and Periodic Screening, referral to a dental home will be made, and the dentist will continue to perform a regular oral examination Diagnosis, and Treatment (EPSDT) program of the Medicaid every 6 months. A Tuberculosis Risk Assessment will be completed on all children and agency of the state in which they operate, immunization pregnant women If there is a positive risk assessment response, follow-up TB testing Application/ Child Plus recommendations issued by the Centers for Disease Control and and/or a chest x-ray will be required. Other health screening requirements will be updated annually On going Emails/phone calls Prevention, and any additional recommendations from the local as advised by the Health Services Advisory Committee Virtual meetings Health Services Advisory Committee that are based on prevalent (ii) For those children whose immunizations are not up to date or who have not received age community health problems; appropriate medical or dental exams, parents will be required, and assisted as needed, to take the children to their ongoing source of care to bring the child up-to-date and provide documentation.

(ii) Assist parents with making arrangements to bring the child up- to-date as quickly as possible; and, if necessary, directly facilitate provision of health services to bring the child up-to-date with parent consent as described in §1302.41(b)(1). Within 45 (2 Within 45 calendar days of each child’s entry into the program, they will receive the (2) Within 45 calendar days after the child first attends the program following age-appropriate screenings: Speech and Language, Mental Health Behavioral Calendar Days Child Plus or, for the home-based program option, receives a home visit, a assessment (DECA, I/T DECA), Sensory (Vision and Hearing) and Developmental (Dial 3 after child DECA program must either obtain or perform evidence-based vision and or ASQ3) which includes: (See Covid 19 Addendum Provisions) enters school hearing screenings. - Adaptive (self-help skills) - Social -Emotional (3) If a program operates for 90 days or less, it has 30 days from - Gross-Fine Motor the date the child first attends the program to satisfy paragraphs - Receptive and Expressive Communication - Cognitive (b)(1) and (2) of this section.

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108 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 4) The program will identify each child’s nutritional health needs, taking into account available health information, including the child’s health records, and family and staff concerns, including

special dietary requirements, food allergies, and community nutrition issues as identified through (4) A program must identify each child’s nutritional health needs, Enrollment/ taking into account available health information, including the child’s the community assessment or by the Health Services Advisory Committee. Height /Weight/BMI Child Plus / nutrition On going questionnaire Physical/labs health records, and family and staff concerns, including special will be recorded by the Health Coordinators and/or Nutrition Consultants for each child bi-annually, more often for at risk children as determined by the Nutrition Consultant. Infants and toddlers will Child Health record /parent dietary requirements, food allergies, and community nutrition issues conferences / physicians Diet as identified through the community assessment or by the Health be weighed and measured as indicated by age/need. RX (c)1. The program will review records during monthly monitoring and semiannual staffings, child Services Advisory Committee. records will be reviewed, and any physical / Dental examinations due will be noted, reported to

parents and referrals/follow-up made. Monthly monitoring (c) Ongoing care. (1) A program must help parents continue to Prior to leaving Head Start, immunizations required for kindergarten entry will be reported to On Going follow recommended schedules of well-child and oral health care. parents, completed after the 4th birthday as recommended by the primary medical provider, and report in Child Plus/ forwarded to the appropriate elementary school. Staffing notes and (2) A program must implement periodic observations or other (2) During the current school year, the School Nurses/Health Coordinators will be doing ongoing referral form appropriate strategies for program staff and parents to identify any assessments of immunization records as students become of age to obtain their shots, specifically new or recurring developmental, medical, oral, or mental health age 4. Parents will be notified verbally or in writing that their child is in need of age appropriate immunizations to remain in school. This will help eliminate the problems of not having adequate concerns. VDOE guidelines immunizations current prior to entering kindergarten.(new state guidelines for immuizations 2021) (3) A program must facilitate and monitor necessary oral health Parents are reminded and assisted to obtain physical and dental exams for their child according for immunizations preventive care, treatment and follow-up, including topical fluoride to the EPSDT schedule. 2021 enrollments treatments. In communities where there is a lack of adequate Mental Health Coordinator will observe every child within 90 days of enrollment in the program as well as when needed for behavioral, mental health and emotional health needs. fluoride available through the water supply and for every child with moderate to severe tooth decay, a program must also facilitate (3) Parents will be advised of the need for fluoride in the diet and to discuss an alternative with their pediatrician or dentist if well water doesn’t contain fluoride or if bottled water is used Ongoing / fluoride supplements, and other necessary preventive measures, exclusively. Appropriate fluoride information will be sent home in the October newsletter. Fluoride and further oral health treatment as recommended by the oral October varnishes will be recommended as teeth erupt, or every 6 months. (National Dental Child Plus / health professional. Children and staff will brush teeth once daily using fluoride toothpaste. Infants without teeth will meeting sign in Month)/ have their gums cleaned with gauze or a soft cloth after every meal. (See Covid Addendum) sheets/Nutrition (d) Extended follow-up care. (1) A program must facilitate further Children will have semi annual l dental exams according to EPSDT Guidelines; parents will be February(dental diagnostic testing, evaluation, treatment, and follow-up plan, as offered assistance with this process. health month) Questionnaire appropriate, by a licensed or certified professional for each child Children will have follow-up treatments and restorations as recommended by their dentist, with a health problem or developmental delay, such as elevated parents will be offered assistance with this process. (d) Follow-up arrangements with licensed or certified personnel will be recommended for each lead levels or abnormal hearing or vision results that may affect On Going Child Plus / child’s development, learning, or behavior. child that fails to pass a screening or has a suspected health or developmental problem. These Disabilities recommendations will be made on an individual basis taking into consideration the child’s health care provider or insurance. Individual Service Plan Objectives will be developed. These plans screenings / (2) A program must develop a system to track referrals and services meeting Records provided and monitor the implementation of a follow-up plan to meet incorporate the educational, emotional, physical, nutritional, and psychological needs of each any treatment needs associated with a health, oral health, social Head Start child. Semiannual staffing’s and monthly Response to Interventions (RTI) will be held and emotional, or developmental problem. to discuss individual objectives, progress and follow-up. Child PLUS (2 )Monthly monitoring reports from Child Plus will be presented by the tenth (10th) day of each monthly monitoring month to the management team. (3) A program must assist parents, as needed, in obtaining any . Interdisciplinary Staffing meetings will be held twice a year for each child, which will include the On going reports/ Bi Annual prescribed medications, aids or equipment for medical and oral teacher, Health Coordinator, Director, FCPC, Disabilities Coordinator, Family Service Worker, and Staffings health conditions. Mental Health Coordinator. Recommendations from Nutrition Consultant will be reviewed. (3) The program will assist parents, as needed, in obtaining any prescribed medications, aids or Community (e) Use of funds. (1) A program must use program funds for the equipment for medical and oral health conditions directory / Child provision of diapers and formula for enrolled children during the On going program day. (e) The program will use program funds for the provision of diapers and formula for enrolled Plus children during the program day. (2) A program may use program funds for professional medical and On going Financial records oral health services when no other source of funding is available. (2) Every attempt will be made to provide families with resources to obtain medical/dental services. Head Start/Early Head Start funds will be used when no other resources are available. When program funds are used for such services, grantee and Child Plus notes delegate agencies must have written documentation of their efforts Written documentation will be obtained for these attempts and attached to purchase orders. to access other available sources of funding. Families eligible for Medicaid/FAMIS will be assisted in making application to Department of Social Services Medicaid/FAMIS eligibility worker. Page 4

109 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022

Performance Standards Time Evaluation Determination Objective Strategies Frame 1302.43 Oral health practices. A program must promote effective oral health hygiene by The program will promote effective oral health hygiene by ensuring all children with teeth On going Teachers lesson ensuring all children with teeth are assisted by appropriate are assisted by appropriate staff, or volunteers, in brushing their teeth with toothpaste plans / schedules staff, or volunteers, if available, in brushing their teeth with containing fluoride once daily. Infants without teeth will have their gums cleaned with gauze or a soft cloth after every meal (See Covid Addendum) toothpaste containing fluoride once daily.

1302.44 Child nutrition.

(a) Nutrition service requirements. (1) A program must (a)(1) Menus will reflect several cultural and ethnic selections, and adjustments will be made On going Menus/ Meal design and implement nutrition services that are culturally as necessary to meet developmental needs. service and developmentally appropriate, meet the nutritional needs Individual dietary needs will be met as prescribed by a physician or IEP/IFSP. observation form of and accommodate the feeding requirements of each Meals will be family-style with all adults and children seated at the tables, being served the ( appendix D ) child, including children with special dietary needs and same food unless a request is on file for a substitution for health or religious reasons. Nutrition Diet Rx children with disabilities. Family style meals are encouraged Children will serve themselves to the greatest extent possible. as described in §1302.31 (e)(2). Mealtime is a time of relaxed conversation between children and adults and is an opportunity for staff to provide nutrition education (color, texture, taste, nutritional value, (2) Specifically, a program must: source of food).

(i) Ensure each child in a program that operates for fewer meal observations will be conducted by the school’s nutritionists. (2) than six hours per day receives meals and snacks that (i) n/a (See Covid 19 Addendum regarding nutrition) provide one third to one half of the child’s daily nutritional needs; (ii) Each child in center-based programs will be served a well-balanced breakfast and lunch (ii) Ensure each child in a program that operates for six that provides 1/2 to 2/3 of the daily nutritional needs according to USDA requirements. hours or more per day receives meals and snacks that Quantities of food will coincide with USDA serving sizes for preschool children: provide one half to two thirds of the child’s daily nutritional Breakfast Lunch needs, depending upon the length of the program day; Fruit/Vegetables/100% Juice ½ cup ½ cup (See Covid 19 Addendum) Monthly Milk 1%/Low Fat 3/4 cup 3/4 cup Bread/Alternatives ¼ cup ¼ cup On going Menus (iii) Serve three- to five-year-olds meals and snacks that Meat/Alternatives not required 1 ½ oz conform to USDA requirements in 7 CFR parts 210, 220, and 226, and are high in nutrients and low in fat, sugar, and (iii ) Each child in center-based programs will be served a well-balanced breakfast, lunch salt; USDA Requirement/CACFP and snack that provides 1/2 to 2/3 of the daily nutritional needs , which conform to the USDA requirements with foods that are high in nutrients and low in sugar, salt and fat On going Monthly (iv) Feed infants and toddlers according to their individual Menus/ Stafford developmental readiness and feeding skills as (iv) Infants will be fed on demand and at appropriate intervals using breast milk food service recommended in USDA requirements outlined in 7 CFR provided from home or formula/baby food provided by EHS. Toddlers will be nutritional analysis parts 210, 220, and 226, and ensure infants and young offered breakfast upon arrival, lunch 2.5 hours later, with an afternoon snack and On going toddlers are fed on demand to the extent possible; drink whenever needed. Monthly menus / Meal service observation form Meal service On going observation form / Page 5

110 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022

(v) Ensure bottle-fed infants are never laid down to sleep EHS/ HS feeding with a bottle; (v) All infants will be held while being bottle fed. policy

(vi) Serve all children in morning center-based settings who (vi) Children who arrive at the center after breakfast are served (but before 10 have not received breakfast upon arrival at the program a a.m.) will be offered cereal, milk and juice. On going Socialization flyers nourishing breakfast; (vii) A healthy meal or snack will be offered at each semimonthly socialization for home (vii) Provide appropriate healthy snacks and meals to each based Early Head Start families which meet USDA guidelines. The menu will be reviewed child during group socialization activities in the home-based by the Nutrition Consultant for appropriateness (ie, choking hazards). (See Covid 19 Addendum) Pregnant women option; On going nutrition questionnaire Breast milk / formula (viii) Promote breastfeeding, including providing facilities to (viii) Breast feeding will be promoted. Proper Breast feeding storage facilities will be storage policy properly store and handle breast milk and make available in each EHS classroom and socialization room. Mothers who wish to Breast Child Plus accommodations, as necessary, for mothers who wish to feed during program hours will be accommodated and referrals to Lactation breastfeed during program hours, and if necessary, provide consultants will be made as necessary referrals to lactation consultants or counselors; and,

(ix) Make safe drinking water available to children during the On going SCPS maintenance program day. (ix) Safe drinking water is available to the children during the program day. records (See Covid 19 Addendum)

(b) Payment sources. A program must use funds from USDA Food, Nutrition, and CACFP programs as the primary source of payment for meal services. Early Head Start and Head Start funds may be used to cover those (b) . Funds from USDA will be utilized for the primary source of payment for meal services. On going Financial records / allowable costs not covered by the USDA. EHS and HS funds will be used to cover allowable costs not covered by USDA USDA reimbursement records

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111 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 Performance Standards Time Evaluation Determination Objective Strategies Frame 1302.45 Child mental health and social and emotional well- (a)(1) Parents and teachers complete DECAs which provide strategies to help support children On going DECA, SEC, FBA, being. with challenging behaviors and other social, emotional and mental health concerns. As needed, BIP, and Mental (a) Wellness promotion. To support a program-wide culture that Mental Health Functional Behavioral Assessments and Behavior Intervention Plans for individual Health Coordinator children are written in cooperation with parents and staff to address mental health and behavioral promotes children’s mental health, social and emotional well-being, Files and overall health, a program must: issues. Behavior Intervention Plans are placed in the child’s cumulative school file. (a)(2) Parents are assisted in obtaining mental health counseling through referrals and practical Child Plus Monitoring (1) Provide supports for effective classroom management and assistance in making appointments. HS staff assist in arranging transportation for those families On going and Mental Health in need, An on-site Insurance Outreach Facilitator will assist parents in obtaining insurance or positive learning environments; supportive teacher practices; and, Coordinator Files other financial resources. Ready Rosie is a resource provided by the program for teachers and strategies for supporting children with challenging behaviors and families. Ready Rosie is a family engagement and parenting curriculum that provides quick other social, emotional, and mental health concerns; activities for parents to do at home with their children in order to support their learning at school On going Child Plus, Mental while strengthening the bond between parent and child. Conscious Discipline is a classroom Health Coordinator (2) Secure mental health consultation services on a schedule of management tool that helps teachers connect with children on all levels of learning. Conscious Files, and School File sufficient and consistent frequency to ensure a mental health Discipline is used to create feelings of safety and connection while teaching students emotional consultant is available to partner with staff and families in a timely regulation and problem solving skills that can be used daily when they are struggling with and effective manner; emotional and behavioral self regulation. Mental Health (a)(3) Parent permission is obtained for any assessment or evaluation of services. Parents are On going Coordinator Files (3) Obtain parental consent for mental health consultation services encouraged to attend SEC/IEP/Eligibility meetings as needed to provide educational input on their at enrollment; and, child. Parents are encouraged to take their child for a physical, psychiatric or neurological evaluation, or to make contact with a health professional as needed. (4) Build community partnerships to facilitate access to additional (a)(4) A Community Resource Guide is given to each family.by the Family Service Staff.. Mental Child Plus and Mental Health Coordinator maintains a mental health referral list of providers who work with children and On going mental health resources and services, as needed. Health Coordinator adults. Mental Health Professionals serve on the Head Start Health Advisory Committee. Files (b)(1) The Mental Health Coordinator will make observations in the classroom,,virtual home visits, (b) Mental health consultants. A program must ensure mental health and socializations and will make recommendations for programmatic changes to the Director. The consultants assist: Mental Health Coordinator will assist parents and staff in writing and implementing mental health intervention plans for children as needed. DECA, Child Plus and (1) The program to implement strategies to identify and support (b)(2) “Al’s Pals,” preschool curriculum is provided by the teaching staff on a weekly basis. This On going Mental Health children with mental health and social and emotional concerns; program covers self-esteem, anger management, feelings, good/bad touch, and healthy Coordinator Files social/emotional choices. Classroom recommendations based upon classroom DECA results are Al’s Pals’s training (2) Teachers, including family child care providers, to improve provided to teachers to help improve social/emotional health in the classroom with a focus on classroom management and teacher practices through strategies Initiative, Attachment, Self-Control and Behavior. that include using classroom observations and consultations to (b)(3) At any time parents and/or teachers may request mental health intervention/assistance for DECA, Child Plus and their child from the Mental Health Coordinator. Staff training is provided, as needed, to ensure On going address teacher and individual child needs and creating physical Mental Health and cultural environments that promote positive mental health and understanding of the services available and the procedures for referring children. The Stafford Head Start/Early Head Start curriculum address the social, emotional, and behavioral component Coordinator Files social and emotional functioning ; of classroom instruction, including a discipline plan, referral process, and other mental health (3) Other staff, including home visitors, to meet children’s mental forms used by the program. health and social and emotional needs through strategies that (b)(4) The SEC may be utilized for observations, interventions, screening and assessment DECA, SEC, FBA, recommending intervention or full evaluation for special education services. A child may be include observation and consultation; BIP, and Mental recommended for a Functional Behavioral Assessment, interventions in the classroom, or a full On going Health Coordinator evaluation. A Mental Health Coordinator will be available five days each week for consultation (4) Staff to address prevalent child mental health concerns, Files with parents and program staff. including internalizing problems such as appearing withdrawn and (b)(5) Parent permission is required for any screening or evaluation. Full explanations of all Child Plus, Mental externalizing problems such as challenging behaviors; and, evaluation procedures and results are provided to parents in writing and verbally as needed. Parents and staff meet individually with Mental Health Coordinator to address specific child/family On going Health Coordinator (5) In helping both parents and staff to understand mental health needs on an as needed basis. Files, and School File and access mental health interventions, if needed. (b)(6) Every effort is provided to prevent suspension and expulsion to include classroom support, formal and informal meetings with parents and staff members, socialization classes, and external (6) In the implementation of the policies to limit suspension and mental health services, such as Ready Rosie and Conscious Discipline. DECA, SEC, FBA, BIP, and Mental prohibit expulsion as described in §1302.17. On going Health Coordinator Files and School File Page 7

112 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022

Performance Standards Time Evaluation Objective Strategies Frame Determination 1302.46 Family support services for health, nutrition, and mental health. Enrollment / on Child Plus / (a) Parent collaboration. Programs must collaborate with parents to (a) Parent collaboration. The Program will collaborate with parents to promote children’s going meeting sign in health and well-being by providing medical, oral, nutrition and mental health education promote children’s health and well-being by providing medical, oral, sheets / flyers / nutrition and mental health education support services that are support services that are understandable to individuals, including individuals with low health understandable to individuals, including individuals with low health literacy. monthly literacy. The Mental Health Coordinator works in conjunction with parents and school staff to newsletters develop a plan for social, emotional, and mental health. Parent Workshops (b) Opportunities. (1) Such collaboration must include opportunities for parents to: (b)(i) . Parents are provided with information through workshops and monthly newsletters

• First Aid (i) Learn about preventive medical and oral health care, emergency first • Tobacco/vaping aid, environmental hazards, and health and safety practices for the • Preventive medical care home including health and developmental consequences of tobacco • Preventive oral health care/ Fluoride education products use and exposure to lead, and safe sleep; • Fire prevention

(ii) Discuss their child’s nutritional status with staff, including the • Safety practices in the home importance of physical activity, healthy eating, and the negative health • Transportation safety (car seat safety) consequences of sugar-sweetened beverages, and how to select and • Environmental hazards prepare nutritious foods that meet the family’s nutrition and food budget • Safe sleep for infant / toddlers needs; • Lead exposure (ii) Opportunities are provided to parents to discuss nutritional needs to include but not (iii) Learn about healthy pregnancy and postpartum care, as appropriate, limited to picky eaters, failure to thrive, obesity, anemia, feeding clinic and other medical including breastfeeding support and treatment options for parental Virtual Classes mental health or substance use problems, including perinatal conditions. Classes are provided to children and families which include depression; • Food and Skills • Group nutrition classes for parents • “I Am Moving and I Am Learning” curriculum • Food safety • Cooking on a budget • Organ Wise student nutrition curriculum (See Covid 19 Addendum)

(iii) Enrolled pregnant women will be monitored by the EHS Health Coordinator through On going Child plus / meeting monthly (or more frequently) home visits and review of prenatal medical records/OB office visit documentation. All pregnant women will be referred to WIC for nutritional services and sign in sheets/ food/supplements. Breastfeeding will be encouraged and educational material provided. flyers / pregnant Referrals will be made to support agencies as needed. Pregnancy and postpartum visits women’s will be conducted by the EHS Nurse to all enrolled pregnant women. Head Start provides a questionnaire Baby Shower for women who have had a child since the previous school year or who are currently pregnant. During the Baby Shower education is provided to the parents on car seat safety, breastfeeding, developmental milestones, birth control and dental hygiene.

(iv) Discuss with staff and identify issues related to child mental health (iv)The Mental Health Coordinator identifies and discusses issues related to child mental and social and emotional well-being, including observations and any health and social and emotional well-being, including observations and any concerns about DECA/Staffings concerns about their child’s mental health, typical and atypical behavior a child’s mental health, typical and atypical behavior/development, and how to appropriately Observtions and development, and how to appropriately respond to their child and respond to their child and promote their child’s social and emotional development through Referrals promote their child’s social and emotional development; and, formal and informal meetings, semi-annual staffings., SEC meetings and DECA results and Child Plus recommendations.

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113 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022

(v) Learn about appropriate vehicle and pedestrian safety for keeping (v) Annual bus safety / pedestrian safety is provided to all children at Head Start as well as September/ on Meeting sign in children safe. to their parents. (Video Presentation for parents and students to watch) going sheets/ (2) The program will provide ongoing support to assist parents’ navigation through health flyers/newsletter (2) A program must provide ongoing support to assist parents’ systems to meet the general health and specifically identified needs of their children and will assist navigation through health systems to meet the general health and parents by: On going Child Plus specifically identified needs of their children and must assist parents: (i) . Parents will be assisted to obtain Medicaid/FAMIS insurance for all their children and

become active participants in their child’s health care process by supporting their child’s health needs. Parents will be assisted on the use of the Market place for their own Health (i) In understanding how to access health insurance for themselves and On going Child Plus children’s insurance. their families, including information about private and public health health insurance insurance and designated enrollment periods; outreach coordinator records

(ii) parents will be assisted In understanding the results of diagnostic and treatment procedures as (ii) In understanding the results of diagnostic and treatment procedures well as plans for ongoing care through telephone and center visits as well as informational On going Child Plus as well as plans for ongoing care; and, pamphlets sent home

(iii) . Each parent will be given an “I Am Healthy” booklet and information sheets to help Enrollment Enrollment Health prepare children for required dental, medical, behavioral and developmental screenings. Sheet /Packet (iii) In familiarizing their children with services they will receive while Parents will be encouraged to bring their child to developmental and health screening days enrolled in the program and to enroll and participate in a system of offered on-site prior to the beginning of school. One day per week beginning in the calendar ongoing family health care. month of February will be designated for enrollment/screening at each facility. At this time Spring Health Fair parents will provide medical information and a hearing screening with the children will be completed by staff as well as the enrollment packet. In addition one day in April will be set aside for a Spring Health Fair. Credentialed interpreters will be available for translation at these times. Parents will be encouraged to accompany and/or assist their child with any health and dental procedures performed on-site.

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114 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 Performance Standards Time Evaluation Determination Objective Strategies Frame 1302.47 Safety practices. (a)Annually all teaching staff receive an in service on playground safety and all staff are certified in August/ on Employee training (a) A program must establish, train staff on, implement, and enforce pediatric CPR/AED and First Aid, which includes Epipen use, and Blood Bourne Pathogens/Use of Universal Precautions. (Canvas Training for Staff) going web site check off a system of health and safety practices that ensure children are Ongoing Canvas kept safe at all times. A program should consult Caring for our b. The Stafford Head Start Crisis Plan “drills” are held throughout the year including all persons at each early childhood center Children Basics, available at Web Site through 1302.47 (b) The Child Plus database is used to track staff training and background checks. The the school year http://www.acf.hhs.gov/sites/default/files/ecd/caring_for_our_childre Management Team provides daily supervision and monthly monitoring to ensure oversight, correction, n_basics.pdf, for additional information to develop and implement and continuous improvement in implementation of health and safety practices. An annual planning adequate safety policies and practices described in this part. meeting ensures required safety trainings, are scheduled, including CPR/First Aid personnel policies and procedures, crisis plan and emergency and child abuse training for staff, pedestrian and bus safety for (b) A program must develop and implement a system of children and parents, as well as all required safety drills, including 3 bus evacuations, monthly fire drills, 2 management, including ongoing training, oversight, correction and tornado drills, an earthquake drill and 3 lockdown drills. Other online safety trainings for staff are required annually, including Health and Safety Guidelines with hygiene practices and diapering procedures, Safe continuous improvement in accordance with §1302.102, that Sleep, Home Visiting, Child Abuse Reporting Certification, and Self-Assessment Committees for includes policies and practices to ensure all facilities, equipment Facilities, Health, Human Resources, and Program Management annually monitor compliance and make and materials, background checks, safety training, safety and suggestions to Policy Council for program improvement. hygiene practices and administrative safety procedures are (i) An annual inspection is completed by Virginia Department of Social Services licensing staff or an adequate to ensure child safety. This system must ensure: outside party trained in state licensure (This needs to be removed from this plan- we do not require licensure) (1) Facilities. All facilities where children are served, including areas (ii) Custodial services are contracted by Stafford Schools. Staff provide daily feedback and address cleaning needs through a communication notebook to the custodial contractors. Pest control is also On going for learning, playing, sleeping, toileting, and eating are, at a contracted by Stafford Schools. Staff addresses pest concerns in a communication notebook which is minimum: addressed at least monthly in a pest control onsite visit by the contractor. (iiii) All chemicals used by contractors and staff are approved for use and kept away from children, in (i) Meet licensing requirements in accordance with §§1302.21(d)(1) locked cabinets when not in use. Pesticides are used on Friday afternoons after children have left. and 1302.23(d); (iii) Playgrounds, classrooms, and facilities are inspected daily by classroom teachers and the site administrator and recorded in Child Plus. The playgrounds are inspected biannually by Stafford Schools On going Child Plus (ii) Clean and free from pests; staff and the entire building is inspected annually by Stafford Schools safety staff. (iv) Early Head Start and Head Start programs have separate classrooms and separate outdoor playing facilities separated by a fence. (iii) Free from pollutants, hazards and toxins that are accessible to (v) The SCPS Maintenance Department maintains daily lighting needs and a diesel generator provides SCPS Maintenance children and could endanger children’s safety; emergency lighting in the event of power failures. Dept (VI)) Well supplied first aid kits are available in every classroom and in designated sites at each Early Childhood center. A clinic staffed by a nurse is also available for more serious injuries and or illnesses. (iv) Designed to prevent child injury and free from hazards, including choking, strangulation, electrical, and drowning hazards, All buses are equipped with First aid kits, supplied by transportation. All bus drivers and bus monitors hazards posed by appliances and all other safety hazards; are trained in first aid and CPR. First aid kits are taken on outings, field trips, and drills.: Stafford Head Start Policy states: “First aid kits must be readily available, accessible to staff at all times and kept out of the reach of (v) Well lit, including emergency lighting; children” First aid kits should be of uniform size and in a zippered container and placed in a visible location in (vi) Equipped with safety supplies that are readily accessible to every classroom. First aid kits must be restocked after use, and an inventory must be conducted at On going Clinic logs / first Aid staff, including, at a minimum, fully-equipped and up-to-date first aid regular intervals.” (Appendix B) Inventory checklist has been placed in each First Aid Kit indicating the kits check off lists date re-stocking occurs, along with initials of person re-stocking the First Aid Kit. kits and appropriate fire safety supplies; (vii) There are no firearms or weapons allowed in the building and the children are required to use clear backpacks to prevent them from bringing dangerous objects onto the school buses or into the building. (vii) Free from firearms or other weapons that are accessible to Staff have annual access to violence and intruder emergency training by the Sheriff’s department, as well children; as required annual training on the school’s crisis and emergency plan. (viii) A separate diapering station with a posted diapering policy has been established in each Early Head (viii) Designed to separate toileting and diapering areas from areas Start classroom, the Head Start clinic and at other locations in the buildings. The clinic is equipped with Diapering policies for preparing food, cooking, eating, or children’s activities, plastic bags, hand wipes and when possible, two staff members are requested to be present when On going posted in changing bowel movement accidents in preschoolers. Urine accidents are handled on an individual basis. classrooms / Extra clothing, including underwear, is available. Latex free exam gloves are located in bathrooms and worn by staff members in assisting these changes, (see Diapering Policy, Appendix H). bathrooms

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115 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 (ix) Kept safe through an ongoing system of preventative 2) Equipment and materials. Indoor and outdoor play equipment, cribs, cots, feeding chairs, strollers, and On going maintenance. other equipment used in the care of enrolled children, and as applicable, other equipment and materials will meet standards set by the Consumer Product Safety Commission (CPSC) or the American Society for Testing and Materials, International (ASTM). All equipment and materials will at a minimum: (2) Equipment and materials. Indoor and outdoor play equipment, On going Daily classroom cribs, cots, feeding chairs, strollers, and other equipment used in check lists/Child the care of enrolled children, and as applicable, other equipment and materials meet standards set by the Consumer Product Safety Plus Commission (CPSC) or the American Society for Testing and Materials, International (ASTM). All equipment and materials must On going at a minimum: (i) clean and safe for children’s use and are appropriately disinfected; All classrooms are cleaned by a contracted cleaning crew on a daily basis (ii) Be accessible only to children for whom they are age appropriate; Teachers supervise all play at all Video Presentation (i) Be clean and safe for children’s use and are appropriately times there are two playgrounds used by three and four year old children, and a separate playground for disinfected; EHS . Annually all teaching staff receive an in service on playground safety via video presentation and certificate provided at completion. (ii) Be accessible only to children for whom they are age On going appropriate;

(iii) Be designed to ensure appropriate supervision of children at all times; Classroom (iii) Be designed to ensure appropriate supervision of children at all teachers/paraprofessionals and all staff directly involved with child care have been instructed on active On going Kathryn Massie’s times; supervision, such as scanning the room/environment, counting by 2 staff members, stop signs posted in presentation to classrooms and hallways to remind staff to count and verify your students. Stop and Count posters in SCPS School (iv) Allow for the separation of infants and toddlers from hallways to serve as reminders. Board on Active preschoolers during play in center-based programs; and, Supervision

(v) Be kept safe through an ongoing system of preventative (iv) The program allows for the separation of infants and toddlers from preschoolers during play in center- based programs by having separate classroom and playground areas. maintenance. (v) Be kept safe through an ongoing system of preventative maintenance which is done as needed by the school maintenance personnel Teachers and the school’s administrator complete a classroom / school Child Plus (3) Background checks. All staff have complete background checks inspection daily in accordance with §1302.90(b). (3) All staff have criminal background checks completed with fingerprints before hiring and child abuse August/ registry checks completed within 90 days of hire before being allowed to supervise children alone. On going Every 5 years staff have fingerprint criminal checks and child abuse registry checks completed, as (4) Safety training. (i) Staff with regular child contact. All staff with regular child contact have initial orientation training within three tracked in Child Plus. (4)Annually all teaching staff receive an in service on playground safety and all staff are certified in ECSI certification/ months of hire and ongoing training in all state, local, tribal, federal pediatric CPR/AED and First Aid, which includes Epi pen use, and Blood Bourne Pathogens/Use of staff meeting sign and program-developed health, safety and child care requirements Universal Precautions. (See Covid 19 Addedum) to ensure the safety of children in their care; including, at a The Stafford Head Start Crisis Plan is reviewed with the staff at the beginning of each year, Crisis “drills” in sheets minimum, and as appropriate based on staff roles and ages of are held throughout the year including all persons at both Early childhood centers, . Staff incorporate Child Plus/Canvas children they work with, training in: safety in classroom for example, monthly fire drills, bus evacuation practice, CPR/First Aid training, hand- Training washing video, playground safety lessons, Pedestrian/Bus Safety, Blue Ridge Poison Control Program, (A) The prevention and control of infectious diseases; and newsletter articles. (A)Staff are instructed on proper hand washing techniques annually. Each classroom is equipped with

hot and cold running water, soap and disposable paper towels. (B) Prevention of sudden infant death syndrome and use of safe latex-free exam gloves must be worn by staff when they are in contact with spills of blood or other bodily Appendix 2016 sleeping practices; fluids. Children are supervised in hand washing before meals, food related activities and after toileting. Canvas Training (C) Administration of medication, consistent with standards for Classrooms are provided with latex-free exam gloves parental consent; Children and staff are instructed on hand washing techniques in relationship to pets/animals. . (B)All EHS staff will receive annual training on Shaken Baby and SIDS/ Safe sleep practices using an on line training module. Stafford County Head Start/ Early Head start has a safe sleep policy to be posted in (D) Prevention and response to emergencies due to food and all EHS classrooms Employee training allergic reactions; (C)Head Start follows the guidelines outlined in the Stafford County Public Schools Health Services web site check off Participation in School Related Events with Regard to Medication/Treatment, (Appendices G and G (a)). On going ECSI certification/ (E) Building and physical premises safety, including identification of New Medication Policy Guidelines for Stafford County Public Schools updated Fall 2013 (Appendix E) staff meetings sign and protection from hazards, bodies of water, and vehicular traffic; (D)Training provided to all Head Start/EHS staff members with administration of the Epi Pen. This training is done annually at the beginning of each school year by utilizing the Stafford County approved in sheets ECSI Training program. Canvas Training Page 11

116 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 (F) Prevention of shaken baby syndrome, abusive head trauma, (E) Training on facilities safety, protection from hazards, bodies of water and vehicular traffic is included On going Employee Training and child maltreatment; in annual required training on Personnel Policies and Procedures and curriculum Health and Safety web site check off Guidelines.

(G) Emergency preparedness and response planning for emergencies; (F)All Early Head Start staff who directly care for children are required annually to complete an on-line training course on Shaken Baby syndrome, abusive head trauma and child maltreatment

(H) Handling and storage of hazardous materials and the (G)The Stafford Head Start Crisis Plan is reviewed with the staff at the beginning Crisis Team appropriate disposal of biocontaminants; of each year, Crisis “drills” are held throughout the year including all persons at Meetings both Early Childhood Centers. (I) Appropriate precautions in transporting children, if applicable; (H) Schools sanitation guidelines include annual instruction to custodial and OSHA guidelines classroom staff on proper disposal and cleaning of any bodily fluids according to (J) First aid and cardiopulmonary resuscitation; and, the SCPS and OSHA guidelines.

(K) Recognition and reporting of child abuse and neglect, in (i) Students are only transported in age, height and weight appropriate restraints accordance with the requirement at paragraph (b)(5) of this section; on buses and in county or staff cars, per the Transportation Action Plan and the ECSI Certification curriculum Health and Safety Requirements. (ii) Staff without regular child contact. All staff with no regular (J)Annual training for staff regarding blood Bourne pathogens, CPR/AED and First Aid Employee training responsibility for or contact with children have initial orientation utilizing the ECSI program, Web site/ staff sign training within three months of hire; ongoing training in all state, (k) Annual staff training receive an on line training regarding child abuse reporting / neglect. in sheets local, tribal, federal and program-developed health and safety Canvas Training requirements applicable to their work; and training in the program’s (ii) All staff are trained and participate in crisis drills throughout the year emergency and disaster preparedness procedures.

(5) Safety practices. All staff and consultants follow appropriate (5) Staff are required to follow the curriculum Health and Safety Requirements and practices to keep children safe during all activities, including, at a Standards of Conduct, with appropriate repercussions for being in noncompliance. minimum: (i) In the event of suspected or known child abuse/neglect, Child Protective (i) Reporting of suspected or known child abuse and neglect, Services is notified immediately by Health Coordinator, Director, or individual including that staff comply with applicable federal, state, local, and tribal laws; discovering the situation, following State, county and federal mandates. (Appendix C). ECSI certification Employee training (ii) Safe sleep practices, including ensuring that all sleeping (ii) All staff will comply with the Stafford County Head start /Early Head Start safe arrangements for children under 18 months of age use firm sleep policy for infants and toddlers (Appendix G) web site mattresses or cots, as appropriate, and for children under 12 All Staff will comply with SCHS/EHS Sunblock and Safe Pacifier Policy (New appendix months, soft bedding materials or toys must not be used; 2017 added) (iii) Staff are required to use active zoning supervision indoors and out, according to the (iii) Appropriate indoor and outdoor supervision of children at all curriculum Health and Safety Requirements. times;

(iv) Only releasing children to an authorized adult, and; (iv) Staff may only release children to adults authorized by parents and listed on the Child On going Child Plus/ Custody Plus authorized release list. Of authorized adults for release is also added to the (v) All standards of conduct described in §1302.90(c). Transportation Department bus driver’s list of authorized releases. Orders

(6) Hygiene practices. All staff systematically and routinely (V) All staff and volunteers sign the Standards of Conduct annually. implement hygiene practices that at a minimum ensure: (6) (i) A separate diapering station with a posted diapering policy has been posted diapering (i) Appropriate toileting, hand washing, and diapering procedures established in each Early Head Start classroom, designated areas in the building policy are followed; and the Head Start clinic. The clinic is equipped with plastic bags, hand wipes and SCPS records /serv latex free gloves. (Diapering Policy, Appendix H). safe certificates (ii) Safe food preparation; and, (ii) School cafeteria staff will receive regular food safety in-service training from Canvas Food the grantee Head Start/Early Head Start staff will receive a Safe Food Handling Safety Powerpoint Page 12

117 STAFFORD COUNTY SCHOOLS HEAD START/VPI/EARLY HEAD START ACTION PLAN CHILD HEALTH SERVICES 2021-2022 in-service on an annual basis The Early Head Start Paraprofessional will be On going serve safe certified. Registered Dietician power point inservice on Safe Food handling. SCPS Exposure (iii) Exposure to blood and body fluids are handled consistent with Control Plan standards of the Occupational Safety Health Administration. (iii) Exposure to blood and bodily fluids will be handled using the Stafford County Public

Schools Exposure Control Plan (7) Administrative safety procedures. Programs establish, follow, and practice, as appropriate, procedures for, at a minimum: (7) Administrative safety procedures. The program will establish, follow, and practice, as On going SCPS Emergency appropriate, procedures for, at a minimum: (i) Emergencies; SCPS Emergency Procedures as outlined in the classroom guide posted in each classroom Flip Chart

(i) Evacuations, lock down, partial lock down, shelter in place and take cover (ii) Fire prevention and response; (ii) Monthly fire drill with evacuation drills and routes posted in each room

(iii) Protection from contagious disease, including appropriate inclusion and exclusion policies for when a child is ill, and from an infectious disease outbreak, including appropriate notifications of any reportable illness; (iii)A child will be temporarily excluded from the program according to Stafford County Public Schools Health Services Medical Exclusions From School/Reasons (iv) The handling, storage, administration, and record of to Stay Home (Appendix D), the Virginia Department of Health Communicable On going SCPS Health administration of medication; Disease Reference Chart for School Personnel/Control of Communicable Services Guide Diseases Manual, according to the student’s Individual Medical or Behavioral (v) Maintaining procedures and systems to ensure children are only Plan, or at the Nurse’s discretion. (See Covid 19 Addendum) CDC guidelines released to an authorized adult; and, (v) Staff may only release children to adults authorized by parents and listed on the Child Plus/Synergy authorized release list of authorized adults for release is (vi) Child specific health care needs and food allergies that include Child Plus accessible plans of action for emergencies. For food allergies, a also added to the Transportation Department bus driver’s list of authorized program must also post individual child food allergies prominently releases. where staff can view wherever food is served.

(8) Disaster preparedness plan. The program has all-hazards (vi) Teachers are verbally advised of all health care issues in their classrooms as emergency management/disaster preparedness and response well as entered into Child plus which all teachers have access to. Parents are Child plus / plans for more and less likely events including natural and required to have Health Care plans completed by a Physician on an annual basis. Synergy/ Health manmade disasters and emergencies, and violence in or near Emergency Protocols are posted in all classrooms programs. Office Posted Cafeteria workers and their substitutes are made aware of food allergies via an allergy list Emergency (c) A program must report any safety incidents in accordance with from Head Start nurse. No alert lists are given out to teachers. They are told on Protocols/ Health §1302.102(d)(1)(ii). individual basis. A Medical Alert is listed in Child Plus/Health Office electronic Care Plans medical records & Synergy following HPPA guidelines

(8) The program has a Crisis and Emergency Management Plan that is integrated and in compliance with the Stafford County Schools Crisis and Emergency Plan. Staff are trained annually on this plan.

(c) All safety incidents are reported to the Region III Office of Head Start in compliance with federal reporting requirements, including safety incidents reportable to Stafford Department of Social Services. All student and staff accidents are reported to Stafford County Schools Safety Office through the clinic health services reporting database.

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118 STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES 2020-2021

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.101 Management system Ongoing Head Start (b) (3) The full and effective participation of all children with b)(3) This plan addresses the procedures and policies for meeting the special Action Plan - disabilities, including but not limited to children eligible for services needs of children including, but not limited to children eligible for services Disabilities under IDEA, by providing services with appropriate facilities, under Individuals with Disabilities Education Act (IDEA). A formal written Component, program materials, curriculum, instruction, staffing, supervision, agreement exists and is reviewed annually and signed by the Superintendent Stafford and partnerships, at a minimum, consistent with section 504 of the of Stafford County Public Schools, Director of Special Services of Stafford Schools Special Rehabilitation Act and the Americans with Disabilities Act County Public Schools, Parent Education Infant Development Program Education Plan (PEID), Stafford County Head Start Disabilities Coordinator, and Stafford County Head Start Director.

A variety of programs exist to provide the least restrictive environment to all students including: inclusion earlY childhood special education classrooms, self-contained early childhood special education classrooms, and resource special education services withid the general education setting.

Resources are shared between Stafford Head Start/Early Head Start, Stafford Schools, Child Find, and PEID for efficient use of staff and services.

I' I'

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119 STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES 2020-2021 1302.60 Full 11artici11ation in 11rogram services and activities.

Ongoing IEPs/lFSPs A program must ensure enrolled children with disabilities, (a) Children with Individual Education Plans (IEP)/lndividualized Family including but not limited to those who are eligible for services Service Plans (IFSP) participate in the full range of Head Start/Early Head under IDEA, and their families receive all applicable program Start activities as appropriate with specific accommodations to meet their services delivered in the least restrictive possible environment individual needs. Accessibility of;facilities will be appropriately maintained in and that they fully participate in all program activities. accordance with The Americans with Disabilities Act (ADA). Any needed modifications for individual students will be funded with Head Start or grantee 1302.61 Additional services for children. funds.

(a) Additional services for children with disabilities. Programs must ensure the individualized needs of children with disabilities, 1. The main entrance, bathrooms, and hallways are accessible to persons including but not limited to those eligible for services under IDEA, with disabilities. are being met and all children have access to and can fully 2. Handicapped parking is marked. participate in the full range of activities and services. Programs 3. Classrooms are accessible, and room arrangements can be made to must provide any necessary modifications to the environment, accommodate children with disabilities. There is an elevator in the upper multiple and varied formats for instruction, and individualized building. accommodations and supports as necessary to support the full 4. An assurance of accessibility is printed on each Head Start application. participation of children with disabilities. Programs must ensure all 5. Children ride the regular school buses unless they require special individuals with disabilities are protected from discrimination under transportation because of a disability. and provided with all services and program modifications required 6. Children whose IEPs indicate special transportation needs are by section 504 of the Rehabilitation Act (29 U.S.C. 794), the transported on the specially equipped buses operated by the school system. Americans with Disabilities Act (42 U.S.C. 12101 et seq.), and 7. Each child's needs are assessed on an individual basis, and any their implementing regulations. special equipment or furniture is provided through the school system, community resources, or Head Start. 8. Stafford Schools Special Education Assistive Technology specialist has a process for referral of individual students and provides recommendations and support for assistive devices. 9. Stafford Schools Occupati9nal Therapists, Physical Therapists, Behavior support staff, Vision, Hearing, School Psychologists, Speech Language Pathologists, and Early Childhood Special Educators are available for consultation, observation of students, recommendations, and services.

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120 ! STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES 2020-2021

(b) Services during IDEA eligibility determination. While the local I. Ongoing Stafford agency responsible for implementing IDEA determines a child's (b) 1. The Stafford Head Start/Early Head Start plan addressing the Schools Special eligibility, a program must provide individualized services and disabilities component is based on the Stafford Schools Special Education Education supports, to the maximum extent possible, to meet the child's Procedural manual. Together these plans guide all aspects of Procedural needs. Such additional supports may be available through a serving children with disabilities. All children enrolled will receive Manual child's health insurance or it may be appropriate or required to hearing, vision, developmental and mental health screenings within 45 provide the needed services and supports under section 504 of calendar days of the first day of attendance. The Speech Language the Rehabilitation Act if the child satisfies the definition of disability Pathologist will review the DIAL 4 developmental screening to determine if in section 705(9)(b) of the Rehabilitation Act. When such supports there are speech concerns as needed. The Speech Languag e are not available through alternate means, pending the evaluation Pathologist will also review individual concerns from teachers. Based on results and eligibility determination, a program must individualize this information, other speech screenings will be done as needed. program services based on available information such as parent 2. A continuum of services is 'provided and classroom accommodations input and child observation and assessment data and may use are made as appropriate based on IEPIIFSP committee decisions. program funds for these purposes. 3. There is Disabilities Coordihator who also serves as the Local Education Agency (LEA) Administrative Designee. 4. The Disabilities Coordinator is responsible for preparation and iImplementation of the disabilities! services plan. 5. The Director, Assistant Principals, and Policy Council in consultation with other coordinators, staff, community members, and parents update and revise the plan annually and propose and implement budget line items for- disabilities services.

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121 STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES 2020-2021 (c)(1) Resources are shared between Stafford Head Start/Early Head Start, (c) Additional services for children with an IFSP or IEP. To ensure Stafford Schools, Child Find and. PEID for efficient use of staff and services. Fall/ ongoing MOU with the individual needs of children eligible for services under IDEA 2. The County Parent Resource Center is located in the county, and its PEIDS are met, a program must: resources are available to Head Start parents.

(1) Work closely with the local agency responsible for (c) (i). For students entering Head Start/ Early Head Start needing special implementing IDEA, the family, and other service partners, as accommodations an IEP/IFSP team meeting is held to discuss the child's Ongoing IEPs/lFSPs appropriate, to ensure: needs. 1. The school system's occupational and physical therapist, early childhood (i) Services for a child with disabilities will be planned and special educators, assistive techhology specialist, and special education delivered as required by their IFSP or IEP, as appropriate; supervisory staff provide services as needed. 2. Speech-language pathologist provides speech-language services. The Speech Therapist is on site full ti.me at both locations The school system early childhood educators, assistive technology specialist, and supervisory staff provide services as needed,. 3. A Stafford County Public School Psychologist is on-site at the Head Start program as needed each week to meet with the student education committee, to evaluate children and interpret results to staff and parents, and to provide counseling and guidance services for staff and parents regarding disabilities. The Stafford County Public School Social Worker will screen, assess and provide services and referrals for the child, staff and parents as needed. 4. Each child's needs are addressed on an individual basis, and any assistive technology needed to meet the objectives in the IEP is provided by the school system, community resources or Head Start. Stafford County Public School's Assistive Technology coordinator is available to Head Start and LEA staff for making recommendations about equipment and assisting with implementation of that equipment. 5. The disabilities coordinator proposes budget line items annually based on special needs identified in IEP/ISFPs. 6. As children are referred to HeadStart/Early Head Start and/or identified with disabilities, the disabilities coordinator and Head Start Director ensure that children most in need of an Integrated placement and of special assistance are served, with input from special education staff. 7. Stafford County Public Schools budgets for special education staff and services consistent with state and federal mandates.

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122 i STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES

2020-2021 i (ii) Children are working towards the goals in their IFSP or IEP; C (ii) Individual child progress is Monitored through the use of progress Ongoing IEPs/ IFSPs reports and anecdotal notes. '

(iii) Elements of the IFSP or IEP that the program cannot i Fall/ Ongoing MOU with implement are implemented by other appropriate agencies, (c) (iii) School system or PEID and Head Start/Early Head Start staff PEIDS and related service providers and specialists; collaborate in writing IEP/ISFPs '.and providing services as appropriate. Stafford a School system or PEID and Head Start/Early Head Start staff Schools collaborate to assess students and implement the IEP/IFSP document. b. Head Start speech-language pathologist provides speech-language services.

c. The school system psychologist, occupational and physical therapists, hearing and vision impaired specialists, early childhood special educators, assistive technology specialist, and special education supervisory

staff provide services as needed. 1 d. All specialists providing services to children are licensed by the Virginia Department of Education or are under the supervision of licensed personnel. e. A continuum of services is offered, based on a child's needs.

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123 STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES 2020-2021

(iv) IFSPs and IEPs are being reviewed and revised, as required (c) (iv) When the LEA develops the IEP/IFSP, a Head Start/Early Head Start Ongoing IEPs/lFSPs by IDEA; and, representative, including the classroom teacher/home visitor and/or speech/language pathologist, makes every effort to participate in the IEP meeting and placement decision. 1. When Head Start/Early Head Start develops the IEP/IFSP the child's unique needs, strengths, developmental potential and the family strengths and circumstances as well as the child's disabilities are taken into account and recorded in the Present Level of Performance. 2. Each IEP/IFSP has a statement of the child's present level of performance, including strengths and weaknesses, and parent input. 3. Individualized annual goals are included in each IEP/ISFP. 4. The IEP/ISFP notes if health services are required. Counseling services may be addressed in the summary of services, and the mental health, nutrition, transition, and medical needs of the students are addressed in the present level of performance, as well as in annual goals or accommodations, as appropriate. 5. The specific special education and related services are indicated on the IEP/IFSP. 6. The personnel responsible for the services outlined in the IEP/IFSP are indicated on the IEP/IFSP. 7. The projected dates for beginning services and anticipated duration of services are written on the IEP/IFSP. 8. Objective criteria and evaluation procedures for determining whether annual goals are being achieved. or need to be revised are included on the IEP/IFSP and progress is noted 3 times per year. 9. Family concerns and goals related to the child's disability are arrived at with parent input and are include d in the IEP/ISFP in the Present Level of Performance. The family's goal is to support the goals and objectives identified in the IEP/IFSP, with instructional materials that are sent home, along with updates and progress. 10. When Head Start/Early Head Start develops the IEP/IFSP, the team consists of a Head Start/Early Head Start Administrative designee pr preschool coordinator, a special .education teacher who evaluated the child or who can interpret the evaluation :data, the child's teacher and parent. Other appropriate personnel may also be included. 11. The Head Start/Early Head Start Disabilities Coordinator serves as the LEA representative. 12. All appropriate component and special education staff are included in the IEP/IFSP meeting. The parents may include other individuals at their discretion. 13. The IEP/IFSP committee, which consists of Head Start and special education staff, meets with the parent at a mutually convenient time to write the IEP/IFSP and obtain permission ion for the services, within 30 calendar days of eligibility determination. Services begin as soon as possible after the development of the IEP/IFSP

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124 STAFFORD HEAD START VPI/EARLY HEAD START ACTION PLAN DISABILITIES

2020-2021 i

14. Parents are notified in writing of the IEP/IFSP meeting date at least 5

days prior to the meeting, unless parents request to waive 5 days notice to expedite the process. A copy of1the letter inviting them becomes a part of the

file as well as records of phone calls and conferences.

15. The Stafford County Parent lnput Form may be used to obtain parent information on the child's present level of performance for the IEP/IFSP. 16. If parents cannot come, the meeting may be rescheduled or parent can grant permission to proceed without them. If they choose not to come, their

input and signature must be secured by other means such as a home visit.

Every effort is made to include parents in the meetings.- Transportation is provided as needed. Meetings may be held by teleconference at the parent's

request.

17. The IEP/IFSP is reviewed in detail with the parents, and parents are

requested to have input in the writing of the (PLAPPF) Present Level of Performance and the IEP/IFSP goals and objectives. Parents are referred to the Parent Resource Center at every Student Education Committee

meeting. When evaluation is recommended every parent is given an

information packet with a time line of special education proceedings and

procedures, a copy of the Special Education Procedural Safeguards and a

brochure of the Parent Resource Center.

18. Interpreters are obtained when needed. Parents are provided translation of the IEP/IFSP in their native language if required. A list of interpreters is compiled and maintained. 19. Parents are notified in writing of the IEP/IFSP meeting date at least 5

days prior. A copy of the letter inviting them becomes a part of the file as well

as records of phone calls and conferences.

20. Services are begun as soon as possible after obtaining permission on the

IEP /IFSP Children entering Head Start/ Early Head Start with a current IEP/IFSP begin receiving services within the first week of enrollment.

(c) (v) Children receive special e ucation services in their least restrictive (v) Services are provided in a child's regular Early Head Start or environment based on the decision of the IEP/IFSP team. The IEP/IFSP is Ongoing IEPs/lFSPs Head Start classroom or family child care home to the greatest reviewed annually to determine if the placement remains appropriate. extent possible.

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125 STAFFORD HEAD START VPI/EA RLY HEAD START ACTION PLAN DISABILITIES 2020-2021 (c) (i)) Early Head Start students will begin transition activities to Head Start 2) Plan and implement the transition services described in subpart and IEP services 6 months prior to 3'° birthday (See LEA agreement between May/ June IEPs/lFSPs, G of this part, including at a minimum: Early Head Start and PE-ID for specifics). Transmittal of Records (i) For children with an IFSP who are transitioning out of Early (c) (2)(ii). Head Start, collaborate with the parents, and the local agency a. Transitioning from school system to Head Start is accomplished by the responsible for implementing IDEA, to ensure appropriate steps Head Start speech-language therapist consulting with each child's previous are undertaken in a timely and appropriate manner to determine therapist and making personal contact with each child's parents to discuss the child's eligibility for services under Part B of IDEA; and, the speech-language program at Head Start. b. Transitioning from Head Start to the school system is accomplished by For children with an IEP who are transitioning out of Head (ii) the Head Start speech-language therapist contacting therapists and parents Start to kindergarten, collaborate with the parents, and the local encouraging them to meet. agency responsible for implementing IDEA, to ensure steps are 2. If the IEP/IFSP is for developmental delays or other disabilities, the LEA undertaken in a timely and appropriate manner to support the specialists and Head Start/Early Head Start teachers provide transition child and family as they transition to a new setting. services. Head Start/Early Head Start teachers, speech/language therapist, and LEA staff attend the IEP/IFSPs written at the end of the school year by LEA specialists. 3. For children who leave Head Start for Kindergarten, their IEPs are sent on to the receiving elementary school. For children who leave Early Head Start for Head Start with an IFSP, an IEP will be written if found still eligible. 4. Parents are informed through the IEP process that student records will be forwarded to the designated school. A record transmittal form is filled out and follows the student file as record of receipt. Copies of all student information obtained through the IEP process are also sent to the Student Services office. 5. Parents are referred to the Parent Resource Center for transition information and materials on special education disabilities. 6. IEP meetings are coordinated and held at the school at which the student will attend kindergarten where the most appropriate program will be available. IEP's are drafted in collaboration with the general as well as special education team from both programs as well as with parent/guardian input. 7. Specialists working with the children with disabilities help parents with the transition to public schools. 8. Children who enter Head Start from the school system Early Childhood Special Education (ECSE) class are transitioned through the IEP process. The Head Start ECSE teacher consults with each child's previous teacher and makes personal contact with each child's parents to discuss the ECSE program at Head Start. Parent contact is always set up prior to students starting first day of school through phone contact or home visit. 9. For children receiving speciaI education services at a school other than Head Start, IEP's are done at Head Start or the receiving school. The parents are assisted in visiting the school and enrolling the child.

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126 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.30 Purpose. The Stafford Head Start and Early Head Start program uses the research based Teaching Strategies Creative Curriculum which facilitates children’s All programs must provide high-quality early education and child development, provides for successful experiences, and assists children in development services, including for children with disabilities that gaining confidence and skills necessary for success in school and life. promote children’s cognitive, social, and emotional growth for later Creative Curriculum is aligned with the Head Start Early Learning Outcomes success in school. A center-based or family child care program Framework Ages Birth to Five and the Virginia Foundation Blocks for Early must embed responsive and effective teacher-child interactions. A Learning. Children are assessed with the DRDP online assessment and the home-based program must promote secure parent-child assessments are shared with parents. Children in Head Start are assessed relationships and help parents provide high-quality early learning three times and children in Early Head Start are assessed four times a year. experiences. All programs must implement a research-based Based on screening and assessment results, teachers and parents work curriculum, and screening and assessment procedures that together to write individual learning goals for each child. The DIAL 4 is used support individualization and growth in the areas of development to screen all of the Head Start children and Ages and Stages Questionnaire described in the Head Start Early Learning Outcomes Framework: is used to screen all of the Early Head Start children within the first 45 days. Ages Birth to Five and support family engagement in children’s The Classroom Assessment Scoring System is used to develop and monitor learning and development. A program must deliver responsive and effective teacher-child interactions. The research based Zoo- developmentally, culturally, and linguistically appropriate learning phonics program is used to supplement literacy instruction. The research experiences in language, literacy, mathematics, social and based Conscious Discipline and Al’s Pals: Kids Making Healthy Choices emotional functioning, approaches to learning, science, physical programs are used to supplement social-emotional and health instruction. skills, and creative arts. To deliver such high-quality early Students are also assessed with the Phonological Awareness Literacy education and child development services, a center-based or Screening (PALS), the Panorama assessment for Social-Emotional Skills, family child care program must implement, at a minimum, the and WIDA-Access Placement Test (W-APT) tools. The program works elements contained in §§1302.31 through 1302.34, and a home- closely with Stafford Early Childhood Special Education to provide inclusion based program must implement, at a minimum, the elements in services for at least part of the day for children with disabilities. Stafford §§1302.33 and 1302.35. Head Start’s Multicultural and English as Second Language Policy ensures that English Language Learners receive the support they need to succeed.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.31 Teaching and the learning environment. (a) Teaching and the learning environment. A center-based and family child (a)(b) The Director/Education Coordinator and the Assistant Education and care program must ensure teachers and other relevant staff provide responsive care, effective teaching, and an organized learning environment that promotes Disabilities Coordinators (Assistant Principals, Education Coordinator and healthy development and children’s skill growth aligned with the Head Start ECSE Coordinators) observe teachers with both the Stafford Schools teacher Early Learning Outcomes Framework: Ages Birth to Five, including for children observation protocol and the CLASS observation tool to ensure responsive with disabilities. A program must also support implementation of such care, effective teaching and an organized learning environment. Teachers environment with integration of regular and ongoing supervision and a system submit weekly lesson plans on a shared drive for supervisor review, with of individualized and ongoing professional development, as appropriate. This includes, at a minimum, the practices described in paragraphs (b) through (e) DRDP objectives for all activities aligned with the Head Start Early Learning of this section. Outcomes Framework. The Training and Technical Assistance Plan supports program goals, developed from outcome data, and individual staff goals. (b) Effective teaching practices. (1) Teaching practices must: (b)(1) The CLASS tool is used to give teachers feedback on their nurturing and responsive practices and interactions and rating the classroom (i) Emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and environment on trust and emotional security. CLASS feedback also rates language rich; promote critical thinking and problem-solving; social, emotional, communication, the richness of the vocabulary presented, critical thinking behavioral, and language development; provide supportive feedback for and problem solving opportunities, the number of feedback loops, learning; motivate continued effort; and support all children’s engagement in encouragement of effort, and children’s engagement. Lesson plans include a learning experiences and activities; schedule and organized activities with DRDP objectives. Lesson plans also

(ii) Focus on promoting growth in the developmental progressions described in include daily individualized activities with DRDP objectives for different levels the Head Start Early Learning Outcomes Framework: Ages Birth to Five by of development, based on each child’s assessment data. Small group and aligning with and using the Framework and the curricula as described in whole group activities are also included daily, with objectives based on §1302.32 to direct planning of organized activities, schedules, lesson plans, children’s assessment data. Lesson plans include daily language, literacy, and the implementation of high-quality early learning experiences that are math, creative arts, fine motor and gross motor activities, as well as activities responsive to and build upon each child’s individual pattern of development and learning; to develop science, social and emotional and social studies skills at least weekly. (iii) Integrate child assessment data in individual and group planning; and, (2) For dual language learners teachers support the families in continuing to develop the child’s ability in the home language, support the use of the home (iv) Include developmentally appropriate learning experiences in language, language in the classroom, and support the acquisition of English through the literacy, social and emotional development, math, science, social studies, creative arts, and physical development that are focused toward achieving use of pictures, icons, gestures, and translated communication and books. progress outlined in the Head Start Early Learning Outcomes Framework: Ages Volunteers and bilingual staff are used to support children’s development of Birth to Five. the home language, as well as acquisition of English.

(2) For dual language learners, a program must recognize bilingualism and biliteracy as strengths and implement research-based teaching practices that support their development. These practices must:

(i) For an infant or toddler dual language learner, include teaching practices that focus on the development of the home language, when there is a teacher with appropriate language competency, and experiences that expose the child to English;

(ii) For a preschool age dual language learner, include teaching practices that focus on both English language acquisition and the continued development of the home language; or,

(iii) If staff do not speak the home language of all children in the learning environment, include steps to support the development of the home language Page -2 - 128 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22 for dual language learners such as having culturally and linguistically appropriate materials available and other evidence-based strategies. Programs must work to identify volunteers who speak children’s home language/s who could be trained to work in the classroom to support children’s continued development of the home language.

(c) Learning environment. A program must ensure teachers implement well- (c)(1) Early Head Start lesson plans must have individual and small group organized learning environments with developmentally appropriate schedules, activities, daily routines, and planned learning opportunities involving a lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation variety of sensory and motor experiences. Learning experiences are planned among a variety of learning, sensory, and motor experiences and: daily for indoor and outdoor activities, with teacher facilitation through relational learning of student choice, play, exploration and experimentation. (1) For infants and toddlers, promote relational learning and include individualized and small group activities that integrate appropriate daily routines (2) Head Start lesson plans include teacher-directed and child-initiated into a flexible schedule of learning experiences; and, activities, alternating active and quiet activities. Lesson plans include whole (2) For preschool age children, include teacher-directed and child-initiated group, small group and individual instruction. Learning experiences are activities, active and quiet learning activities, and opportunities for individual, planned daily for indoor and outdoor activities, with teacher facilitation of small group, and large group learning activities. student choice, play, exploration and experimentation.

(d) Materials and space for learning. To support implementation of the curriculum and the requirements described in paragraphs (a), (b), (c), and (e) (d) Materials and equipment are provided to the classrooms and outdoor of this section a program must provide age-appropriate equipment, materials, spaces based on the age and developmental needs of the students using supplies and physical space for indoor and outdoor learning environments, those materials, including specific disability needs. Materials are changed including functional space. The equipment, materials and supplies must include intentionally at least monthly to promote student engagement, language any necessary accommodations and the space must be accessible to children development, literacy skills, and problem solving. with disabilities. Programs must change materials intentionally and periodically to support children’s interests, development, and learning.

(e) Promoting learning through approaches to rest, meals, routines, and (e) The daily routine includes breakfast, lunch and snack, physical activity, physical activity. (1) A program must implement an intentional, age appropriate and nap time. Children are encouraged, but not forced to nap, and provided approach to accommodate children’s need to nap or rest, and that, for quiet learning activities if they choose to not nap. Meals are served family preschool age children in a program that operates for 6 hours or longer per day provides a regular time every day at which preschool age children are style and teachers use mealtime to develop conversation and social skills, job encouraged but not forced to rest or nap. A program must provide alternative responsibilities, manners, and provide nutrition information. Infants are held quiet learning activities for children who do not need or want to rest or nap. and talked to when they are bottle fed. Children are provided sufficient time to eat the food. Food is not used as a punishment or reward and children are (2) A program must implement snack and meal times in ways that support not required to finish the food provided. Teachers write a plan to use all development and learning. For bottle-fed infants, this approach must include holding infants during feeding to support socialization. Snack and meal times transitions between activities, including handwashing and diapering, as must be structured and used as learning opportunities that support teaching learning opportunities. Teachers plan intentional physical activities with TS staff-child interactions and foster communication and conversations that Gold objectives daily. Physical activity is not used as a punishment or contribute to a child’s learning, development, and socialization. Programs are reward. encouraged to meet this requirement with family style meals when developmentally appropriate. A program must also provide sufficient time for children to eat, not use food as reward or punishment, and not force children to finish their food.

(3) A program must approach routines, such as hand washing and diapering, and transitions between activities, as opportunities for strengthening development, learning, and skill growth.

(4) A program must recognize physical activity as important to learning and integrate intentional movement and physical activity into curricular activities and daily routines in ways that support health and learning. A program must not use physical activity as reward or punishment. Page -3 - 129 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.32 Curricula.

(a) Curricula. (1) Center-based and family child care programs (a)(1)Teaching Strategies Creative Curriculum is the curriculum must implement developmentally appropriate research-based early used by teachers for planning, and supplemented with Zoophonics, childhood curricula, including additional curricular enhancements, Als Pals: Kids Making Healthy Choices, and Conscious Discipline. as appropriate that: All of the curricula used are based on scientifically valid research, have standardized training procedures and curriculum materials to (i) Are based on scientifically valid research and have standardized support implementation. The curricula materials and plans are training procedures and curriculum materials to support aligned with the Head Start Early Learning Outcomes Framework implementation; and promote measureable progress through the DRDP assessment of developmental progressions. (ii) Are aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five and, as appropriate, state early learning and development standards; and are sufficiently content- rich to promote measurable progress toward development and learning outlined in the Framework; and,

(iii) Have an organized developmental scope and sequence that include plans and materials for learning experiences based on developmental progressions and how children learn.

(2) A program must support staff to effectively implement curricula (2) All teachers are required to achieve interrater reliability with the and at a minimum monitor curriculum implementation and fidelity, DRDP assessment, and have completed curriculum training with and provide support, feedback, and supervision for continuous Teaching Strategies Creative Curriculum, Zoophonics, Al’s Pals improvement of its implementation through the system of training and Conscious Discipline. Teacher observations, feedback, and and professional development. training provide continuous support of curriculum implementation.

(b) Adaptation. A program that chooses to make significant adaptations to a curriculum or a curriculum enhancement described in paragraph (a)(1) to better meet the needs of one or more specific populations must use an external early childhood education curriculum or content area expert to develop such significant adaptations. A program must assess whether the adaptation adequately facilitates progress toward meeting school readiness goals, consistent with the process described in §1302.102(b) and (c). Programs are encouraged to partner with outside evaluators in assessing such adaptations.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.33 Child screenings and assessments.

(a) Screening. (1) In collaboration with each child’s parent and with parental (a) (1)(2) Each child will be screened with the Dial 4 or Ages and consent, a program must complete or obtain a current developmental screening Stages Developmental Screening instrument within 45 days of to identify concerns regarding a child’s developmental, behavioral, motor, entering the program and parents will be informed of the results. language, social, cognitive, and emotional skills within 45 calendar days of when Children are also received emotional and behavioral screening with the child first attends the program or, for the home-based program option, receives a home visit. A program that operates for 90 days or less must the Parorama assessment and parents are informed of the results. complete or obtain a current developmental screening within 30 calendar days of Parent and teacher input is provided for the Dial 4 or Ages and when the child first attends the program. Stages, as well as the Panorama screening.

(2) A program must use one or more research-based developmental standardized screening tools to complete the screening. A program must use as (3) Children with concerns are referred to the Student Education Team part of the screening additional information from family members, teachers, and (SEC). relevant staff familiar with the child’s typical behavior. (i) Referrals shall follow the school system process and time line using the Head Start Screening Notification form. The student education team must (3) If warranted through screening and additional relevant information and with meet within ten administrative working days of a referral, whether in writing direct guidance from a mental health or child development professional a program must, with the parent’s consent, promptly and appropriately address or verbal. any needs identified through: (ii) The Head Start student education team will consist of the following: referring source, Disabilities Coordinator, teacher, and specialists, and must (i) Referral to the local agency responsible for implementing IDEA for a formal have at least three members in attendance at any meeting. Every effort is evaluation to assess the child’s eligibility for services under IDEA as soon as possible, and not to exceed timelines required under IDEA; and, made to ensure parent attendance and participation. Parent notification and correspondence is documented on the parent notification or invite form. (ii) Partnership with the child’s parents and the relevant local agency to support (4) The student education team minutes are kept and may or may not families through the formal evaluation process. decide to take no further action, reconvene at a later day after

(4) If a child is determined to be eligible for services under IDEA, the program recommended interventions have been tried, or refer the child for a special must partner with parents and the local agency responsible for implementing education evaluation. The team members conducting the evaluations are IDEA, as appropriate, and deliver the services in subpart F of this part. present or notified of the request to evaluate and also when parent permission is received. Within 65 administrative working days of the referral (5) If, after the formal evaluation described in paragraph (a)(3)(i) of this section, the local agency responsible for implementing IDEA determines the child is not for an evaluation, the eligibility committee, a multidisciplinary team eligible for early intervention or special education and related services under consisting of parents and Head Start/Early Head Start and school system or IDEA, the program must: PEIDS staff who have evaluated the child, will convene and review the test results to determine eligibility for special education services. Every effort is (i) Seek guidance from a mental health or child development professional to made to have participation during this meeting of determine if the formal evaluation shows the child has a significant delay in one or more areas of development that is likely to interfere with the child’s parent(s)/guardian/surrogate parent. development and school readiness; and, 5(i) The Mental Health Coordinator will observe each classroom, screening (ii) If the child has a significant delay, partner with parents to help the family children for mental health concerns. Concerns noted with individual children access services and supports to help address the child’s identified needs. are discussed with parents and are referred to the Disabilities Coordinator, (A) Such additional services and supports may be available through a child’s and the LEA school psychologist, as appropriate health insurance or it may be appropriate for the program to provide needed (A) Parents are referred to social services to apply for Medicaid and FAMIS services and supports under section 504 of the Rehabilitation Act if the child when needed. If the child has a medical diagnosis or has not qualified for satisfies the definition of disability in 29 U.S.C. section 705(9)(b) of the Rehabilitation Act, to ensure that the child who satisfies the definition of disability special education through the evaluation process, a 504 plan may be in 29 U.S.C. §705(9)(b) of the Rehabilitation Act is not excluded from the considered to provide the appropriate accommodations for their needs. program on the basis of disability. Page -5 - 131 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22

(B) A program may use program funds for such services and supports when no (B) When no other sources of funding or insurance are available for needed other sources of funding are available. mental health, health or disability services, program funds may be used. (b) Assessment for individualization. (1) A program must conduct standardized Documentation of efforts to find other funding must be presented to the and structured assessments, which may be observation-based or direct, for each Director along with the request for program funding for the services needed. child that provide ongoing information to evaluate the child’s developmental level and progress in outcomes aligned to the goals described in the Head Start Early Learning Child Outcomes Framework: Ages Birth to Five. Such assessments must result in usable information for teachers, home visitors, and parents and be (b) Anecdotal classroom observation records will be recorded and individual conducted with sufficient frequency to allow for individualization within the skills assessed. Progress will be noted on the DRDP Assessment program year. instrument in November, January and May; and results shared with parents. For infants and toddlers, progress will be noted on the GOLD in August as (2) A program must regularly use information from paragraph (b)(1) of this well. The Phonological Awareness Literacy Screening PreK assessment is section along with informal teacher observations and additional information from family and staff, as relevant, to determine a child’s strengths and needs, inform conducted in the fall and spring for the four-year old classes. Teachers rate and adjust strategies to better support individualized learning and improve each child using the Parorama in the fall and spring. Parents rate each child teaching practices in center-based and family child care settings, and improve on the Panorama screening in the fall. Four year old English Language home visit strategies in home-based models. Learners are given the WIDA-Access Placement Test (W-APT) to determine if they would benefit from English language support services in (3) If warranted from the information gathered from paragraphs (b)(1) and (2) of this section and with direct guidance from a mental health or child development Kindergarten. Individual goals for students are written in collaboration with professional and a parent’s consent, a program must refer the child to the local teachers and parents in November-December and in January-February, with agency responsible for implementing IDEA for a formal evaluation to assess a additional goals for infants and toddlers written in June. Individualization is child’s eligibility for services under IDEA. provided for each student at least weekly, with anecdotal progress noted for ongoing planning, noted as Progess Monitoring (PM) Level 1. Students (c) Characteristics of screenings and assessments. (1) Screenings and assessments must be valid and reliable for the population and purpose for which identified to be learning slowly may have individualized instruction two-three they will be used, including by being conducted by qualified and trained times a week (PM Level 2) and those students continuing to need more one- personnel, and being age, developmentally, culturally and linguistically on-one instruction receive individualized services 5 days a week (PM Level appropriate, and appropriate for children with disabilities, as needed. 3). Students continuing to make little or no progress at Level 3 are referred to the Stafford Early Childhood Student Education Committee for (2) If a program serves a child who speaks a language other than English, a program must use qualified bilingual staff, contractor, or consultant to: consideration of evaluation for special education services. Teachers and the home visitor meet with their evaluating supervisors monthly to share (i) Assess language skills in English and in the child’s home language, to assess data on individual student progress for students at PM Levels 2 and 3 and to both the child’s progress in the home language and in English language adjust strategies as needed. acquisition; (c) All screenings and assessments, except DRDP, are those used by

(ii) Conduct screenings and assessments for domains other than language skills Stafford Schools. All, including DRDP, are valid and reliable for the ages of in the language or languages that best capture the child’s development and skills the children, are appropriate for the purpose for which they are used, and in the specific domain; and, are developmentally, culturally and linguistically appropriate, as well as appropriate for children with disabilities. All are given by staff or qualified (iii) Ensure those conducting the screening or assessment know and understand consultants who are trained to give that assessment. Children are given the child’s language and culture and have sufficient skill level in the child’s home language to accurately administer the screening or assessment and to record screenings and assessments, for any area other than English language, in and understand the child’s responses, interactions, and communications. their native language whenever possible, either through a bilingual staff member, a consultant who knows the home language and culture, or an (3) If a program serves a child who speaks a language other than English and interpreter in conjunction with the teacher. The child’s progress in the home qualified bilingual staff, contractors, or consultants are not able to conduct language is also assessed in conjunction with parental input. If an screenings and assessments, a program must use an interpreter in conjunction with a qualified staff person to conduct screenings and assessments as interpreter is not available, the assessment is conducted in English, but also described in paragraphs (2)(i) through (iii) of this section. considers observations over time and input from the child’s family.

(d) The individual results of screenings and assessments are only used to Page -6 - 132 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22 (4) If a program serves a child who speaks a language other than English and plan services for children and report progress to parents. Aggregated and can demonstrate that there is not a qualified bilingual staff person or interpreter, disaggregated data is used for research, program improvement, and then screenings and assessments may be conducted in English. In such a case, a program must also gather and use other information, including structured determining training and technical assistance needs. Student data is not observations over time and information gathered in a child’s home language used for ranking, comparing, excluding or evaluating individual children in from the family, for use in evaluating the child’s development and progress. any way not related to their instructional needs. Research studies must be approved by the Stafford Schools Accountability Office. (d) Prohibitions on use of screening and assessment data. The use of screening and assessment items and data on any screening or assessment authorized under this subchapter by any agent of the federal government is prohibited for the purposes of ranking, comparing, or otherwise evaluating individual children for purposes other than research, training, or technical assistance, and is prohibited for the purposes of providing rewards or sanctions for individual children or staff. A program must not use screening or assessments to exclude children from enrollment or participation.

Page -7 - 133 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22 Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.34 Parent and family engagement in education and child development services. (a) The role of the parent as educator and engaged partner in the child’s education is supported in the program by all staff. (a) Purpose. Center-based and family child care programs must structure education and child development services to recognize parents’ roles as children’s lifelong educators, and to encourage (b)(1)(5) The center and classrooms are open to parents during all parents to engage in their child’s education. program hours. Parents are encouraged to volunteer in the classroom and other program areas, as well as on field trips. All (b) Engaging parents and family members. A program must offer family members are invited to the weekly Family Nights, the opportunities for parents and family members to be involved in the Thanksgiving Dinner, the winter music program, Museum Night, program’s education services and implement policies to ensure: and the Family Picnic.

(1) The program’s settings are open to parents during all program (2) Teachers regularly communicate to parents with newsletters, hours; their web page, phone calls, journals, notes, and emails. Early Head Start teachers provide parents with a daily record of the (2) Teachers regularly communicate with parents to ensure they child’s feeding, diapering, and sleeping patterns. are well-informed about their child’s routines, activities, and behavior; (3)(6)(7) Parent conferences are held at least three times each (3) Teachers hold parent conferences, as needed, but no less than year, at the end of each assessment period in the fall, winter, and two times per program year, to enhance the knowledge and at the end of the school year. One or all of the parent conferences understanding of both staff and parents of the child’s education and may be a home visit. One home visit is made before the beginning developmental progress and activities in the program; of the school year to engage the parents and establish a relationship with the child and teacher in the child’s environment. A (4) Parents have the opportunity to learn about and to provide second home visit is also required. During parent feedback on selected curricula and instructional materials used in conferences/home visits, teachers inform parents about the the program; purposes of and the results from all screenings and assessments and discuss their child’s progress. In the fall and winter, individual (5) Parents and family members have opportunities to volunteer in learning goals for the child are written in partnership with the the class and during group activities; parent.

(6) Teachers inform parents, about the purposes of and the results (4) Teachers take turns presenting information on curricula, from screenings and assessments and discuss their child’s materials, and classroom instruction at monthly Policy Council and progress; Parent Center Committee meetings. Parents participate in the program’s annual Early Education and Child Development self (7) Teachers, except those described in paragraph (b)(8) of this assessment, making suggestions for program improvement. Policy section, conduct at least two home visits per program year for each Council approves new curriculum. family, including one before the program year begins, if feasible, to engage the parents in the child’s learning and development, except (8) NA that such visits may take place at a program site or another safe location that affords privacy at the parent’s request, or if a visit to the home presents significant safety hazards for staff; and,

(8) Teachers that serve migrant or seasonal families make every effort to conduct home visits to engage the family in the child’s learning and development. Page -8 - 134 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.35 Education in home-based programs. (a)(c)(d) The Stafford Schools Early Head Start home visiting program (a) Purpose. A home-based program must provide home visits and group provides weekly home visits of 1 ½ hours minimum. During the visit the socialization activities that promote secure parent-child relationships and teacher provides instructional activities for the child based on the child’s help parents provide high-quality early learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to development, instructional activities that engage the parent with the learning, science, physical skills, and creative arts. A program must child, and suggestions for learning activities for the parent to engage in implement a research-based curriculum that delivers developmentally, with the child until the next visit. In addition, the home visitor serves as linguistically, and culturally appropriate home visits and group socialization the Family Service worker for the parent(s) and spends time supporting activities that support children’s cognitive, social, and emotional growth for the family in meeting its goals. The home visiting teacher uses the later success in school. same curricula and assessments as the center based program, with lesson plans that include individualized learning activities for all areas in (b) Home-based program design. A home-based program must ensure all the Head Start Early Learning Child Outcomes Framework. The home home visits are: language is supported with the teacher and parent working together to (1) Planned jointly by the home visitor and parents, and reflect the critical assess the child’s development in both English and the home language. role of parents in the early learning and development of their children, (b)(1)(3) All home visits are planned jointly and the home visiting including that the home visitor is able to effectively communicate with the teacher makes every effort to meet the parent’s scheduling needs. parent, directly or through an interpreter; Interpreter services are used when needed. All home visits are conducted with the child’s parent(s). (2) Planned using information from ongoing assessments that individualize (2) All lesson plans are individualized based on the child’s progress learning experiences; through assessments and screenings.

(3) Scheduled with sufficient time to serve all enrolled children in the home and conducted with parents and are not conducted when only babysitters or other temporary caregivers are present;

(4) Scheduled with sufficient time and appropriate staff to ensure effective delivery of services described in subparts D, E, F, and G of this part through home visiting, to the extent possible.

(c) Home visit experiences. A program that operates the home-based option must ensure all home visits focus on promoting high-quality early learning experiences in the home and growth towards the goals described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and must use such goals and the curriculum to plan home visit activities that implement:

(1) Age and developmentally appropriate, structured child-focused learning experiences;

(2) Strategies and activities that promote parents’ ability to support the child’s cognitive, social, emotional, language, literacy, and physical development;

(3) Strategies and activities that promote the home as a learning environment that is safe, nurturing, responsive, and language- and communication- rich; Page -9 - 135 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22

(4) Research-based strategies and activities for children who are dual language learners that recognize bilingualism and biliteracy as strengths, and:

(i) For infants and toddlers, focus on the development of the home language, while providing experiences that expose both parents and children to English; and,

(ii) For preschoolers, focus on both English language acquisition and the continued development of the home language; and,

(5) Follow-up with the families to discuss learning experiences provided in the home between each visit, address concerns, and inform strategies to promote progress toward school readiness goals.

(d) Home-based curriculum. A program that operates the home-based option must:

(1) Ensure home-visiting and group socializations implement a developmentally appropriate research-based early childhood home-based curriculum that:

(i) Promotes the parent’s role as the child’s teacher through experiences focused on the parent-child relationship and, as appropriate, the family’s traditions, culture, values, and beliefs;

(ii) Aligns with the Head Start Early Learning Outcomes Framework: Ages Birth to Five and, as appropriate, state early learning standards, and, is sufficiently content-rich within the Framework to promote measurable progress toward goals outlined in the Framework; and,

(iii) Has an organized developmental scope and sequence that includes plans and materials for learning experiences based on developmental progressions and how children learn.

(2) Support staff in the effective implementation of the curriculum and at a minimum monitor curriculum implementation and fidelity, and provide support, feedback, and supervision for continuous improvement of its implementation through the system of training and professional development.

(3) If a program chooses to make significant adaptations to a curriculum or curriculum enhancement to better meet the needs of one or more specific populations, a program must:

(i) Partner with early childhood education curriculum or content experts; and,

(ii) Assess whether the adaptation adequately facilitates progress toward meeting school readiness goals consistent with the process described in §1302.102(b) and (c). Page -10 - 136 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN EDUCATION AND EARLY CHILDHOOD DEVELOPMENT 2021-22

(4) Provide parents with an opportunity to review selected curricula and instructional materials used in the program.

(e) Group socialization. (1) A program that operates the home-based option must ensure group socializations are planned jointly with families, (e) Group socializations are held twice each month. They are planned with conducted with both child and parent participation, occur in a classroom, families based on their interests and needs and include curriculum based community facility, home or field trip setting, as appropriate. learning activities that engage parents and children together, as well as giving parents time to share and learn parenting information and form (2) Group socializations must be structured to: relationships with other parents and opportunities for the children to play together. (i) Provide age appropriate activities for participating children that are intentionally aligned to school readiness goals, the Head Start Early Learning Outcomes Framework: Ages Birth to Five and the home-based curriculum; and,

(ii) Encourage parents to share experiences related to their children’s development with other parents in order to strengthen parent-child relationships and to help promote parents understanding of child development;

(3) For parents with preschoolers, group socializations also must provide opportunities for parents to participate in activities that support parenting skill development or family partnership goals identified in §1302.52(c), as appropriate and must emphasize peer group interactions designed to promote children’s social, emotional and language development, and progress towards school readiness goals, while encouraging parents to observe and actively participate in activities, as appropriate.

(f) Screening and assessments. A program that operates the home-based option must implement provisions in §1302.33 and inform parents about the purposes of and the results from screenings and assessments and discuss their child's progress.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.10 Purpose.

This subpart describes requirements of grantees for determining community strengths, needs and resources as well as recruitment areas. It contains requirements and procedures for the eligibility determination, recruitment, selection, enrollment and attendance of children and explains the policy concerning the charging of fees.

1302.11 Determining community strengths, needs, and resources.

(a) Service area. (1) A program must propose a service area in the grant a) The program serves the entire County of Stafford, located in Planning application and define the area by county or sub-county area, such as a District 16, of the state of Virginia, which consists of 270 square miles of land municipality, town or census tract or jurisdiction of a federally recognized Annual Indian reservation. area and seven miles of water area Community Assessment (i) A tribal program may propose a service area that includes areas where members of Indian tribes or those eligible for such membership reside, including but not limited to Indian reservation land, areas designated as near-reservation by the Bureau of Indian Affairs (BIA) provided that the service area is approved by the tribe’s governing council, Alaska Native N/A Villages, Alaska Native Regional Corporations with land-based authorities, Oklahoma Tribal Statistical Areas, and Tribal Designated Statistical Areas where federally recognized Indian tribes do not have a federally established reservation.

(ii) If the tribe’s service area includes any area specified in paragraph (a)(1)(i) of this section, and that area is also served by another program, the tribe may serve children from families who are members of or eligible to be members of such tribe and who reside in such areas as well as N/A children from families who are not members of the tribe, but who reside within the tribe’s established service area.

(2) If a program decides to change the service area after ACF has N/A approved its grant application, the program must submit to ACF a new service area proposal for approval.

(b) Community wide strategic planning and needs assessment (community assessment). (1) To design a program that meets community b)(1)Community Assessment is conducted annually and the data includes needs, and builds on strengths and resources, a program must conduct a community strength, needs and resources available along with community assessment at least once over the five-year grant period. The Community community assessment must use data that describes community Annual Assessment strengths, needs, and resources and include, at a minimum: (i)the number of eligible infants, toddlers, preschool age children, and expectant mothers, including their geographic location, race, ethnicity, and languages they speak, (i) The number of eligible infants, toddlers, preschool age children, and including: expectant mothers, including their geographic location, race, ethnicity, and languages they speak, including: Page -1 - 138 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022

(A) Children experiencing homelessness in collaboration with, to the (A) Community assessment includes data on homeless families and it is extent possible, McKinney-Vento Local Education Agency Liaisons (42 provided through SCPS McKinney Vento Dept. U.S.C. 11432 (6)(A));

(B) Children in foster care; and (B) Data provided through Foster Care agency and DSS. (C) Children with disabilities, including types of disabilities and relevant services and resources provided to these children by community (C) Included in the Community Assessment agencies;

(ii) The education, health, nutrition and social service needs of eligible children and their families, including prevalent social or economic factors that impact their well-being;

(iii) Typical work, school, and training schedules of parents with eligible children;

(iv) Other child development, child care centers, and family child care programs that serve eligible children, including home visiting, publicly funded state and local preschools, and the approximate number of eligible children served;

(v) Resources that are available in the community to address the needs of eligible children and their families; and,

(vi) Strengths of the community.

(2) A program must annually review and update the community assessment to reflect any significant changes including increased availability of publicly-funded pre-kindergarten- (including an assessment of how the pre-kindergarten available in the community meets the needs of the parents and children served by the program, and whether it is 2) Community Assessment is updated annually and the data includes offered for a full school day), rates of family and child homelessness, and community strength, needs and resources available. significant shifts in community demographics and resources.

(3) A program must consider whether the characteristics of the community allow it to include children from diverse economic backgrounds that would be supported by other funding sources, including private pay, in addition to the program’s eligible funded enrollment. A program must not enroll 3) Priority is given to Head Start children and remaining slots given to VPI children from diverse economic backgrounds if it would result in a program serving less than its eligible funded enrollment. Funding (children from diverse economic background).

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Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.12 Determining, verifying, and documenting eligibility.

(a) Process overview. (1) Program staff must: (i)In person interview is conducted unless parent is unable to take time off Ongoing (i) Conduct an in-person interview with each family, unless paragraph (a)(2) of this section applies; work in which case a phone interview is conducted. If the COVID-19 is not under control by January 2021 all interviews will be conducted over the (ii) Verify information as required in paragraphs (h) and (i) of this section; phone. Birth certificate and, (ii) Birth Certificate is required as a proof of birth, or a passport or a Medicaid (iii) Create an eligibility determination record for enrolled participants card can be used to verify showing birthday but these docs do not replace according to paragraph (k) of this section. B.C.

(2) Program staff may interview the family over the telephone if an in- person interview is not possible or convenient for the family. (iii)Income tax return, pay stubs, W2, child support, In-kind, TANF and SSI are used to determine eligibility. (3) If a program has an alternate method to reasonably determine eligibility based on its community assessment, geographic and (2) A phone interview is conducted if in-person interview is not possible. administrative data, or from other reliable data sources, it may petition the responsible HHS official to waive requirements in paragraphs (a)(1)(i) and (ii) of this section. (3) There is no alternate method of eligibility, federal eligibility guidelines are followed. (b) Age requirements. (1) For Early Head Start, except when the child is transitioning to Head Start, a child must be an infant or a toddler younger than three years old.

(2) For Head Start, a child must: (b) A child must be zero to under 3 year of age to be eligible for EHS.

(i) Be at least three years old or, turn three years old by the date used to (i)A child must be three or four year old by September 30th to be eligible for determine eligibility for public school in the community in which the Head HS. Start program is located; and,

(ii) Be no older than the age required to attend school. (ii) A child cannot be older than 4 year and 11 month to attend HS

(3) For Migrant or Seasonal Head Start, a child must be younger than compulsory school age by the date used to determine public school (3) N/A eligibility for the community in which the program is located. c) i, ii, iii, iv A pregnant woman or a child is eligible if the family income is (c) Eligibility requirements. (1) A pregnant woman or a child is eligible if: below poverty line or if the child is categorically eligible under TANF, SSI, Homeless or Foster Child status. (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,

Page -3 - 140 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 (iv) The child is in foster care. 2) If spaces still remain, up to 10% over income applicants may be offered (2) If the family does not meet a criterion under paragraph (c)(1) of this admission, with priority given to children with special needs (if the program is not section, a program may enroll a child who would benefit from services, currently serving 10% special needs students). provided that these participants only make up to 10 percent of a program’s enrollment in accordance with paragraph (d) of this section. d) If the program does not meet the funded enrollment, then an application (d) Additional allowances for programs. (1) A program may enroll an needs to be submitted to regional office with Policy Council approval. The additional 35 percent of participants whose families do not meet a criterion application would include all the information required in section (d). described in paragraph (c) of this section and whose incomes are below 130 percent of the poverty line, if the program:

(i) Establishes and implements outreach, and enrollment policies and procedures to ensure it is meeting the needs of eligible pregnant women, children, and children with disabilities, before serving pregnant women or children who do not meet the criteria in paragraph (c) of this section; and,

(ii) Establishes criteria that ensure pregnant women and children eligible under the criteria listed in paragraph (c) of this section are served first.

(2) If a program chooses to enroll participants who do not meet a criterion in paragraph (c) of this section, and whose family incomes are between 100 and 130 percent of the poverty line, it must be able to report to the Head Start regional program office:

(i) How it is meeting the needs of low-income families or families potentially eligible for public assistance, homeless children, and children in foster care, and include local demographic data on these populations;

(ii) Outreach and enrollment policies and procedures that ensure it is meeting the needs of eligible children or pregnant women, before serving over-income children or pregnant women;

(iii) Efforts, including outreach, to be fully enrolled with eligible pregnant women or children;

(iv) Policies, procedures, and selection criteria it uses to serve eligible children;

(v) Its current enrollment and its enrollment for the previous year;

(vi) The number of pregnant women and children served, disaggregated by the eligibility criteria in paragraphs (c) and (d)(1)of this section; and,

(vii) The eligibility criteria category of each child on the program’s waiting list.

(e) Additional allowances for Indian tribes. (1) Notwithstanding paragraph (c)(2) of this section, a tribal program may fill more than 10 percent of its enrollment with participants who are not eligible under the criteria in N/A paragraph (c) of this section, if:

N/A Page -4 - 141 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 (i) The tribal program has served all eligible pregnant women or children who wish to be enrolled from Indian and non-Indian families living within the approved service area of the tribal agency; N/A

(ii) The tribe has resources within its grant, without using additional funds from HHS intended to expand Early Head Start or Head Start services, to enroll pregnant women or children whose family incomes exceed low- income guidelines or who are not otherwise eligible; and, N/A

(iii) At least 51 percent of the program’s participants meet an eligibility criterion under paragraph (c)(1) of this section. N/A

(2) If another program does not serve the approved service area, the program must serve all eligible Indian and non-Indian pregnant women or children who wish to enroll before serving over-income pregnant women or children. N/A (3) A program that meets the conditions of this paragraph (e) must annually set criteria that are approved by the policy council and the tribal council for selecting over-income pregnant women or children who would benefit from program services. N/A (4) An Indian tribe or tribes that operates both an Early Head Start program and a Head Start program may, at its discretion, at any time during the grant period involved, reallocate funds between the Early Head Start program and the Head Start program in order to address fluctuations in client populations, including pregnant women and children from birth to compulsory school age. The reallocation of such funds between programs by an Indian tribe or tribes during a year may not serve as a basis for any reduction of the base grant for either program in succeeding years.

N/A (f) Migrant or Seasonal eligibility requirements. A child is eligible for Migrant or Seasonal Head Start, if the family meets an eligibility criterion in paragraphs (c) and (d) of this section; and the family’s income comes primarily from agricultural work. N/A (g) Eligibility requirements for communities with 1,000 or fewer individuals. (1) A program may establish its own criteria for eligibility provided that it meets the criteria outlined in section 645(a)(2) of the Act. N/A

(2) No child residing in such community whose family is eligible under criteria described in paragraphs (c) through (f) of this section, may be denied an opportunity to participate in the program under the eligibility criteria established under this paragraph (g). h) Birth certificate is required for enrollment. If not available parent can apply (h) Verifying age. Program staff must verify a child’s age according to through DMV and the program will pay the necessary fee in case parent is program policies and procedures. A program’s policies and procedures unable to afford it. cannot require families to provide documents that confirm a child’s age, if doing so creates a barrier for the family to enroll the child. i) Tax forms, pay stubs, W2, child support, unemployment, or any other (i) Verifying eligibility. (1) To verify eligibility based on income, program means of income is obtained to determine eligibility. staff must use tax forms, pay stubs, or other proof of income to determine the family income for the relevant time period. Page -5 - 142 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022

(i) If the family cannot provide tax forms, pay stubs, or other proof of i) If above listed documents are not available an in-kind or self-employed income for the relevant time period, program staff may accept written declaration is used to determine eligibility. statements from employers, including individuals who are self-employed, for the relevant time period and use information provided to calculate total annual income with appropriate multipliers.

(ii) If the family reports no income for the relevant time period, a program may accept the family’s signed declaration to that effect, if program staff ii) If family reports no income an in-kind statement is obtained where the third describes efforts made to verify the family’s income, and explains how the party states he/she is providing financial assistance to the applicant. family’s total income was calculated or seeks information from third parties about the family’s eligibility, if the family gives written consent. If a family gives consent to contact third parties, program staff must adhere to program safety and privacy policies and procedures and ensure the eligibility determination record adheres to paragraph (k)(2) of this section.

(iii) If the family can demonstrate a significant change in income for the relevant time period, program staff may consider current income iii) Current income circumstances are considered for the eligibility. circumstances.

(2) To verify whether a family is eligible for, or in the absence of child care, 2) If a family is eligible for public assistance the FSW will refer them to DSS. would be potentially eligible for public assistance, the program must have If they are already receiving public assistance, then the family will provide the documentation from either the state, local, or tribal public assistance agency that shows the family either receives public assistance or that agency letter confirming eligibility. shows the family is potentially eligible to receive public assistance.

(3) To verify whether a family is homeless, a program may accept a written statement from a homeless services provider, school personnel, or 3) Homeless status is identified through McKinney Vento Dept. A McKinney other service agency attesting that the child is homeless or any other Vento Referral Form is sent to McKinney Vento Dept. The family is documentation that indicates homelessness, including documentation interviewed by McKinney Vento case manager to determine eligibility. from a public or private agency, a declaration, information gathered on enrollment or application forms, or notes from an interview with staff to establish the child is homeless; or any other document that establishes homelessness.

(i) If a family can provide one of the documents described in this i) FSW will support the homeless family by making a home visit. paragraph (i)(3), program staff must describe efforts made to verify the accuracy of the information provided and state whether the family is eligible because they are homeless. ii) McKinney Vento Form will be used to describe living situation of the student. (ii) If a family cannot provide one of the documents described in paragraph (i)(3) to prove the child is homeless, a program may accept the family’s signed declaration to that effect, if, in a written statement, program staff describe the child’s living situation that meets the definition of homeless in part 1305 of this chapter. iii) Program will follow program’s privacy policies and procedures.

(iii) Program staff may seek information from third parties who have firsthand knowledge about a family’s living situation, if the family gives written consent. If the family gives consent to contact third parties, program staff must adhere to program privacy policies and procedures and ensure the eligibility determination record adheres to paragraph (k) of 4) Verification of Foster care is recorded through court papers or payment of this section. foster care annuity. Page -6 - 143 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022

(4) To verify whether a child is in foster care, program staff must accept either a court order or other legal or government-issued document, a written statement from a government child welfare official that i) Once a child is enrolled in the program he/she remains eligible through the demonstrates the child is in foster care, or proof of a foster care payment. next school year unless there are compelling circumstances for the child not (j) Eligibility duration. (1) If a child is determined eligible under this section to attend HS. 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 N/A need for Head Start services.

(2) Children who are enrolled in a program receiving funds under the authority of section 645A of the Act remain eligible while they participate in 3) An EHS child moving up to HS is required to fill out a new application to the program. determine eligibility.

(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. 4) EHS children are given priority to enroll in the HS program and remain in the program until they age out. (4) If a program operates both an Early Head Start and a Head Start program, and the parents wish to enroll their child who has been enrolled in the program’s Early Head Start, the program must ensure, whenever possible, the child receives Head Start services until enrolled in school, K(1) Eligibility determination records are kept electronically, as attachment, in provided the child is eligible. Childplus for each participant. Record will be kept one year after enrollment as per performance standards. (k) Records. (1) A program must keep eligibility determination records for each participant and ongoing records of the eligibility training for staff 2(i) These include income verification form as well as proof of income to required by paragraph (m) of this section. A program may keep these complete that form. records electronically. 2(ii) All effort is made to verify information as noted on the cover sheet of

(2) Each eligibility determination record must include: application.

(i) Copies of any documents or statements, including declarations, that are deemed necessary to verify eligibility under paragraphs (h) and (i) of this section;

(ii) A statement that program staff has made reasonable efforts to verify information by: A.An In-person interview will be conducted unless the person is unable to do

(A) Conducting either an in-person, or a telephone interview with the so due to work schedule, in which case a phone interview will take place. family as described under paragraph (a)(1)(i) or (a)(2) of this section; and, B. The in-kind form requires the third party contact information and consent (B) Describing efforts made to verify eligibility, as required under to be contacted. paragraphs (h) through (i) of this section; and, collecting documents required for third party verification that includes the family’s written consent to contact each third party, the third parties’ names, titles, and affiliations, and information from third parties regarding the family’s eligibility.

Page -7 - 144 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 (iii) A statement that identifies whether: iii, A-E (A) The family’s income is below income guidelines for its size, and lists All information is covered on the income eligibility form, view form for detail. the family’s size;

(B) The family is eligible for or, in the absence of child care, potentially eligible for public assistance;

(D) The family was determined to be eligible under the criterion in paragraph (c)(2) of this section; or,

(E) The family was determined to be eligible under the criterion in paragraph (d)(1) of this section.

(3) A program must keep eligibility determination records for those currently enrolled, as long as they are enrolled, and, for one year after they have either stopped receiving services; or are no longer enrolled.

(l) Program policies and procedures on violating eligibility determination regulations. A program must establish written policies and procedures that l) Program Personnel policies state action that will be taken against staff who describe all actions taken against staff who intentionally violate federal and program eligibility determination regulations and who enroll pregnant violate eligibility determination requirements including termination of women and children that are not eligible to receive Early Head Start or employment. Head Start services.

(m) Training on eligibility. (1) A program must train all governing body, policy council, management, and staff who determine eligibility on m) 2,3,4, Within 90 day of hiring ERSEA and FCPC staff, training will be applicable federal regulations and program policies and procedures. provided on federal regulation and program policies including i, ii, iii. ERSEA Training must, at a minimum: staff will receive refresher training annually. Policy council members will

(i) Include methods on how to collect complete and accurate eligibility receive annual ERSEA training in November, school board members will information from families and third party sources; receive ERSEA training in April.

(ii) Incorporate strategies for treating families with dignity and respect and for dealing with possible issues of domestic violence, stigma, and privacy; and,

(iii) Explain program policies and procedures that describe actions taken against staff, families, or participants who attempt to provide or intentionally provide false information.

(2) A program must train management and staff members who make eligibility determinations within 90 days of hiring new staff.

(3) A program must train all governing body and policy council members within 180 days of the beginning of the term of a new governing body or policy council.

(4) A program must develop policies on how often training will be provided after the initial training. Page -8 - 145 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.13 Recruitment of children. Recruiting occurs all year around and program provides applications to 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 DSS to mail out to recipients of benefits, special ed. coordinators recruit eligible children within the recruitment area of the availability of program applicants with disabilities, outreach is done at multiple low income housing services, and encourage and assist them in applying for admission to the developments, books with Head Start ads inside are left at businesses and program. A program must include specific efforts to actively locate and recruit doctors’ offices, black board call is made and an ad is placed in the local children with disabilities and other vulnerable children, including homeless newspaper and on the local TV station. children and children in foster care.

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 a) Selection criteria is updated annually based on the needs of the needs identified in the community needs assessment as described in §1302.11(b), and including family income, whether the child is homeless, community. Eligibility is based on income, TANF, SSI, homeless and foster whether the child is in foster care, the child’s age, whether the child is eligible children status. 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.

(2) If a program serves migrant or seasonal families, it must select participants according to criteria in paragraph (a)(1) of this section, and give priority to children whose families can demonstrate they have relocated frequently within N/A the past two-years to pursue agricultural work.

(3) If a program operates in a service area where Head Start eligible children can enroll in high-quality publicly funded pre-kindergarten for a full school day, the program must prioritize younger children as part of the selection criteria in 3) The VPI program does not serve all four-year-old children. Head Start paragraph (a)(1) of this section. If this priority would disrupt partnerships with continues to serve income eligible and categorically eligible four-year-olds. local education agencies, then it is not required. An American Indian and Alaska Native or Migrant or Seasonal Head Start program must consider whether such prioritization is appropriate in their community.

(4) A program must not deny enrollment based on a disability or chronic health condition or its severity.

(b) Children eligible for services under IDEA. (1) A program must ensure at least 4, b)At least 10% of enrollment is for applicants with special needs. If there 10 percent of its total funded enrollment is filled by children eligible for services under IDEA, unless the responsible HHS official grants a waiver. is no slot available, applicants are referred to Child Find. Chronic health conditions are addressed with medical plan and 504 plans. Enrollment is (2) If the requirement in paragraph (b)(1) of this section has been met, children never denied for these reasons. 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.

(c) Waiting lists. A program must develop at the beginning of each enrollment c)All effort is made to maintain a waited list throughout the school year. The year and maintain during the year a waiting list that ranks children according to ERSEA staff insures a waiting list is maintained in Child Plus, ranking the program’s selection criteria. children according to selection Criteria. Page -9 - 146 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022

Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.15 Enrollment. a) All vacancies are filled immediately despite the 30-day grace period. (a) Funded enrollment. A program must maintain its funded enrollment level and fill any vacancy as soon as possible. A program must fill any vacancy within 30 days. b) Three year olds are automatically enrolled into the four-year-old class (b) Continuity of enrollment. (1) A program must make efforts to and parents are informed to update their transportation and medical maintain enrollment of eligible children for the following year. information. EHS students are required to fill out a new application and every effort is made to enroll. (2) Under exceptional circumstances, a program may maintain a child’s enrollment in Head Start for a third year, provided that 2) If a parent requests a third year in Head Start, for exceptional reasons, family income is verified again. A program may maintain a child’s those reasons would be taken to policy council for approval. enrollment in Early Head Start as described in §1302.12(j)(2).

(3) If a program serves homeless children or children in foster 3)Homeless and foster families are given the opportunity to remain in the care, it must make efforts to maintain the child’s enrollment program after they move out of service area, as long as they provide regardless of whether the family or child moves to a different transportation or use McKinney Vento services if there is an older sibling in service area, or transition the child to a program in a different SCPS. If possible, the program will help the family enroll in the new service service area, as required in §1302.72(a), according to the family’s area. A Best Interest Determination (BID) may be conducted. needs.

(c) Reserved slots. If a program determines from the community c) Program may hold up to seven slots (3% of 251) for thirty days for assessment there are families experiencing homelessness in the pregnant women and children experiencing homelessness and children in area, or children in foster care that could benefit from services, the foster care. 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. d) Only income eligible and categorically eligible children are considered for (d) Other enrollment. Children from diverse economic backgrounds funded enrollment and 10% of special needs children who can be over who are funded with other sources, including private pay, are not income. considered part of a program’s eligible funded enrollment.

(e) State immunization enrollment requirements. A program must e) All students are required to have an up to date physical, immunization comply with state immunization enrollment and attendance and lab work before they can start. Homeless children have 30-day grace requirements, with the exception of homeless children as period from the date of entry. described in §1302.16(c)(1).

Page -10 - 147 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 (f) Voluntary parent participation. Parent participation in any f) Parent participation is voluntary and is not required, but is always program activity is voluntary, including consent for data sharing, encouraged. and is not required as a condition of the child’s enrollment.

Page -11 - 148 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.16 Attendance. a) Teachers take attendance daily and enter it in Child Plus. (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 1) If the family has not notified the office about a student’s absence by arrive at school. If a child is unexpectedly absent and a parent has not contacted the 10:30, a robo call will go out. am The Family Service Worker will call the program within one hour of program start time, the program must attempt to contact the parent to ensure the child’s well-being. parent about for cause of excessive absence.

(2) A program must implement strategies to promote attendance. At a minimum, a 2, i,ii,iii)The benefits of regular attendance are published in the newsletter program must: and sent home with the attendance letter. Attendance letters are sent home

(i) Provide information about the benefits of regular attendance; after 5, 10, and 15 days of absence. Plans are written with family to support attendance after 10 days. If unable to reach parent FSW will make a home (ii) Support families to promote the child’s regular attendance; visit to review the plan.

(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) If attendance is poor, the FSW will contact the family regarding the (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 importance of attendance. Some points to share are the importance of a put them at risk of missing ten percent of program days per year and develop daily routine, benefits of regular attendance, school readiness, and keeping appropriate strategies to improve individual attendance among identified children, the program’s statistics above the average daily attendance. The FSW will such as direct contact with parents or intensive case management, as necessary. assist the family with any services which will improve the child’s attendance. (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 3) A family service worker will make a home visit and encourage the family section. If the child’s attendance does not resume, then the program must consider to continue to attend Head Start. 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 b) If the attendance falls below 85%, the program will 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 absenteeism and come up with a plan to improve attendance. This will be manner as part of ongoing oversight and correction as described in §1302.102(b) and presented to policy council. inform its continuous improvement efforts as described in §1302.102(c).

(c) Supporting attendance of homeless children. (1) If a program determines a child is eligible under §1302.12(c)(1)(iii), it must allow the child to attend for up to 90 days or c) Virginia law allows students to attend school for 30 days without as long as allowed under state licensing requirements, without immunization and other immunization. Head Start program will provide financial assistance to make records, to give the family reasonable time to present these documents. A program sure children get up to date immunization. must work with families to get children immunized as soon as possible in order to comply with state licensing requirements.

(2) If a child experiencing homelessness is unable to attend classes regularly because 2) Program works with McKinney Vento Dept to provide homeless families the family does not have transportation to and from the program facility, the program with transportation via SCPS bus, gas card or taxi. must utilize community resources, where possible, to provide transportation for the child.

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1302.17 Suspension and expulsion.

(a) Limitations on suspension. (1) A program must prohibit or A(1)Stafford Head Start/VPI/EHS does not terminate services to a severely limit the use of suspension due to a child’s behavior. Such suspensions may only be temporary in nature. child unless the family moves out of the service area or the parent withdraws the child for other reasons, including nonattendance, (2) A temporary suspension must be used only as a last resort in though every effort has been made by program staff to improve the extraordinary circumstances where there is a serious safety threat that cannot be reduced or eliminated by the provision of child's attendance. A(2) For children having behavior issues, two reasonable modifications. avenues of support are considered. If appropriate, the child is referred to the Student Education Committee (SEC) for (3) Before a program determines whether a temporary suspension consideration of classroom support through a Behavior Intervention is necessary, a program must engage with a mental health consultant, collaborate with the parents, and utilize appropriate Plan or special education support for developmental, learning, or community resources – such as behavior coaches, psychologists, behavior concerns. A(3)Family support should also be addressed by other appropriate specialists, or other resources – as needed, to the Mental Health Coordinator in partnership with the Family determine no other reasonable option is appropriate. Service Worker, with parenting and/or counseling for the family (4) If a temporary suspension is deemed necessary, a program and/or child. When a child intentionally hurts an adult or another must help the child return to full participation in all program child, the parent is called and asked to come get the child and meet activities as quickly as possible while ensuring child safety by: with the Mental Health Coordinator and classroom teacher before

(i) Continuing to engage with the parents and a mental health the child is returned to school. At that time a plan for managing the consultant, and continuing to utilize appropriate community child's behavior is written in partnership with the parent. resources; Subsequent behavior issues are addressed according to this plan,

(ii) Developing a written plan to document the action and supports and if the plan is not effective then the SEC, parenting, and needed; counseling are addressed in plan revisions. A(4) Program support for behavior or emotional issues may include frequent parent presence, (iii) Providing services that include home visits; and, shortened school day, additional short term classroom

(iv) Determining whether a referral to a local agency responsible paraprofessional, Therapeutic Day Treatment services, social skills for implementing IDEA is appropriate. group, change of classroom, or other appropriate accommodations for the child, but all must be in partnership and supportive of the (b) Prohibition on expulsion. (1) A program cannot expel or unenroll a child from Head Start because of a child’s behavior. family needs. The Mental Health Coordinator maintains a list of parenting classes and community mental health resources, including play therapy.

Page -13 - 150 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 (2) When a child exhibits persistent and serious challenging behaviors, a program must explore all possible steps and document all steps taken to address such problems, and facilitate 2) The student education committee exists to work as a team to develop the child’s safe participation in the program. Such steps must plans for students with challenging behavior. Teachers and parents can include, at a minimum, engaging a mental health consultant, refer children and the team must meet within 10 business days. At the considering the appropriateness of providing appropriate services meeting the team collaborates to find strategies to support behaviors at and supports under section 504 of the Rehabilitation Act to ensure school and home, collecting additional data if necessary. that the child who satisfies the definition of disability in 29 U.S.C. §705(9)(b) of the Rehabilitation Act is not excluded from the program on the basis of disability, and consulting with the parents and the child’s teacher, and:

(i) If the child has an individualized family service plan (IFSP) or individualized education program (IEP), the program must consult with the agency responsible for the IFSP or IEP to ensure the child i) The Disability Coordinator/Designee works in collaboration with student receives the needed support services; or, services to support the needs of students with an IEP. The Designee collaborates with the family and PEIDS to support the needs of students (ii) If the child does not have an IFSP or IEP, the program must with IFSP. collaborate, with parental consent, with the local agency responsible for implementing IDEA to determine the child’s ii) If a disability is suspected the Student Education Committee will meet eligibility for services. with the parent and determine what assessment component needs to be completed to determine if the student qualifies for special education (3) If, after a program has explored all possible steps and services. documented all steps taken as described in paragraph (b)(2) of this section, a program, in consultation with the parents, the child’s teacher, the agency responsible for implementing IDEA (if 3) If all strategies have not helped the student progress and if he/she is not applicable), and the mental health consultant, determines that the making progress on their IEP/IFSP, the placement options will be child’s continued enrollment presents a continued serious safety considered and the team will determine the most appropriate placement threat to the child or other enrolled children and determines the based on student’s needs and accordance to IDEA to continue to provide program is not the most appropriate placement for the child, the free and appropriate education for the student. program must work with such entities to directly facilitate the transition of the child to a more appropriate placement.

Page -14 - 151 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.18 Fees.

(a) Policy on fees. A program must not charge eligible families a Currently Stafford County Head Start does not charge any fees. from fee to participate in Head Start, including special events such as families who are eligible to participate in the program. field trips, and cannot in any way condition an eligible child’s enrollment or participation in the program upon the payment of a fee.

(b) Allowable fees. (1) A program must only accept a fee from families of enrolled children for services that are in addition to N/A services funded by Head Start, such as child care before or after funded Head Start hours. A program may not condition a Head Start child’s enrollment on the ability to pay a fee for additional hours.

(2) In order to support programs serving children from diverse economic backgrounds or using multiple funding sources, a program may charge fees to private pay families and other non- N/A Head Start enrolled families to the extent allowed by any other applicable federal, state or local funding sources.

Performance Standard Time Evaluation Objectives Strategies Frame Determination

Page -15 - 152 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN Eligibility, Recruitment, Selection, Enrollment and Attendance 2021-2022 1302.70 Transitions from Early Head Start.

(a) Implementing transition strategies and practices. An Early a,b)An EHS transition meeting will be held with the parent 6 months before Head Start program must implement strategies and practices to the child enters the 3-year-old Head Start class to discuss transition. support successful transitions for children and their families transitioning out of Early Head Start.

(b) Timing for transitions. To ensure the most appropriate placement and service following participation in Early Head Start, such programs must, at least six months prior to each child’s third birthday, implement transition planning for each child and family that:

(1) Takes into account the child’s developmental level and health and disability status, progress made by the child and family while 1) Mental health coordinator, special ed disability coordinator, teacher, and in Early Head Start, current and changing family circumstances health coordinator will meet to share all relevant information and progress and, the availability of Head Start, other public pre-kindergarten, related to the child to determine appropriate placement and services up on and other early education and child development services in the transitioning. community that will meet the needs of the child and family; and,

(2) Transitions the child into Head Start or another program as soon as possible after the child’s third birthday but permits the 2) Child will finish the current year in Early Head Start and transition to child to remain in Early Head Start for a limited number of Head Start next year. additional months following the child’s third birthday if necessary for an appropriate transition.

(c) Family collaborations. A program must collaborate with parents of Early Head Start children to implement strategies and activities c) The program will keep parents informed of their child’s progress on that support successful transitions from Early Head Start and, at a regular bases and encourage them to be active and involved in their child’s minimum, provide information about the child’s progress during the education process. program year and provide strategies for parents to continue their involvement in and advocacy for the education and development of their child.

(d) Early Head Start and Head Start collaboration. Early Head d) EHS students get priority to transition into Head Start program. EHS Start and Head Start programs must work together to maximize teachers will meet with Head Start teachers to discuss child history and enrollment transitions from Early Head Start to Head Start, development. consistent with the eligibility provisions in subpart A, and promote successful transitions through collaboration and communication.

(e) Transition services for children with an IFSP. A program must provide additional transition services for children with an IFSP, at a When students turns 3 they are referred to Child Find by PEIDS to transfer minimum, as described in subpart F of this part. them to IEP if they are eligible.

Page -16 - 153 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 Performance Standards Time Evaluation Objective Strategies Frame Determination 1302.21 Center Based Option (a) Setting. The center-based option delivers the full range of services, consistent with §1302.20(b). Education and child development services (a)(b) Stafford Schools Head Start operates a center based program for three are delivered primarily in classroom settings. and four year olds, five days a week for 6 hours a day. Head Start classrooms

each have a teacher and a teacher assistant. The Early Head Start program (b) Ratios and group size. (1) Staff-child ratios and group size maximums must be determined by the age of the majority of children serves 16 of its students in a center based program and 12 in a home based and the needs of children present. A program must determine the age program. The Early Head Start program is a mixed age program for continuity of of the majority of children in a class at the start of the year and may care. The class size for four year olds is 19, for three year olds is 17, and for adjust this determination during the program year, if necessary. Where infants and toddlers is 4, with two teachers and 8 children in an Early Head Start state or local licensing requirements are more stringent than the classroom. The student to adult ratio for 4 year olds is 1 to 10, for 3 year olds is teacher-child ratios and group size specifications in this section, a 1 to 9, and for infants and toddlers is 1 to 4. These ratios are maintained with program must meet the stricter requirements. A program must maintain qualified staff, substitutes and other staff at all times, except for brief absences of appropriate ratios during all hours of program operation, except: a staff member, up to five minutes. Volunteers may replace one of the staff

(i) For brief absences of a teaching staff member for no more than five members during nap time. minutes; and, (ii) During nap time, one teaching staff member may be replaced by one staff member or volunteer who does not meet the teaching qualifications required for the age.

(2) An Early Head Start or Migrant or Seasonal Head Start class that serves children under 36 months old must have two teachers with no more than eight children, or three teachers with no more than nine children. Each teacher must be assigned consistent, primary responsibility for no more than four children to promote continuity of care for individual children. A program must minimize teacher changes throughout a child’s enrollment, whenever possible, and consider mixed age group classes to support continuity of care.

(3) A class that serves a majority of children who are three years old must have no more than 17 children with a teacher and teaching assistant or two teachers. A double session class that serves a majority of children who are three years old must have no more than 15 children with a teacher and teaching assistant or two teachers.

(4) A class that serves a majority of children who are four and five years old must have no more than 20 children with a teacher and a teaching assistant or two teachers. A double session class that serves a majority of children who are four and five years old must have no more than 17 children with a teacher and a teaching assistant or two teachers.

Table to §1302.21(b) — Center-based group size 4 and 5 year olds No more than 20 children enrolled in any class. No more than 17 children enrolled in any double session class. 3 year olds No more than 17 children enrolled in any class. No more than 15 children enrolled in any double session class. Under 3 years old No more than 8 or 9 children enrolled in any class, depending on the number of teachers. Page 1 154 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 (c) Service duration. (1) Early Head Start. (i) By August 1, 2018, a program must provide 1,380 annual hours of planned class operations for all enrolled children. (c) Early Head Start provides at least 1380 hours of planned class operations in (ii) A program that is designed to meet the needs of young parents its full year center based classrooms and the other center based classroom is enrolled in school settings may meet the service duration requirements in paragraph (c)(1)(i) of this section if it operates a center-based designed to meet the needs of young parents enrolled in Stafford schools program schedule during the school year aligned with its local setting, operating a center-based program schedule during the school year education agency requirements and provides regular home-based aligned with the Stafford Schools calendar and providing two weekly home- services during the summer break. based visits of 1 ½ hours each during the summer. Head Start provides at least (2) Head Start. (i) Until a program is operating all of its Head Start 160 days , with intention to expand the number of classes attending to 180 days center-based funded enrollment at the standard described in paragraph for a total of at least1,020 hours of planned class operations, as planned on the (c)(2)(iv) or (c)(2)(v), a program must provide, at a minimum, at least annual school calendar by August 2021. Currently over 67% of the classes 160 days per year of planned class operations if it operates for five attend 180 days. The school calendar has snow or inclement weather make up days per week, or at least 128 days per year if it operates four days per week. Classes must operate for a minimum of 3.5 hours per day. days. (ii) Until a program is operating all of its Head Start center-based funded enrollment at the standard described in paragraph (c)(2)(iv) or (c)(2)(v) of this section, if a program operates a double session variation, it must provide classes for four days per week for a minimum of 128 days per year and 3.5 hours per day. Each double session class staff member must be provided adequate break time during the course of the day. In addition, teachers, aides, and volunteers must have appropriate time to prepare for each session together, to set up the classroom environment, and to give individual attention to children entering and leaving the center. (iii) By August 1, 2019, a program must provide 1,020 annual hours of planned class operations over the course of at least eight months per year for at least 50 percent of its Head Start center-based funded enrollment. (iv) By August 1, 2021, a program must provide 1,020 annual hours of planned class operations over the course of at least eight months per year for all of its Head Start center-based funded enrollment. (v) A Head Start program providing fewer than 1,020 annual hours of planned class operations or fewer than eight months of service is considered to meet the requirements described in paragraphs (c)(2)(iii) and (iv) of this section if its program schedule aligns with the annual hours required by its local education agency for grade one and such alignment is necessary to support partnerships for service delivery. (3) Secretarial determination. (i) On or before February 1, 2018, the Secretary may lower the required percentage described in paragraph (c)(2)(iii) of this section, based on an assessment of the availability of sufficient funding to mitigate a substantial reduction in funded enrollment; and, (ii) On or before February 1, 2020, the Secretary may lower the required percentage described in paragraph (c)(2)(iv) of this section, based on an assessment of the availability of sufficient funding to mitigate a substantial reduction in funded enrollment.

(4) Extension. If an extension is necessary to ensure children enrolled in the program on November 7, 2016 are not displaced from the Early Head Start or Head Start program, a program may request a one-year extension from the responsible HHS official of the requirements outlined in paragraphs (c)(1) and (c)(2)(iii) of this section. Page 2 155 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22

(5) Exemption for Migrant or Seasonal Head Start programs. A Migrant or Seasonal program is not subject to the requirements described in §1302.21(c)(1) or (2), but must make every effort to provide as many days and hours of service as possible to each child and family.

(6) Calendar planning. A program must: (i) Plan its year using a reasonable estimate of the number of days during a year that classes may be closed due to problems such as inclement weather; and, (6) An annual calendar is developed with all holiday and teacher workdays (ii) Make every effort to schedule makeup days using existing included, with at least 5 additional days noted for school closings, including resources if hours of planned class operations fall below the number inclement weather. required per year.

(d) Licensing and square footage requirements. (1) The facilities used (d) Each Head Start classroom exceeds 675 square feet. Each Early Head Start by a program must meet state, tribal, or local licensing requirements, classroom exceeds 300 square feet. Exterior space exceeds 75 sq. ft. per child. even if exempted by the licensing entity. When state, tribal, or local Each classroom is contained in a separate room with walls and doors. requirements vary from Head Start requirements, the most stringent provision takes precedence.

(2) A center-based program must have at least 35 square feet of usable indoor space per child available for the care and use of children (exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child.

(3) A program that operates two or more groups within an area must ensure clearly defined, safe divisions to separate groups. A program must ensure such spaces are learning environments that facilitate the implementation of the requirements in subpart C of this part. The divisions must limit noise transfer from one group to another to prevent disruption of an effective learning environment.

Page 3 156 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 Performance Standards Time Evaluation Objective Strategies Frame Determination 1302.22 Home-based option. (a) Setting. The home-based option delivers the full range of services, consistent with §1302.20(b), through visits with the The home based program serves 12 infants and toddlers and their families with child's parents, primarily in the child's home and through group a minimum of 46 weekly 1 ½ hour sessions and 2 socialization experiences each socialization opportunities in a Head Start classroom, community month for a total of at least 22 group socializations. Socializations are held in facility, home, or on field trips. For Early Head Start programs, facilities that meet the safety standards. the home-based option may be used to deliver services to some or all of a program’s enrolled children. For Head Start programs, the home-based option may only be used to deliver services to a portion of a program’s enrolled children. (b) Caseload. A program that implements a home-based option must maintain an average caseload of 10 to 12 families per home visitor with a maximum of 12 families for any individual home visitor. (c) Service duration. (1) Early Head Start. By August 1, 2017, an Early Head Start home-based program must: (i) Provide one home visit per week per family that lasts at least an hour and a half and provide a minimum of 46 visits per year; and, (ii) Provide, at a minimum, 22 group socialization activities distributed over the course of the program year. (2) Head Start. A Head Start home-based program must: (i) Provide one home visit per week per family that lasts at least an hour and a half and provide a minimum of 32 visits per year; and, (ii) Provide, at a minimum, 16 group socialization activities distributed over the course of the program year. (3) Meeting minimum requirements. A program that implements a home-based option must: (i) Make up planned home visits or scheduled group socialization activities that were canceled by the program, and to the extent possible attempt to make up planned home visits canceled by the family, when this is necessary to meet the minimums described in paragraphs (c)(1) and (2) of this section; and, (ii) Not replace home visits or scheduled group socialization activities for medical or social service appointments for the purposes of meeting the minimum requirements described in paragraphs (c)(1) and (2) of this section. (d) Safety requirements. The areas for learning, playing, sleeping, toileting, preparing food, and eating in facilities used for group socializations in the home-based option must meet the safety standards described in §1302.47(1)(ii) through (viii).

Page 4 157 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 Performance Standards Time Evaluation Objective Strategies Frame Determination 1302.23 Family child care option. (a) Setting. The family child care program option delivers the full range of services, N/A consistent with §1302.20(b). Education and child development services are primarily delivered by a family child care provider in their home or other family-like setting. A program may choose to offer the family child care option if:

(1) The program has a legally binding agreement with one or more family child care provider(s) that clearly defines the roles, rights, and responsibilities of each party, or the program is the employer of the family child care provider, and ensures children and families enrolled in this option receive the full range of services described in subparts C, D, E, F, and G of this part; and,

(2) The program ensures family child care homes are available that can accommodate children and families with disabilities.

(b) Ratios and group size. (1) A program that operates the family child care option where Head Start children are enrolled must ensure group size does not exceed the limits specified in this section. If the family child care provider’s own children under the age of six are present, they must be included in the group size.

(2) When there is one family child care provider, the maximum group size is six children and no more than two of the six may be under 24 months of age. When there is a provider and an assistant, the maximum group size is twelve children with no more than four of the twelve children under 24 months of age.

(3) One family child care provider may care for up to four children younger than 36 months of age with a maximum group size of four children, and no more than two of the four children may be under 18 months of age.

(4) A program must maintain appropriate ratios during all hours of program operation. A program must ensure providers have systems to ensure the safety of any child not within view for any period. A program must make substitute staff and assistant providers available with the necessary training and experience to ensure quality services to children are not interrupted.

(c) Service duration. Whether family child care option services are provided directly or via contractual arrangement, a program must ensure family child care providers operate sufficient hours to meet the child care needs of families and not less than 1,380 hours per year.

(d) Licensing requirements. A family child-care provider must be licensed by the state, tribal, or local entity to provide services in their home or family-like setting. When state, tribal, or local requirements vary from Head Start requirements, the most stringent provision applies.

(e) Child development specialist. A program that offers the family child care option must provide a child development specialist to support family child care providers and ensure the provision of quality services at each family child care home. Child development specialists must:

(1) Conduct regular visits to each home, some of which are unannounced, not less than once every two weeks;

(2) Periodically verify compliance with either contract requirements or agency policy;

(3) Facilitate ongoing communication between program staff, family child care providers, and enrolled families; and,

(4) Provide recommendations for technical assistance and support the family child care provider in developing relationships with other child care professionals. Page 5 158 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.47 Safety practices.

(a) A program must establish, train staff on, implement, and enforce a system of (a) Caring for our Children Basics is part of the required training health and safety practices that ensure children are kept safe at all times. A for all Head Start/Early Head Start employees and is included in program should consult Caring for our Children Basics, available at the training requirements for staff. http://www.acf.hhs.gov/sites/default/files/ecd/caring_for_our_children_basics.pdf, for additional information to develop and implement adequate safety policies and (b)Daily classroom and playground checks ensure facilities are practices described in this part. safe and meet regulations. These are noted in ChildPlus daily by the teachers and the plant engineer. Work orders are sent to (b) A program must develop and implement a system of management, including Maintenance and the Plant Engineer for issues and the Plant ongoing training, oversight, correction and continuous improvement in Engineer has a routine of preventative maintenance. Monthly accordance with §1302.102, that includes policies and practices to ensure all monitoring through the ChildPlus database ensures background facilities, equipment and materials, background checks, safety training, safety checks and safety training are up to date. The facility is audited and hygiene practices and administrative safety procedures are adequate to annually by the Stafford Schools Safety and Security office for ensure child safety. This system must ensure: administrative procedures and facilities safety. The program’s Curriculum Health and Safety policies for safety and hygiene (1) Facilities. All facilities where children are served, including areas for learning, practices are monitored and remediated by the Director and playing, sleeping, toileting, and eating are, at a minimum: Health Coordinator.

(i) Meet licensing requirements in accordance with §§1302.21(d)(1) and (i) Facilities meet licensing requirements. 1302.23(d); (ii) Stafford Schools contracts with a pest service that makes monthly inspections of the facility and remediates as needed. (ii) Clean and free from pests; (iii) The facility is audited annually by Safety and Security office to determine continued absence of pollutants, hazards and toxins. (iii) Free from pollutants, hazards and toxins that are accessible to children and Teachers inspect facilities daily to ensure the absence of hazards could endanger children’s safety; and toxins. (iv) The facility is audited annually by the Stafford Schools Safety (iv) Designed to prevent child injury and free from hazards, including choking, and Security office and includes playground inspections. strangulation, electrical, and drowning hazards, hazards posed by appliances (v) Teachers inspect facilities daily for adequate lighting. and all other safety hazards; Emergency lighting for the facility is provided by a generator, which is inspected at least annually. (v) Well lit, including emergency lighting; (vi) First aid kits are in each classroom, the cafeteria, and play areas. These are stocked regularly by the Health Coordinators. (vi) Equipped with safety supplies that are readily accessible to staff, including, The program has an Automatic Electrical Defibrilator in the front at a minimum, fully-equipped and up-to-date first aid kits and appropriate fire foyer. The program’s clinic has oxygen and other emergency first safety supplies; aid equipment. Charged fire extinguishers are placed throughout the building and checked annually by the fire marshall (vii) Free from firearms or other weapons that are accessible to children; and a contractor. The fire alarm and sprinkler systems are checked annually by a contractor. (viii) Designed to separate toileting and diapering areas from areas for preparing (vii) The facility is a weapon free zone and is secured by a locked food, cooking, eating, or children’s activities; and, entrance, accessible only by photo ID shown to office staff.

Page 6 159 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 (ix) Kept safe through an ongoing system of preventative maintenance. (viii) Toileting and diapering areas are segregated from food preparation, cooking, eating areas and areas used for children’s (2) Equipment and materials. Indoor and outdoor play equipment, cribs, cots, activities. feeding chairs, strollers, and other equipment used in the care of enrolled (ix) The facility has a full time plant engineer who provides children, and as applicable, other equipment and materials meet standards set preventative and routine maintenance. Staff request maintenance by the Consumer Product Safety Commission (CPSC) or the American Society services through an online website. for Testing and Materials, International (ASTM). All equipment and materials must at a minimum: (2) All equipment and materials used in the program meets CPSC or ASTM standards. (i) Be clean and safe for children’s use and are appropriately disinfected; (i) All equipment and materials are clean, safe and appropriately disinfected, and inspected daily by classroom staff and/or the (ii) Be accessible only to children for whom they are age appropriate; plant engineer. (ii) All equipment and materials are only accessible to age (iii) Be designed to ensure appropriate supervision of children at all times; appropriate children. (iii) Classrooms and outdoor facilities are designed to ensure (iv) Allow for the separation of infants and toddlers from preschoolers during play appropriate supervision. in center-based programs; and, (iv) Early Head Start children and staff are housed in a building separate from other Head Start activities, surrounded by a fence. (v) Be kept safe through an ongoing system of preventative maintenance. The infant/toddler playground is separate from the preschool playground by a fence. (3) Background checks. All staff have complete background checks in (v) The facility has a full time plant engineer who provides accordance with §1302.90(b). preventative and routine maintenance on equipment and materials. Staff request maintenance services through an online (4) Safety training. (i) Staff with regular child contact. All staff with regular child website. contact have initial orientation training within three months of hire and ongoing training in all state, local, tribal, federal and program-developed health, safety (3) All staff have the required background checks which are and child care requirements to ensure the safety of children in their care; monitored monthly using the ChildPlus database. including, at a minimum, and as appropriate based on staff roles and ages of children they work with, training in: (4) All new staff have initial orientation training within three months of hire and all staff with regular child contact are required (A) The prevention and control of infectious diseases; to document the following training each year:

(B) Prevention of sudden infant death syndrome and use of safe sleeping (A) The prevention and control of infectious diseases; practices; (B) Prevention of sudden infant death syndrome and use of safe (C) Administration of medication, consistent with standards for parental consent; sleeping practices;

(D) Prevention and response to emergencies due to food and allergic reactions; (C) Administration of medication, consistent with standards for parental consent; (E) Building and physical premises safety, including identification of and protection from hazards, bodies of water, and vehicular traffic; (D) Prevention and response to emergencies due to food and allergic reactions; (F) Prevention of shaken baby syndrome, abusive head trauma, and child maltreatment; (E) Building and physical premises safety, including identification of and protection from hazards, bodies of water, and vehicular (G) Emergency preparedness and response planning for emergencies; traffic; Page 7 160 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22

(H) Handling and storage of hazardous materials and the appropriate disposal of (F) Prevention of shaken baby syndrome, abusive head trauma, biocontaminants; and child maltreatment;

(I) Appropriate precautions in transporting children, if applicable; (H) Handling and storage of hazardous materials and the appropriate disposal of biocontaminants; (J) First aid and cardiopulmonary resuscitation; and, (I) Appropriate precautions in transporting children, if applicable; (K) Recognition and reporting of child abuse and neglect, in accordance with the requirement at paragraph (b)(5) of this section; (J) First aid and cardiopulmonary resuscitation; and,

(ii) Staff without regular child contact. All staff with no regular responsibility for or (K) Recognition and reporting of child abuse and neglect, in contact with children have initial orientation training within three months of hire; accordance with the requirement at paragraph (b)(5) of this ongoing training in all state, local, tribal, federal and program-developed health section; and safety requirements applicable to their work; and training in the program’s emergency and disaster preparedness procedures. (ii) All Staff are required to document the following training each year: (5) Safety practices. All staff and consultants follow appropriate practices to keep (A) State, local, tribal, federal and program-developed health children safe during all activities, including, at a minimum: and safety requirements applicable to their work (b) Training in the program’s emergency and disaster (i) Reporting of suspected or known child abuse and neglect, including that staff preparedness procedures. comply with applicable federal, state, local, and tribal laws; (5) All staff and consultants keep children safe during all (ii) Safe sleep practices, including ensuring that all sleeping arrangements for activities, reporting suspected or known child abuse and neglect, children under 18 months of age use firm mattresses or cots, as appropriate, and following safe sleep practices, providing adequate indoor and and for children under 12 months, soft bedding materials or toys must not be outdoor supervision of children at all time, only releasing children used; to an authorized adult, and following all the Head Start Standards of Conduct. (iii) Appropriate indoor and outdoor supervision of children at all times; (6) All staff follow sanitary hygiene practices, including following (iv) Only releasing children to an authorized adult, and; program toileting, hand washing and diapering procedures. Staff involved in food preparation use sanitary hygiene practices and (v) All standards of conduct described in §1302.90(c). keep food at appropriate temperatures. All staff following the Stafford Schools OSHA policies for bloodborne pathogens and (6) Hygiene practices. All staff systematically and routinely implement hygiene bodily fluids. practices that at a minimum ensure:

(i) Appropriate toileting, hand washing, and diapering procedures are followed;

(ii) Safe food preparation; and,

(iii) Exposure to blood and body fluids are handled consistent with standards of the Occupational Safety Health Administration.

Page 8 161 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 (7) Administrative safety procedures. Programs establish, follow, and practice, as appropriate, procedures for, at a minimum: (7) An annual calendar is planned the preceding year which includes all emergency and fire drills as well as staff CPR and (i) Emergencies; First Aid training during the first week. (i) The program has three lockdown, two tornado and one (ii) Fire prevention and response; earthquake drill each year. The program also has three bus evacuation drills. Each classroom and office has a posted (iii) Protection from contagious disease, including appropriate inclusion and emergency medical plan. The program has a Crisis Plan. exclusion policies for when a child is ill, and from an infectious disease outbreak, (ii) The program has at least 12 fire drills each year, with a including appropriate notifications of any reportable illness; minimum of one a month during school sessions. The fire marshal conducts an annual inspection and Stafford Schools (iv) The handling, storage, administration, and record of administration of Office of Safety and Security conducts an annual inspection. Fire medication; extinguishers, fire alarms and sprinklers are inspected annually by contractors. (v) Maintaining procedures and systems to ensure children are only released to (iii) The Head Start Health Coordinators are Registered Nurses an authorized adult; and, as well as school nurses and follows all Stafford Schools policies for contagious disease, including inclusion and exclusion policies, (vi) Child specific health care needs and food allergies that include accessible and notifies the Health Department appropriately when there is an plans of action for emergencies. For food allergies, a program must also post infectious disease outbreak. Exclusion policies are posted and on individual child food allergies prominently where staff can view wherever food is the Stafford Schools website. The cleaning contractor disinfects served. sinks, door handles and toileting areas daily and classroom staff disinfect tables before and after eating. Classroom staff also (8) Disaster preparedness plan. The program has all-hazards emergency disinfect toys and instructional materials when contaminated. The management/disaster preparedness and response plans for more and less likely Head Start Curriculum Health and Safety policies are followed to events including natural and manmade disasters and emergencies, and violence protect students from contagious disease. in or near programs. (iv) The Health Coordinators, the Early Head Start Health Coordinator, the Director, the Assistant Principals and at least two (c) A program must report any safety incidents in accordance with other staff are trained in medication administration, including §1302.102(d)(1)(ii). appropriate documentation required before and after administration, handling and storage. Medication administration is documented in the Health Office database. (v) A list of authorized adults for student release is generated by the parent(s)/guardian and maintained in ChildPlus and the Transportation database for bus drivers. All adults must present a picture ID to the bus driver or Head Start office staff before a child is released. At the center, picture IDs are scanned into a child abuse database before the adult can enter child activity areas. Authorized adults must sign students out at the center. Bus drivers check off students on their daily log when an authorized adult has received the child. (vi) Any child with health care needs or food allergies requiring emergency protocols must have a medical care plan written by their physician. These are filed in a notebook in the clinic. All food restrictions with student names are posted in the cafeteria, in the classroom, and in food carts.

Page 9 162 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 (8) The Melchers Complex and North Star Early Childhood Education Center have a Crisis Plan, revised annually, based on Stafford Schools Crisis Plan. (c) All bus accidents or other safety incidents are reported to the Region III program specialist as soon as possible by the Head Start Director or Assistant Director. Student accidents and Workmens Compensation injuries are reported to Stafford Schools Office of Safety and Security, who consolidate required state and federal reports from all of the schools.

Page 10 163 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 Performance Standard Time Evaluation Objectives Strategies Frame Determination

1303.40 Purpose. This subpart prescribes what a grantee must establish to show it is eligible to All guidelines in 1303.40 are followed for the purchase, construction or purchase, construct and renovate facilities as outlined in section 644(c), (f) and (g) of the Act. It explains how a grantee may apply for funds, details what renovation of facilities with federal funds and appropriate authorization is measures a grantee must take to protect federal interest in facilities purchased, obtained from the Office of Head Start. constructed or renovated with grant funds, and concludes with other administrative provisions. This subpart applies to major renovations. It only applies to minor renovations and repairs, when they are included with a purchase application and are part of purchase costs.

1303.41 Approval of previously purchased facilities. If a grantee purchased a facility after December 31, 1986, and seeks to use grant funds to continue to pay purchase costs for the facility or to refinance current indebtedness and use grant funds to service the resulting debt, the grantee may apply for funds to meet those costs. The grantee must submit an application that conforms to requirements in this part and in the Act to the responsible HHS official. If the responsible HHS official approves the grantee’s application, Head Start funds may be used to pay ongoing purchase, costs, which include principal and interest on approved loans.

1303.42 Eligibility to purchase, construct, and renovate facilities. (a) Preliminary eligibility. (1) Before a grantee can apply for funds to purchase, construct, or renovate a facility under §1303.44, it must establish that: (i) The facility will be available to Indian tribes, or rural or other low-income communities; (ii) The proposed purchase, construction or major renovation is within the grantee’s designated service area; and, (iii) The proposed purchase, construction or major renovation is necessary because the lack of suitable facilities in the grantee’s service area will inhibit the operation of the program. (2) If a program applies to construct a facility, that the construction of such facility is more cost-effective than the purchase of available facilities or renovation. (b) Proving a lack of suitable facilities. To satisfy paragraph (a)(1)(iii) of this section, the grantee must have a written statement from an independent real estate professional familiar with the commercial real estate market in the grantee’s service area, that includes factors considered and supports how the real estate professional determined there are no other suitable facilities in the area.

Page 11 164 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1303.44 Applications to purchase, construct, and renovate facilities.

(a) Application requirements. If a grantee is preliminarily eligible under §1303.42 to apply for funds to purchase, construct, or renovate a facility, it must submit to the responsible HHS official:

(1) A statement that explains the anticipated effect the proposed purchase, construction or renovation has had or will have on program enrollment, activities and services, and how it determined what the anticipated effect would be;

(2) A deed or other document showing legal ownership of the real property where facilities activity is proposed, legal description of the facility site, and an explanation why the location is appropriate for the grantee’s service area;

(3) Plans and specifications for the facility, including square footage, structure type, the number of rooms the facility will have or has, how the rooms will be used, where the structure will be positioned or located on the building site, and whether there is space available for outdoor play and for parking;

(4) Certification by a licensed engineer or architect that the facility is, or will be upon completion, structurally sound and safe for use as a Head Start facility and that the facility complies, or will comply upon completion, with local building codes, applicable child care licensing requirements, the accessibility requirements of the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, the Flood Disaster Protection Act of 1973, and the National Historic Preservation Act of 1966;

(5) A description of proposed renovations or repairs to make the facility suitable for program activities, and plans and specification that describe the facility after renovation or repair;

(6) A proposed schedule that details when the grantee will acquire, renovate, repair and occupy the facility;

(7) An estimate by a licensed independent certified appraiser of the facility’s fair market value after proposed purchase and associated repairs and renovations construction, or major renovation is completed is required for all facilities activities except for major renovations to leased property;

(8) The cost comparison described in §1303.45;

(9) A statement that shows what share of the purchase, construction, or major renovation will be paid with grant funds and what the grantee proposes to contribute as a nonfederal match to the purchase, construction or major renovation;

(10) A statement from a lender, if a grantee applies to use Head Start funds to continue purchase on a facility or refinance existing debt on a facility that indicates the lender is willing to comply with §1303.49;

(11) The terms of any proposed or existing loan(s) related to purchase, construction or major renovation of the facility, including copies of any funding commitment letters, mortgages, promissory notes, potential security agreements to be entered into, information on all other sources of funding, construction or major renovation, and any restrictions or conditions imposed by other funding sources;

Page 12 165 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 (12) A Phase I environmental site assessment that describes the environmental condition of the proposed facility site and any structures on the site;

(13) A description of the efforts by the grantee to coordinate or collaborate with other providers in the community to seek assistance, including financial assistance, prior to the use of funds under this section; and,

(14) Any additional information the responsible HHS official may require.

(b) Additional requirements for leased properties. (1) If a grantee applies to renovate leased property, it must submit to the responsible HHS official information described in paragraph (a) of this section, a copy of the existing or proposed lease agreement, and the landlord or lessor’s consent.

(2) If a grantee applies to purchase a modular unit it intends to site on leased property or on other property the grantee does not own, the grantee must submit to the responsible HHS official information described in paragraph (a) of this section and a copy of the proposed lease or other occupancy agreement that will allow the grantee access to the modular unit for at least 15 years.

(c) Non-federal match. Any non-federal match associated with facilities activities becomes part of the federal share of the facility.

1303.45 Cost-comparison to purchase, construct, and renovate facilities. (a) Cost comparison. (1) If a grantee proposes to purchase, construct, or renovate a facility, it must submit a detailed cost estimate of the proposed activity, compare the costs associated with the proposed activity to other available alternatives in the service area, and provide any additional information the responsible HHS official requests. The grantee must demonstrate that the proposed activity will result in savings when compared to the costs that would be incurred to acquire the use of an alternative facility to carry out program.

(2) In addition to requirements in paragraph (1) of this section, the grantee must:

(i) Identify who owns the property;

(ii) List all costs related to the purchase, construction, or renovation;

(iii) Identify costs over the structure’s useful life, which is at least 20 years for a facility that the grantee purchased or constructed and at least 15 years for a modular unit the grantee renovated, and deferred costs, including mortgage balloon payments, as costs with associated due dates; and,

(iv) Demonstrate how the proposed purchase, construction, or major renovation is consistent with program management and fiscal goals, community needs, enrollment and program options and how the proposed facility will support the grantee as it provides quality services to children and families.

(b) Continue purchase or refinance. To use funds to continue purchase on a facility or to refinance an existing indebtedness, the grantee must compare the costs of continued purchase against the cost of purchasing a comparable facility in the service area over the remaining years of the facility’s useful life. The grantee must demonstrate that the proposed activity will result in savings when compared to the cost that would be incurred to acquire the use of an alternative facility to carry out the program.

(c) Multi-purpose use. If the grantee intends to use a facility to operate a Head Start program and for another purpose, it must disclose what percentage of the facility will be used for non-Head Start activities, along with costs associated with those activities, in accordance with applicable cost principles. Page 13 166 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 Caring for Our Children Basics Standard Time Evaluation Objectives Strategies Frame Determination Facilities, Supplies, Equipment, and Environmental Health 5.1.1.2 The buildings have a Certificate of Occupancy Permit issued in 5.1.1.2 Inspection of Buildings 1991 and 2019 for an educational facilities. Existing and/or newly constructed, renovated, remodeled, or altered buildings should be inspected by a building inspector to ensure compliance with applicable state and local building and fire codes before the building can be 5.1.1.3 The Rising Star Melchers Complex and North Star buildings have used for the purpose of early care and education. an annual Fire Prevention Code Permits for an Assembly/Educational Facility, including maintaining, storing or handling hazardous materials 5.1.1.3 Compliance with Fire Prevention Code appropriately. This permit is issued by the Deputy Chief Fire Marshal after Programs should comply with a state-approved or nationally recognized fire prevention code, such as the National Fire Protection Association (NFPA) 101: an annual inspection. Life Safety Code. 5.1.1.5 Lead and asbestos testing and abatement was done prior to the 5.1.1.5 Environmental Audit of Site Location building occupation in 2002. This and other toxic or contamination reports prior to building construction or occupation are kept on file in the Stafford An environmental audit should be conducted before construction of a new building; renovation or occupation of an older building; or after a natural disaster Schools Planning and Construction office. The water used in the buildings to properly evaluate and, where necessary, remediate or avoid sites where is provided by Stafford County utilities and is tested regularly. children's health could be compromised. A written report that includes any remedial action taken should be kept on file. The audit should include 5.1.6.6 Permanent barriers are provided at the sides of all stairs, ramps assessments of: and walking surfaces higher than 30 inches. a) Potential air, soil, and water contamination on program sites and outdoor play spaces; 19 5.2.4.2 All accessible electrical outlets have shutter mechanisms , screwed b) Potential toxic or hazardous materials in building construction, such as lead on safety covers, or have safety covers that cannot be easily removed by a and asbestos; and child c) Potential safety hazards in the community surrounding the site.

5.1.6.6 Guardrails and Protective Barriers 5.2.4.4 There are no electrical devices allowed within two feet of a water Guardrails or protective barriers, such as baby gates, should be provided at source. open sides of stairs, ramps, and other walking surfaces (e.g., landings, balconies, porches) from which there is more than a 30 inch vertical distance to 5.2.8.1 Stafford Schools has an integrated pest management program, fall. including contracted pest control services with monthly inspections.

5.2.4.2 Safety Covers and Shock Protection Devices for Electrical Outlets All accessible electrical outlets should be “tamper-resistant electrical outlets” that contain internal shutter mechanisms to prevent children from sticking objects into receptacles. In settings that do not have “tamper-resistant electrical outlets,” outlets should have “safety covers” that are attached to the electrical outlet by a screw or other means to prevent easy removal by a child. “Safety plugs” may also be used if they cannot be easily removed from outlets by children and do not pose a choking risk. 5.2.4.4 Location of Electrical Devices near Water No electrical device or apparatus accessible to children should be located so it could be plugged into an electrical outlet while a person is in contact with a water source, such as a sink, tub, shower area, water table, or swimming pool.

5.2.8.1 Integrated Pest Management Programs should adopt an integrated pest management program to ensure long-term, environmentally sound pest suppression through a range of practices including pest exclusion, sanitation and clutter control, and elimination of conditions that are conducive to pest infestations.

Page 14 167 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 5.2.9.1 Use and Storage of Toxic Substances All toxic substances should be inaccessible to children and should not be used 5.2.9.1 All toxic substances are stored in locked cabinets or cabinets when children are present. Toxic substances should be used as recommended by the manufacturer and stored in the original labeled containers. The telephone above child reach. All toxic substances are stored in the original labeled number for the poison control center should be posted and readily accessible in containers. There is an Emergency Medical Plan posted in each classroom emergency situations. and office with emergency medical numbers, including Poison Control.

5.2.9.5 Carbon Monoxide Detectors 5.2.9.5 Carbon monoxide detectors are not necessary at this time, in all Programs should meet state or local laws regarding carbon monoxide detectors, including circumstances when detectors are necessary. Detectors should be areas, but are in every classroom. tested monthly, and testing should be documented. Batteries should be changed at least yearly. Detectors should be replaced according to the 5.3.1.1/5.5.06/5.5.0.7 All equipment, materials, furnishings and play areas manufacturer’s instructions. are inspected daily by classroom teachers. In addition playgrounds are inspected annually by the Office of Safety and Security. Inspections 5.3.1.1/5.5.0.6/5.5.0.7 Safety of Equipment, Materials, and Furnishings Equipment, materials, furnishings, and play areas should be sturdy, safe, in include reporting: good repair, and meet the recommendations of the CPSC. Programs should a) Openings that could entrap a child's head or limbs; attend to, including, but not limited to, the following safety hazards: b) Elevated surfaces that are inadequately guarded; a) Openings that could entrap a child's head or limbs; c) Lack of specified surfacing and fall zones under and around climbable equipment; b) Elevated surfaces that are inadequately guarded; d) Mismatched size and design of equipment for the intended users; c) Lack of specified surfacing and fall zones under and around climbable e) Insufficient spacing between equipment; equipment; f) Tripping hazards; d) Mismatched size and design of equipment for the intended users; g) Components that can pinch, sheer, or crush body tissues; e) Insufficient spacing between equipment; h) Equipment that is known to be of a hazardous type; f) Tripping hazards; i) Sharp points or corners; g) Components that can pinch, sheer, or crush body tissues; j) Splinters; h) Equipment that is known to be of a hazardous type; k) Protruding nails, bolts, or other parts that could entangle clothing or snag skin; i) Sharp points or corners; l) Loose, rusty parts; j) Splinters; m) Hazardous small parts that may become detached during normal use or reasonably k) Protruding nails, bolts, or other parts that could entangle clothing or snag foreseeable abuse of the equipment and that present a choking, aspiration, or ingestion skin; hazard to a child; l) Loose, rusty parts; n) Strangulation hazards (e.g., straps, strings, etc.); m) Hazardous small parts that may become detached during normal use or o) Flaking paint; reasonably foreseeable abuse of the equipment and that present a choking, p) Paint that contains lead or other hazardous materials; and aspiration, or ingestion hazard to a child; q) Tip-over hazards, such as chests, bookshelves, and televisions. n) Strangulation hazards (e.g., straps, strings, etc.); Plastic bags that are large enough to pose a suffocation risk as well as matches, candles, o) Flaking paint; and lighters should not be accessible to children. p) Paint that contains lead or other hazardous materials; and q) Tip-over hazards, such as chests, bookshelves, and televisions. 5.3.1.12 Each building has a walkie talkie that communicates with Stafford Plastic bags that are large enough to pose a suffocation risk as well as Schools Office of Safety and Security and the Sheriff’s Department. In matches, candles, and lighters should not be accessible to children. addition each classroom has a portable walkie talkie to communicate with

5.3.1.12 Availability and Use of a Telephone or Wireless Communication Device the office. When making home visits or on field trips, staff carry a personal The facility should provide at all times at least one working non-pay telephone cell phone, used only when necessary and not while driving a vehicle. All or wireless communication device for general and emergency use on the school buses have a radio for contacting the Transportation Department premises of the child care program, in each vehicle used when transporting Dispatch office. children, and on field trips. While transporting children, drivers should not operate a motor vehicle while using a mobile telephone or wireless communications device when the vehicle is in motion or traffic. 5.4.5.2 All cribs are in compliance with all current safety standards. Cribs are furnished with a fitted sheet, and labeled for each child’s exclusive use. 5.4.5.2 Cribs and Play Yards Cribs are placed 3 feet apart and not located near window blinds, draperies, Before purchase and use, cribs and play yards should be in compliance with or electrical cords. Cribs are placed so that staff can view sleeping infants current CPSC and ASTM International safety standards that include ASTM at all times and sleeping infants are checked every 15 minutes. Cribs are F1169-10a Standard Consumer Safety Specification for Full-Size Baby Cribs, ASTM F406-13, Standard Consumer Safety Specification for Non-Full-Size labeled with the assigned child’s name.

Page 15 168 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 Baby Cribs/Play Yards, or the CPSC 16 CFR 1219, 1220, and 1500—Safety Standards for Full-Size Baby Cribs and Non-Full-Size Baby Cribs; Final Rule. Programs should only use cribs for sleep purposes and ensure that each crib is a safe sleep environment as defined by the American Academy of Pediatrics. Each crib should be labeled and used for the infant's exclusive use. Cribs and mattresses should be thoroughly cleaned and sanitized before assignment for use by another child. Infants should not be placed in the cribs with items that could pose a strangulation or suffocation risk. Cribs should be placed away from window blinds or draperies. 5.5.0.8 Firearms and other weapons are not allowed on the premises and 5.5.0.8 Firearms signs are posted. All adults must present a picture ID before being Center-based programs should not have firearms or any other weapon on the admitted into the building and any firearm, knife, or other weapon is not premises at any time. If present in a family child care home, parents should be allowed. If anyone brings a weapon into the building the Sheriff’s notified and these items should be unloaded, equipped with child protective Department is contacted immediately and the building is placed on a devices, and kept under lock and key with the ammunition locked separately in areas inaccessible to the children. Parents/guardians should be informed about lockdown. this policy.

5.6.0.1: First Aid and Emergency Supplies 5.6.0.1 First aid kits are located in each classroom in closed containers on The facility should maintain up-to-date first aid and emergency supplies in each high shelves within reach of staff but out of children’s reach. First aid kits location in which children are cared. The first aid kit or supplies should be kept in a closed container, cabinet, or drawer that is labeled and stored in a location are located near each playground area, in the gymnasium, cafeteria and in known to all staff, accessible to staff at all times, but locked or otherwise each Head Start vehicle, including school buses. Kits are restocked after inaccessible to children. When children leave the facility for a walk or to be each use. transported, a designated staff member should bring a transportable first aid kit. In addition, a transportable first aid kit should be in each vehicle that is used to transport children to and from the program. First aid kits or supplies should be restocked after each use. 6.1.0.6/6.1.0.8/6.3.1.1 Play areas are enclosed with fences or natural Play Areas/Playgrounds barriers. Openings are less than 3 ½ inches. There are at least two exits 6.1.0.6/6.1.0.8/6.3.1.1 Location of Play Areas near Bodies of Water/ Enclosures to each play area. The fencing is in good condition and is not easy to for Outdoor Play Areas/Enclosure of Bodies of Water climb. Teachers and the plant engineer inspect the fences and play areas The outdoor play area should be enclosed with a fence or natural barriers. Fences and barriers should not prevent the supervision of children by daily. Gates are equipped with latches that are placed high enough to be caregivers/teachers. If a fence is used, it should be in good condition and out of student reach. conform to applicable local building codes in height and construction. These areas should have at least two exits, with at least one being remote from the buildings. Gates should be equipped with self-closing and positive self-latching closure mechanisms that are high enough or of a type such that children cannot open it. The openings in the fence and gates should be no larger than 3 ½ inches. The fence and gates should be constructed to discourage climbing. Outside play areas should be free from unsecured bodies of water. If present, all water hazards should be inaccessible to unsupervised children and enclosed with a fence that is 4 to 6 feet high or higher and comes within 3 ½ inches of the ground.

Page 16 169 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 STATE BOARD OF SOCIAL SERVICES Time Evaluation STANDARDS FOR LICENSED Strategies Frame Determination CHILD DAY CENTERS 22 VAC 40-185-430. Equipment and materials. 22 VAC 40-185-430 A. Furnishings, equipment, and materials shall be of an appropriate size for the child using it. B. Materials and equipment available shall be age and stage appropriate for the A.B. Furnishing, equipment and materials are size, age and stage children and shall include an adequate supply as appropriate for each age group of appropriate for the children. Sufficient quantities of materials for arts and arts and crafts materials, texture materials, construction materials, music and sound crafts, texture, construction, music and sound, social living, and materials, books, social living equipment, and manipulative equipment. manipulatives. C. Play equipment used by children shall meet the following requirements: 1. Openings above the ground or floor which allow a 3-1/2 inch by 6-1/4 inch rectangle to fit through shall also allow a nine-inch circle to fit through; C. D. E. All playground equipment meets current playground regulations 2. S-hooks where provided may not be open more than the thickness of a penny; and and is inspected daily by the classroom teachers and plant engineer, as 3. Have no protrusions, sharp points, shearing points, or pinch points. D. The unenclosed climbing portion of slides and climbing equipment used by well as annually by Stafford Schools Office of Safety and Security. toddlers and preschool children shall not be more than seven feet high and must be located over resilient surfacing where outdoors, and shall not be more than five feet F. G. H. All indoor slides and climbing equipment is less than 36 inches high where indoors. high and all is located on a resilient surface. There are no trampolines. E. Centers may not install after June 1, 2005, any slide or climbing equipment to be used by preschoolers or toddlers when the climbing portion of the equipment is more than six feet in height. I. J. Toothbrushes, pacifiers and other items for personal use are F. The climbing portions of indoor slides and climbing equipment over 18 inches shall individually assigned and protected from contamination by others. not be over bare flooring. G. The climbing portions of indoor slides and climbing equipment 36 inches or more Disposable products are discarded after use. shall be located over a resilient surface. H. Trampolines may not be used. K. Each child has a cubby or locker for personal belongings. EXCEPTION: The requirements of subsections A through H of this section shall not prohibit child day programs providing care for school-age children at a location that is currently approved by the Department of Education or recognized as a private school L.M. Infant walkers and portable play yards are not used. by the State Board of Education for school occupancy and that houses a public or private school during the school year from permitting school-age children to use N. When a product or equipment is recalled it is immediately removed from outdoor play equipment and areas approved for use by students of the school during school hours. use and discarded I. If combs, toothbrushes, or other personal articles are used, they shall be individually assigned. O. P. Portable water coolers are cleaned and sanitized after each use, kept J. Disposable products shall be used once and discarded. securely closed and liquid is drawn out of the attached faucet. Water for K. Provision shall be made for an individual place for each child's personal belongings. field trips or buses is in closed containers. L. Infant walkers shall not be used. M. Play yards where used shall: Q. When children are in wheelchairs, cushioned vinyl-covered floor mats 1. Meet the Juvenile Products Manufacturers Association (JPMA) and the American Society for Testing and Materials (ASTM) requirements and shall are used when children are out of their wheelchairs. retain the manufacturer's label documenting product compliance with current safety standards at the time they were manufactured; 2. Not be used after recalled; 3. Not use any pillows or filled comforters; 4. Not be used for the designated sleeping areas; 5. Not be occupied by more than one child; and 6. Be sanitized each day of use or more often as needed. N. Upon being informed that a product has been recalled, center staff shall remove the item from the center. O. Where portable water coolers are used, they shall be of cleanable construction, maintained in a cleaned condition, kept securely closed and so designed that water may be withdrawn from the container only by water tap or faucet. P. Drinking water which is transported to camp sites shall be in closed containers. Q. Therapeutic child day programs and special needs child day programs serving children who use wheelchairs shall provide cushioned vinyl-covered floormats for use when activities require children to be out of their wheelchairs. Page 17 170 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 STATE BOARD OF SOCIAL SERVICES Time Evaluation STANDARDS FOR LICENSED Strategies Frame Determination CHILD DAY CENTERS

22 VAC 40-185-440. Cribs, cots, rest mats, and beds. 22 VAC 40-185-440. A. Cribs, cots, rest mats or beds shall be provided for children during the designated rest period and not be occupied by more than one child at a time. B. Cribs, cots, rest mats, and beds shall be identified for use by a specific child. Early Head Start children sleep in cribs or on cots, depending on their stage C. Double decker cribs, cots, or beds, or other sleeping equipment when stacked of development. All children under 12 months sleep in cribs. Cribs used shall not be permitted. must be in compliance with all current regulations and the mattress must fit D. Occupied cribs, cots, rest mats, and beds shall be at least 2-1/2 feet from any heat tightly enough to not allow an inch of space between it and the rails. The producing appliance. E. There shall be at least 12 inches of space between occupied cots, beds, and rest rails must be up and secured except when a staff member is directly in mats. contact with the infant, attending to the needs of the child. Head Start Exception: Twelve inches of space are not required where cots, beds, or rest mats children sleep on vinyl rest mats covered with a washable case. Each are located adjacent to a wall or a divider as long as one side is open at all times to allow for passage. sleeping item, including linens is labeled with the child’s name. Cots and F. If rest mats are used, they shall have cushioning and be sanitized on all sides rest mat covers are washed and sanitized weekly. A sanitizer is used on weekly or before use by another child. cots and rest mat covers are sanitized with water or heat over 140 degrees. G. Cribs shall be used for children under 12 months of age and for children over 12 Crib linens are washed and sanitized daily. Mattresses are covered with a months of age who are not developmentally ready to sleep on a cot or mat. H. Cribs shall meet the following requirements: waterproof material which is also cleaned and sanitized daily. Cribs are 1. They shall meet the Consumer Product Safety Commission Standards at the placed 3 feet apart. Cots and rest mats are placed 12 inches apart to allow time they were manufactured; passage. Cribs, cots and rest mats may not be placed within reach of 2. They shall not have been recalled; 3. There shall be no more than six centimeters or 2-3/8 inches of space between hanging cords, fabric or blinds. Toys or objects may only be hung over the slats; cribs of infants five months or younger who cannot push up on hands and 4. There shall be no more than one inch between the mattress and the crib; and knees. Children under two years of age may not use pillows, cushioned 5. End panel cut-outs in cribs shall be of a size not to cause head entrapment. comforters, or crib bumpers. I. Cribs shall be placed where objects outside the crib such as cords from blinds or curtains are not within reach of infants or toddlers. J. There shall be at least: 1. Twelve inches of space between the sides and ends of occupied cribs except where they touch the wall; and 2. Thirty inches of space between service sides of occupied cribs and other furniture where that space is the walkway for staff to gain access to any occupied crib. K. Crib sides shall be up and the fastenings secured when a child is in the crib, except when a staff member is giving the child immediate attention. L. Pillows and filled comforters shall not be used by children under two years of age. M.Use of crib bumper pads shall be prohibited. N. Toys or objects hung over an infant in a crib and crib gyms that are strung across the crib may not be used for infants over five months of age or infants who are able to push up on their hands and knees. 22 VAC 40-185-450. Linens. A. Cribs, cots, mats and beds used by children other than infants during the designated rest period or during evening and overnight care shall have linens consisting of a top cover and a bottom cover or a one-piece covering which is open on three edges. Cribs when being used by infants shall have a bottom cover. B. Linens shall be assigned for individual use. C. Linens shall be clean and washed at least weekly. 1. Crib sheets shall be clean and washed daily. 2. When centers wash the linens, the water shall be above 140°F or the dryer shall heat the linens above 140°F as verified by the manufacturer or a sanitizer shall be used according to the manufacturer's instructions. D. Pillows when used shall be assigned for individual use and covered with pillow cases. E. Mattresses when used shall be covered with a waterproof material which can be cleaned and sanitized.

Page 18 171 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FACILITIES MATERIALS, EQUIPMENT, and SAFETY 2021-22 STATE BOARD OF SOCIAL SERVICES Time Evaluation STANDARDS FOR LICENSED CHILD DAY CENTERS Strategies Frame Determination 22 VAC 40-185-460. Swimming and wading activities; staff and supervision. 22 VAC 40-185-460 22 VAC 40-185-480. A. The staff-to-children ratios required by 22VAC40-185-350 E, G, and H shall be The staff to child ratio is always maintained when using portable wading maintained while children are participating in swimming or wading activities. 1. Notwithstanding the staff-to-children ratios already indicated, at no time shall there pools or when taking field trips to swimming facilities and head counts are be fewer than two staff members supervising the activity. taken regularly, at least every 15 minutes. All portable wading pools should 2. The designated certified lifeguard shall not be counted in the staff-to-children have less than 1 foot of water. A certified lifeguard is also on duty at all ratios. swimming facilities used for field trips. Children are not allowed in water B. If a pool, lake, or other swimming area has a water depth of more than two feet, a certified lifeguard holding a current certificate shall be on duty supervising the children over their heads unless accompanied by their parent. Wading and field participating in swimming or wading activities at all times when one or more children trips to swimming facilities require parent permission and only occur during are in the water. daylight hours. C. The lifeguard certification shall be obtained from an organization such as, but not limited to, the American Red Cross, the YMCA, or the Boy Scouts. 22 VAC 40-185-470. Pools and equipment. A. When permanent swimming or wading pools are located on the premises of the center, the following shall apply: 1. The manufacturer's specifications for operating the pool shall be followed as well as any local ordinances and any Department of Health requirements for swimming pools; 2. Pools constructed, renovated, or remodeled after April 1, 1986, shall have a statement in writing of their inspection and approval from the local building official when such approval is required; 22 VAC 40-185-470. There are no permanent swimming or wading pools 3. Outdoor swimming pools shall be enclosed by safety fences and gates which located on the premises. are in compliance with the applicable edition of the Virginia USBC (13VAC5-62) and shall be kept locked when the pool is not in use; 4. Entrances to indoor swimming pools shall be locked when the pool is not in use; and 5. A whistle or other audible signaling device, a buoy or a lemon line, a reach pole, and a backboard shall be available at the swimming or wading site. B. If children are allowed to swim in a lake or other place other than a pool, safe swimming areas shall be clearly marked and there shall be appropriate water safety equipment. C. Piers, floats, and platforms shall be in good repair and where used for diving, the minimum water depth shall be stated on the deck or planking. D. If portable wading pools without integral filter systems are used, they shall be emptied after the use of each group of children, rinsed, and filled with clean water, or more frequently as necessary. E. Children who are not toilet trained may not use portable wading pools. F. After each day's use, portable wading pools shall be emptied, sanitized, and stored in a position to keep them clean and dry. 22 VAC 40-185-480. Swimming and wading; general. A. The center shall have emergency procedures and written safety rules for swimming or wading or follow the posted rules of public pools that are: 1. Posted in the swimming area when the pool is located on the premises of the center; and 2. Explained to children participating in swimming or wading activities. B. The center shall maintain (i) written permission from the parent of each child who participates in swimming or wading and (ii) a statement from the parent advising of a child's swimming skills before the child is allowed in water above the child's shoulder height. C. Staff shall have a system for accounting for all children in the water. D. Outdoor swimming activities shall occur only during daylight hours unless underwater and deck lighting is provided.

Page 19 172 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.34 Parent and family engagement in education and child development services.. (a) 1. Parents are informed when new curriculum is added and asked for feedback through policy Ongoing Monthly News Letter council. Parents representing the classrooms are voted to serve on the Policy Council. (a) Purpose. Center-based and family child care programs must structure education 2. Parents serve as resource persons for classroom activities. Specifically, during the program and child development services to recognize parents’ roles as children’s lifelong year parents will: Volunteer forms, educators, and to encourage parents to engage in their child’s education. a. Help to plan and participate in monthly events at school. Ongoing applicant application b. Act as volunteers (health, clinic, classroom, field trip helpers, and office help.) for employment (b) Engaging parents and family members. A program must offer opportunities for c. Demonstrate their special talents and skills for the children in the classroom, e.g., Foods & parents and family members to be involved in the program’s education services and Skills/Cooking Classes, speaking another language, playing music, or sharing their professional Google Meets implement policies to ensure: skills, cultural attire and traditions, etc. virtual or in-person. Sign in sheets d. Provide one on one help with children, read to the class and help with daily routines. (1) The program’s settings are open to parents during all program hours; 3. Parents are also encouraged to attend Family Night every other Monday night where the focus is HV forms on promoting literacy for both child and parent. (2) Teachers regularly communicate with parents to ensure they are well-informed 4. Head Start offers on site GED classes free of charge for parents as well as refer families to about their child’s routines, activities, and behavior; ESOL classes within the community for those that are interested in improving their English skills. Family Partnership 5. Teachers speak at Policy Council regarding current curriculum being taught in the classroom Agreements (3) Teachers hold parent conferences, as needed, but no less than two times per which gives parents an opportunity to ask questions or make suggestions teaching activities for program year, to enhance the knowledge and understanding of both staff and future curriculum. parents of the child’s education and developmental progress and activities in the 6. Staff encourages parents to further their education. A survey of parents’ educational attainment program; and goals is conducted at enrollment. The family goals and objective forms includes educational Resource Board goals for completion of a high school education or higher education and family service workers (4) Parents have the opportunity to learn about and to provide feedback on selected (FSW) will assist families with higher education resources. Onset at beginning of curricula and instructional materials used in the program; (b) Parents and family members are encouraged to take an active role in volunteering in the year and ongoing classroom, participate with Policy Council or Parent Center Committee throughout the year; as well follow up during (5) Parents and family members have opportunities to volunteer in the class and as share in the decision-making process in the Program Self Assessments, Health Advisory school year. during group activities; Committee, and Crisis Intervention Team. 1. Head Start/Early Head Start is open to parents and guardians whenever school is open or during special events. (6) Teachers inform parents, about the purposes of and the results from screenings 2. Welcome signs are displayed throughout the school. and assessments and discuss their child’s progress; 3. Head Start Teachers are required to complete two home visits a year in addition to two scheduled parent-teacher conferences. There are four home visits for Early Head Start during the (7) Teachers, except those described in paragraph (b)(8) of this section, conduct at school year and weekly during the summer EHS. In some cases behavior logs or daily notes are least two home visits per program year for each family, including one before the sent home as a form of communication between teacher and parent. Teachers are also available program year begins, if feasible, to engage the parents in the child’s learning and via phone during certain times of the day. All encounters serves as a means to discuss student development, except that such visits may take place at a program site or another progress, family’s progress on goals and future recommendations for child’s learning activities. safe location that affords privacy at the parent’s request, or if a visit to the home Virtually via google meet or in-person. presents significant safety hazards for staff; and, 4. Complete monthly questionnaires providing suggestions for classroom activities and curriculum development. (8) Teachers that serve migrant or seasonal families make every effort to conduct 5. All Head Start/ Early Head Start parents are encouraged to volunteer in the classroom or home visits to engage the family in the child’s learning and development. throughout the school. All participation is voluntary and Auction a virtual thank you celebration is held at the end the year to honor volunteers. All volunteers sign in at front desk with date, time and type of volunteer activity. 6. The need for a specific screening or test in addition to the result are shared with parents via letter home, face to face meeting, in the form of report cards or virtually. 7. Teachers make all efforts to meet with families prior to the first day of school to start rapport building and share expectations with child and parent. In the home, Teachers are to complete at least two home visits during the school year. 8. n/a

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1302.46 Family support services for health, nutrition, and mental health. (a). (i) Comprehensive education program for staff and parents includes programs in health care, Proof of medical forms (a) Parent collaboration. Programs must collaborate with parents to promote children’s health dental care, parenting skills, nutrition, mental health, and child health and development. Ongoing and well-being by providing medical, oral, nutrition and mental health education support ii. Parents are empowered to obtain a medical and dental check-up for their children; if requests are services that are understandable to individuals, including individuals with low health literacy. made then appropriate referrals are given. (b). (i) (ii) (iii) (iv) 1. Parents are offered free CPR and First Aid training in the Fall on site at Head Training plans (b) Opportunities. (1) Such collaboration must include opportunities for parents to: Start. (Contingent on Covid-19) 2. Dental care and hygiene are discussed and promoted by the health coordinator and information Ongoing Child Health Record (i) Learn about preventive medical and oral health care, emergency first aid, environmental is published in the monthly newsletter. Local dentist provide training materials to parents. hazards, and health and safety practices for the home including health and developmental 3. During the virtual/in-person baby shower hosted by EHS there are local law enforcement and Google Meet consequences of tobacco products use and exposure to lead, and safe sleep; medical staff that discuss safe sleep, smoke detectors and ensuring home is baby and toddler safe. Sign in sheets 4. Fire Drills, tornado, lock down and earthquake drill are provided each year for staff and parents (ii) Discuss their child’s nutritional status with staff, including the importance of physical students. activity, healthy eating, and the negative health consequences of sugar-sweetened beverages, 5. Safety practices will be taught on an on-going basis: proper hand washing, food handling, and how to select and prepare nutritious foods that meet the family’s nutrition and food brushing teeth and sneezing, etc. budget needs; 6. Information shall be provided, to parents, of available health resources in the community Medicaid & dental providers (Community Connections Directory -211). MH forms, DECA (iii) Learn about healthy pregnancy and postpartum care, as appropriate, including 7. Opportunities shall be provided for parents to learn the principles of preventive health, CPR, result letters breastfeeding support and treatment options for parental mental health or substance use emergency first-aid measures and safety practices. Programs on Lead Poisoning and other special Aug-April problems, including perinatal depression; topics, as indicated by interest, are offered throughout the program year. 8. Individual instructions will be given to staff and families throughout the program year based on (iv) Discuss with staff and identify issues related to child mental health and social and individual health needs, for example: diabetes, asthma, SIDS, etc. emotional well-being, including observations and any concerns about their child’s mental 9.On site or virtual dietician/nutritionist and WIC are available for consultation with families health, typical and atypical behavior and development, and how to appropriately respond to 10. Programs and materials will be provided throughout the program year on Maternal, postpartum their child and promote their child’s social and emotional development; and, and Prenatal care in addition to consultation with Early Head Start nurse, and at the baby shower. (v) 1. Monthly newsletters are online on the Head Start website, speakers at Parent Center Records from (v) Learn about appropriate vehicle and pedestrian safety for keeping children safe. Committee and at the EHS baby shower discussing safe practices for vehicles and pedestrians. Insurance coordinator 2. October Parent Center Committee speaker is a bus driver who discuss with parent’s safety (2) A program must provide ongoing support to assist parents’ navigation through health practices. Vehicle and pedestrian safety training is also provided. systems to meet the general health and specifically identified needs of their children and must 2(i). Head Start has an on-site FAMIS Coordinator that is available to assist families with insurance Flyer, minutes from assist parents: questions, applications and follow up on an application. meetings (ii, iii) Head Start disability coordinator, health coordinator and other related staff hold 504 (i) In understanding how to access health insurance for themselves and their families, meetings, create action plans for medical conditions and meet during Student Education Committee including information about private and public health insurance and designated enrollment (SEC) with parents to discuss treatment plan or assessment results as well as put in place needed periods; supports and services for child. Monthly newsletter includes much health, safety, nutrition, and mental health information including the effects of tobacco and exposure to lead. (ii) In understanding the results of diagnostic and treatment procedures as well as plans for ongoing care; and,

(iii) In familiarizing their children with services they will receive while enrolled in the program and to enroll and participate in a system of ongoing family health care.

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1302.50 Family engagement. (a).Head Start encourage and incorporates family engagement throughout the year with a variety of activities offered; family’s skills and strengths are used during the school year activities as Partnership Agreement (a) Purpose. A program must integrate parent and family engagement strategies into well. Needs are identified via self-report, use of needs assessment and additional surveying all systems and program services to support family well-being and promote children’s methods. Family’s needs are met either by services offered on site or virtually by Head Start or Ongoing learning and development. Programs are encouraged to develop innovative two- community referral. Family Needs generation approaches that address prevalent needs of families across their program (b). (1). We offer engagement activities throughout the year to encourage and promote parents Assessment that may leverage community partnerships or other funding sources. as the child’s first teacher and help encourage parents involvement in child’s learning and development; Monthly Men’s events, Family Night literacy activities, volunteering in the Onset of enrollment (b) Family engagement approach. A program must: classroom, reading to class and incorporating parents’ skills in the classroom setting. and ongoing follow up (2) Meetings and interactions with families are respectful of each family’s diversity. Family Record (1) Recognize parents as their children’s primary teachers and nurturers and Multiculturalism Policy to include parent curriculum and Ready Rosie implement intentional strategies to engage parents in their children’s learning and a. Teachers and staff invite parents from different cultures to share their culture and traditions development and support parent-child relationships, including specific strategies for virtually/face-to-face in the classroom and at meetings. father engagement; b. Family Night presents books representing diversity and uses holiday activities to explore other cultures. Volunteer forms, (2) Develop relationships with parents and structure services to encourage trust and c. The curriculum contributes to strengthening student’s sense of individual identity as well as Family Night respectful, ongoing two-way communication between staff and parents to create examines the similarities and differences both within and among groups. welcoming program environments that incorporate the unique cultural, ethnic, and d. Strategies are planned to create acceptable alternatives when working with parents and Ongoing linguistic backgrounds of families in the program and community; students whose family beliefs do not permit participation in holiday celebrations. e. Pictures and posters reflect many difference races and ethnic groups. Training and (3) Collaborate with families in a family partnership process that identifies needs, f. The selection of literature includes accounts of people of a variety of backgrounds. Sign in sheet interests, strengths, goals, and services and resources that support family well-being, g. Support paper work, applications and surveys reflect the primary languages served. including family safety, health, and economic stability; Translation services are offered as needed either via in person, phone or video conferencing h. The Focus 5, Conscious Discipline, Handle with Care, Al’s Pal’s, Second Steps, Educational (4) Provide parents with opportunities to participate in the program as employees or program, helps students develop problem-solving skills to deal with real-life problems and volunteers; encourages students to respect one another. i. Staff members are sensitive to the individual diversity of families. Interpreters are requested (5) Conduct family engagement services in the family’s preferred language, or through when necessary. Interpreters are available by phone and can be requested in person, staff Family Needs Assessment an interpreter, to the extent possible, and ensure families have the opportunity to members are also trained interpreters. share personal information in an environment in which they feel safe; and, Ongoing (3). Family Service staff works with families upon enrollment with goal setting, identifying needs and (6) Implement procedures for teachers, home visitors, and family support staff to strengths of the families. A Scaled Family Assessment is completed ideally within 45 days of enrollment Volunteer forms share information with each other, as appropriate and consistent with the and at the end of enrollment to assess family’s growth. During the year FSW offer support and community requirements in part 1303 subpart C, of this chapter; FERPA; or IDEA, to ensure referrals based on families’ needs and goals. Monthly follow up is initiated as well to maintain open Sign In Sheet coordinated family engagement strategies with children and families in the classroom, communication and follow up on goal progress; there will be opportunities during the school year for home, and community. parents to respond if they desire to inform our staff if other agencies are working with them on the goal setting progress. If the family feels comfortable in signing permission to release agency information then Home visit form Head Start/Early Head Start in conjunction with the agency or agencies can work in a collaborative basis to empower the family and meet goals. (4). Head Start/Early Head Start is open to parents and guardians whenever school is open or during Staff files, trainings special events. All participation is voluntary and is not required as a condition for a child’s enrollment. Parents are encouraged to volunteer at all levels of Head Start/Early Head Start. A volunteer auction virtual/in-person thank you celebration is held at the end of the year to honor volunteers. Head Start provides many opportunities for parents to participate in the program as employees or volunteers virtually or face-to face. (5) (i) Meetings and interactions with families are respectful of each families diversity. (ii)Support paper work, applications and surveys reflect the primary languages served. (iii)Translation services are offered as needed either via in person, phone or video conferencing. (6). All staff are required to read, review and sign a confidentiality policy as well as a computer usage policy yearly. Head Start has a policy and procedure in place with regards to how a child’s records can be obtained. Child Plus database is used by all staff for documentation and record keeping in which the Director assigns specific access rights based on staff’s role. Synergy is used to keep our attendance records.

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1302.51 Parent activities to promote child learning and development. (a).Head Start encourages the active involvement of parents in their children’s learning and development in the school and home settings; and promotes the participation in activities to enhance parental skills and Ongoing Sign in sheet (a) A program must promote shared responsibility with parents for children’s early learning understanding of their child’s development and learning. The implementation of a Parent Curriculum has and development, and implement family engagement strategies that are designed to foster enhance parent involvement with their child’s development and learning. parental confidence and skills in promoting children’s learning and development. These (1)(i). Parents are encouraged to volunteer in the classroom or virtually via google meet as active strategies must include: participants and observers. Parenting class (ii). Family Night focuses on child and parent interactions based around literacy as well as offering a (1) Offering activities that support parent-child relationships and child development including variety of adult groups to include but not limited to parenting, financial literacy, healthy eating and Sign in sheet language, dual language, literacy, and bi-literacy development as appropriate; nutrition. (iii) Developmentally appropriate information and activities as well as transition information are sent home (2) Providing parents with information about the importance of their child’s regular in the monthly newsletter and yearly calendar. attendance, and partner with them, as necessary, to promote consistent attendance; and, (iv) At each Parent Center Committee meeting there will be time on the agenda for parents to express their issues. A teacher will be present to share curriculum information and to answer any questions. Ongoing Trainings (3) For dual language learners, information and resources for parents about the benefits of (v). Parent trainings are offered on an ongoing basis starting in September. bilingualism and biliteracy. (2). (i) Upon enrollment parents receive a Parent Handbook which explains the importance and expectation of regular attendance. (b) A program must, at a minimum, offer opportunities for parents to participate in a research- (ii). Family service workers monitor daily attendance, A robo call is sent out when children are absent in based parenting curriculum that builds on parents’ knowledge and offers parents the addition to sending attendance letters which corresponds with the number of absences/tardy. Home or opportunity to practice parenting skills to promote children’s learning and development. A virtual visits are also made when needed to discuss with parents regarding a child’s regular absences. program that chooses to make significant adaptations to the parenting curriculum to better (iii). Information is also provided to parents regarding how regular attendance and education/academic Attendance records and meet the needs of one or more specific populations must work with an expert or experts to performance to help encourage parents to maintain good attendance habits. letters develop such adaptations. (3). (i) Head Start offers GED on site and partners with Adult Education, the welcome center offers ESOL classes throughout the year. (ii) Modeling, encouraging and informing parents of the importance of reading and talking to their children in not only their language, but also primary language spoke in school setting. (b) (i) Head Start offers on site or virtual Parenting Classes for birth to 5 to all Head Start and Early Head Start families that is sponsored by Stafford County Department of Social Services. (ii) Head Start partners with Stafford County Department of Social Services and their Parent Education Coordinator provides parenting classes and workshops for our families specifically for the birth-5 age range on site and in the community. Ready Rosie is the research based curriculum chosen by policy council to build parenting skills and promote child learning and development.

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(a) Every family will be given the opportunity to develop and implement a Family Partnership Agreement 1302.52 Family partnership services. (FPA) in partnership with the Family Service Staff/Early Head Start staff that describes family goals, responsibilities, time tables and strategies for achieving these goals. Tracking of family goals will at least (a) Family partnership process. A program must implement a family partnership process that be on a monthly basis unless a family needs more assistance with meeting their goal(s). A copy of the Onset during application Family Needs includes a family partnership agreement and the activities described in this section to support partnership agreement will be given to families and staff after they have signed it. If a family feels they and enrollment and Assessment, Family family well-being, including family safety, health, and economic stability, to support child have met their goals or they do not have a goal or choose not to write goals, the family service staff will use ongoing after Partnership, Family learning and development, to provide, if applicable, services and supports for children with the goal check list if the family still has no short or long term goal(s), or feels this process is not necessary, Records disabilities, and to foster parental confidence and skills that promote the early learning and then the FSW/EHS’s staff will make note of parents request and sign and date that this process was development of their children. The process must be initiated as early in the program year as attempted. In home-based/virtual options the FPA will include the above information and the specific roles possible and continue for as long as the family participates in the program, based on parent of parents in home visits and group socialization activities. Services for expecting families will also be interest and need. addressed in the FPA. (b) At the beginning of the enrollment period the Family Service Workers complete the Scaled Family Referrals (b) Identification of family strengths and needs. A program must implement intake and family Needs Assessment in which each family identifies where they identify their level of need or areas of assessment procedures to identify family strengths and needs related to the family engagement strengths for each of the corresponding areas. The Family Service Workers use this information to help outcomes as described in the Head Start Parent Family and Community Engagement guide goal setting as well as guide their referrals. The same assessment is completed at the end of Framework, including family well-being, parent-child relationships, families as lifelong enrollment as well to help highlight areas where there were improvements as well a areas still in need. After Records from outside educators, families as learners, family engagement in transitions, family connections to peers the family is assessed, they work with the Family Service Worker to work in partnership with the parent(s) collaborating agencies and the local community, and families as advocates and leaders. on family goal(s) Follow-up or tracking on the family’s progress will be on at least a monthly basis by phone call, email, home/virtual visit and/or center visit, or corresponding letters and surveys. There will be (c) Individualized family partnership services. A program must offer individualized family opportunities during the school year for parents to respond if they desire to inform our staff if other agencies partnership services that: are working with them on the goal setting progress. If the family feels comfortable in signing permission to release agency information then Head Start/Early Head Start in conjunction with the agency or agencies can (1) Collaborate with families to identify interests, needs, and aspirations related to the family work in a collaborative basis to empower the family and meet goals. engagement outcomes described in paragraph (b) of this section; (c) (1) Family Service Workers engage in constant communication with families that includes Home visits or virtual visits, center visits, monthly contacts in which they assess family’s needs, goal progression as well (2) Help families achieve identified individualized family engagement outcomes; as helping the families capitalize on any opportunities within the school or community in which a families interest or strengths can be utilized. This process starts at enrollment and continues throughout the year. (3) Establish and implement a family partnership agreement process that is jointly developed (2). To help each family achieve their goals, and make improvements in the family engagement outcomes and shared with parents in which staff and families to review individual progress, revise goals, there are specific strategies, in addition to supports/referral that are available to each family to aid them as evaluate and track whether identified needs and goals are met, and adjust strategies on an they work toward their goals. ongoing basis, as necessary, and; (3) After goal setting is completed, FSW follow up on goals monthly via a home/virtual visit, center visit or phone call. This process allows the family service worker to offer any additional supports or referral that are (4) Assign staff and resources based on the urgency and intensity of identified family needs and needed as well as give the family an opportunity to make needed change to previously decided partnership goals. agreement. (4). Additional resources are identified and shared with family in need as well as resources that are available (d) Existing plans and community resources. In implementing this section, a program must take within the school. into consideration any existing plans for the family made with other community agencies and (d) ) A question on the Family Assessment Information form will address if a family has a family plan in availability of other community resources to address family needs, strengths, and goals, in effect with another agency to avoid duplication of services. A Request for Information Form signed by the order to avoid duplication of effort. parent, to exchange information from the agency will enable Head Start/Early /Head Start and other agencies to work together for common goals.

Performance Standard Time Evaluation Objectives Strategies Frame Determination

Page -5 - 177 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 1302.53 Community partnerships and coordination with other early childhood and education programs. (a)(1)(i )Head Start’s common goal is to work with area community agencies to develop partnerships between Head Start/Early Head Start and the community. Inter-agency meetings are Referrals (a) Community partnerships. (1) A program must establish ongoing collaborative designed to collaborate on services provided in the community and needed changes, and assess relationships and partnerships with community organizations such as establishing joint the delivery of community services to children and families in accordance with the agency’s agreements, procedures, or contracts and arranging for onsite delivery of services as confidentiality policies. The Head Start/Early Head Start staff serves on several committees. Community Resource appropriate, to facilitate access to community services that are responsive to (ii) Effort will be made to develop Partnership Agreements with agencies that contribute to Head Guide children’s and families’ needs and family partnership goals, and community needs and Start/Early Head Start. The agreements will state a common purpose between Head Start/Early resources, as determined by the community assessment. Head Start and the community agency and services provided by both parties involved. Monthly News Letter (iii) Head Start/Early Head Start has an annual Family Services Advisory Committee Meeting. (2) A program must establish necessary collaborative relationships and partnerships, (2)(a) Efforts will be made to establish ongoing collaborative relations with community Child Health Record with community organizations that may include: organizations to promote general health with children and families. (b) The Child Health record will be filled out on every Head Start/Early Head Start student to Ongoing (i) Health care providers, including child and adult mental health professionals, assess the health of the family. Health care providers such as clinics, physicians, dentists and Family Needs Medicaid managed care networks, dentists, other health professionals, nutritional other health care professionals will be listed. If the family has no health insurance a referral for Assessments service providers, providers of prenatal and postnatal support, and substance abuse Medicaid or FAMIS (Family Access to Medical Insurance Security) or a list of possible dentists or treatment providers; physicians will be given to the families for health care. (c) Head Start/Early Head Start has a Health Services Advisory committee that meets at least Volunteer forms (ii) Individuals and agencies that provide services to children with disabilities and their twice a year or more as needed made up of community members. families, elementary schools, state preschool providers, and providers of child care (i) (1) Annual vision screenings are provided for all Head Start children by MD’s from Premier services; Eyecare. Hearing and speech screenings are provided on site by staff. If a referral for glasses is needed the Lions Club may cover the cost of further examinations and costs of (iii) Family preservation and support services and child protective services and any glasses.(Contingent on Covid-19) Sign in sheets other agency to which child abuse must be reported under state or tribal law; (2) Stafford Hospital Foundation Grant and Potomac Health Foundation provides an on-site FAMIS Plus Outreach Coordinator to assist with the application process if no medical insurance is (iv) Educational and cultural institutions, such as libraries and museums, for both available. children and families; (3) Community Health Center of the Rappahannock Region (4) PEID (Parent Education & Infant Development) (v) Temporary Assistance for Needy Families, nutrition assistance agencies, workforce (5) Enroll Virginia provides a navigator to help families enroll health insurance. development and training programs, adult or family literacy, adult education, and post- (6) Stafford Lion’s Club provides vision screening with their Pediavision equipment. secondary education institutions, and agencies or financial institutions that provide (7) Mobile Dental Smiles Van can be accessed for children that have not established a dental asset-building education, products and services to enhance family financial stability home and then will be referred to a local dentist.(Contingent on Covid-19) and savings; (8) The Rappahannock Community Services Board, which works on a sliding scale basis, is a Approved Menu resource for many mental health concerns. Project Link a division under the RACSB and/or (vi) Housing assistance agencies and providers of support for children and families provides services to parents involved with substance abuse issues. experiencing homelessness, including the local educational agency liaison designated (9) The classroom teachers conduct a lesson on Al’s Pals 2 times per week on social and under section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless Assistance Act (42 emotional development. U.S.C. 11431 et seq.); (10) Mental Health Coordinator is shared between North Star & Rising Star. (11) A list of mental health resources is compiled annually of mental health providers and is (vii) Domestic violence prevention and support providers; and, accessible to parents and staff (12) The Registered Dieticians will oversee and approve our school menu each month. (viii) Other organizations or businesses that may provide support and resources to Information will be provided to families on the WIC program. All children eligible for WIC in our families. program are strongly encouraged to participate in WIC program. WIC clinic on site or virtual on Mondays (13) A SNAP Ed. (Supplemental Nutrition Assistance Program) representative from the VA Cooperative Extension office will also provide group and individual in-services on nutrition, called LEAP. Virginia Cooperative Extension Agent will be invited on a regular basis to share information about nutrition and budgeting. The agency provides an article for our newsletter on related issues. (14) VA Cooperative Extension office will offer courses or information to parents and staff on nutrition and budgeting called “Eating Smart, Being Active” 5. (15) The school nutrition program provides the USDA breakfast and lunch program. USDA provides reimbursement for qualifying foods served at Early Head Start Socializations for home based children. Head Start allows funding for snack foods. (16)Collaborate with social services and the Salvation Army on holiday Assistance Programs. (17) On site WIC and EHS nurse that visits with pregnant mothers and offers support and referrals during and post -pregnancy. (ii)(1) Stafford County Schools as well as Stafford Head Start and Early Head Start follow the Special Education process if/when a child is referred for a full evaluation.

Page -6 - 178 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 (2). Partnership agreements are made between LEA Stafford County Public Schools Department and Head Start, Early Head Start and PEIDs, on a yearly basis determining roles and responsibilities and services provided. Special Education Ongoing forms (3). Assistant Education and Disabilities Coordinator attends the Special Education designee monthly meeting held by Stafford County Schools. (4) We have an area Child Find through the PEID Program, RACSB, and the Stafford County Schools. Family Partnership (5). The Parent Resource Center (PRC) on-site or virtually assists families of children with agreement and contact Special Needs with concerns about their children, and those families involved in the Special reports Education process. The PRC also offers resources such as a library and videos for parents, staff and community. (6). The Disabilities Resource Center provides services and resources to our community. (iii)(1) Many agencies and organizations offer parenting support services to families. Some may include: Dept. of Social Services, Rappahannock Regional Library, Project Link, Va. Cooperative Extension office & S.E.R.V.E., etc. (2). The National Counseling Group offers mental health services on site/virtual and a weekly contact with parent. (3) Many representatives from area agencies provide in-services and workshops about the services their agencies offer at the Parent Center Committee meetings. (4). Family Service Advisory will host a community meeting annually. (5). Parenting class and support group is offered every other Monday Night, provided by local community partners (Contingent on Convid-19) (6) The Department of Social Services/ Child Protective Services investigates and counsels abusing families under the protective services function. They have a toll free number open 24 hours a day or the Stafford Sheriff’s Office on-call 24 hours as well. Sign in sheets (7) The agency offers parenting courses that are voluntary, but sometimes court ordered. (iv) (1) Student Volunteers” provide childcare, homework instructions, and activities for the evening Family Night class. Some groups have developed beautification projects for the school. Flyers, job resource Student groups include: Students Serving Stafford Interact, Learn and Serve, and Childcare Class board Students. (2). The Rappahannock Regional Library offers programs to the community and Head Start/Early Head Start. The preschoolers visit the library on field trips. With permission every child secures a library card while in Head Start/Early Head Start. (3). The Marine Corps provide Toys for Tots and other volunteer projects. (4). Area Nursing schools provide nursing students to shadow Head Start Nurse to include Germanna and Career Training Solutions (CTS) (5). Parents plan an annual Parent Field Trip that is educational and includes a visit to a museum or historical site. (Contingent on Convid-19). Volunteer forms (6). Partnership with Adult Education to offer onsite/virtually GED and referral to ESOL classes that Head Start pays for. (v) (1) Head Start parents with local DSS agency and the VIEW program will help families obtain work related experience, onsite WIC clinics on Mondays. (Contingent on Covid-19) (2) Quarterly financial literacy classes are offered virtually by available community partner. (3) Parenting and other adult related group offered every other Monday during Family Night. (4) Adult Education offers GED classes on site/virtually (5) FSW and parents work together to collaborate for online job postings. Online job search engines will be posted on the resource board in the parent room. (6) Information on temporary job agencies will be provided. (9) On-going job search and resume writing assistance, as well as referrals to training programs. By individual request families are referred to goodwill. (vi) (1) The Family Service/Early Head Start Staff will assist in this area from written or verbal contacts throughout the program year. It is recognized that resources for meeting housing needs are extremely limited, but in a crisis need and a less immediate basis. In handling housing crisis situations, the Family Service Staff may use any of the following approaches. (2) When eviction is imminent, direct appeal may be made to the Salvation Army, Thurman Brisben Homeless Shelter, or the Loisann’s Hope House/Safe Haven shelter for transitional housing or Central VA Housing Coalition, Section 8 housing, and ACTS homeless shelter. (3). Contact may be made with the landlord on the family’s behalf and with their consent in attempts to either alleviate the crisis or allow time for short-term planning, thereby easing family Page -7 - 179 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 disruption. The Family Service Staff’s role is as an advocate. The FSW plans to assess the facts as completely and accurately as possible (within the allowable time frame) and to serve as Ongoing mediator between parties involved in a non-judgmental fashion. (4) For planned housing needs, the family shall be referred to the Central VA Housing Coalition, or Quinn Rivers. Referrals for low cost rental apartments will be referred to subsidized public Family referrals and housing developments. It is assumed that the family will take the initiative in locating their own contact record housing and that the Family Service Staff may serve as a facilitator through transportation, helping families make reasonable plans, budget assessment, and helping parents to clarify total housing costs. (3). Assistant Education and Disabilities Coordinator attends the Special Education designee monthly meeting held by Stafford County Schools. (4) We have an area Child Find through SCPS. The PEID Program is through RACSB to provide McKinney- Vento for students under 3. referrals forms/change (5). The Parent Resource Center (PRC) on-site or virtual assists families of children with Special information forms Needs with concerns about their children, and those families involved in the Special Education process. The PRC also offers resources such as a library and videos for parents, staff and community. (iii)(1) Many agencies and organizations offer parenting support services to families. Some may include: Dept. of Social Services, Rappahannock Regional Library, Project Link, Va. Cooperative Extension office & S.E.R.V.E., etc. (2). The National Counseling Group offers mental health services on site or virtually or a weekly contact with parent. (3) Many representatives from area agencies provide in-services and workshops about the services their agencies offer at the Parent Center Committee meetings. (5). Parenting class and support group is offered every other Monday Night, provided by local community partners (Contingent on Covid-19) (6) The Department of Social Services/ Child Protective Services investigates and counsels abusing families under the protective services function. They have a toll free number open 24 hours a day or the Stafford Sheriff’s Office on-call 24 hours as well. (7) The agency offers parenting courses that are voluntary, but sometimes court ordered. (2). The Rappahannock Regional Library offers programs to the community and Head Start/Early Head Start. The preschoolers visit the library on field trips. With permission every child secures a library card while in Head Start/Early Head Start. (3). The Marine Corps provide Toys for Tots (4). Area Nursing schools provide nursing students to shadow Head Start Nurse to include Germanna and Career Training Solutions (CTS) (5). Parents plan an annual Parent Field Trip that is educational and includes a visit to the community. (Contingent on Covid-19) (6). Partnership with Adult Education to offer onsite GED and referral to ESOL classes that Head Start pays for. (v) (1) Head Start parents with local DSS agency and the VIEW program will help families obtain work related experience, onsite WIC clinics on Mondays. (Contingent on Covid-19) (2) Quarterly financial literacy classes are offered by available community partner. (3) Parenting and other adult related group offered every other Monday during Family Night. (4) Adult Education offers GED classes on site/virtually (5) FSW and parents work together to collaborate for online job postings. Online job search engines will be posted on the resource board in the parent room. (6) Information on temporary job agencies will be provided by FSW upon requested from families. (8) Flyers will be sent out from time to time on employment opportunities. (9) On-going job search and resume writing assistance, as well as referrals to training programs. By individual request families are referred to goodwill. (vi) (1) The Family Service/Early Head Start Staff will assist in this area from written or verbal contacts throughout the program year. It is recognized that resources for meeting housing needs are extremely limited, but in a crisis need and a less immediate basis. In handling housing crisis situations, the Family Service Staff may use any of the following approaches. (2) When eviction is imminent, direct appeal may be made to Thurman Brisben Homeless Shelter, or the Loisann’s Hope House or Central VA Housing Coalition, and ACTS homeless shelter. (b) Coordination with other programs and systems. A program must take an active role (4) For planned housing needs, the family shall be referred to the Central VA Housing Coalition, in promoting coordinated systems of comprehensive early childhood services to low- Referrals for low cost rental apartments will be referred to subsidized public housing Page -8 - 180 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 income children and families in their community through communication, cooperation, developments. It is assumed that the family will take the initiative in locating their own housing Updated annually and and the sharing of information among agencies and their community partners, while and that the Family Service Staff may serve as a facilitator helping families make reasonable revised as needed protecting the privacy of child records in accordance with subpart C of part 1303 of this plans, budget assessment, and helping parents to clarify total housing costs. chapter and applicable federal, state, local, and tribal laws. (5) Information is shared on local financial institutions to establish credit and savings accounts. (6) Head Start Staff and FSW refer families to United Way for income tax filing to assist on (1) Memorandum of understanding. To support coordination between Head Start and Earned Income Tax Credit (EITC) and child credit refunds. Records of MOU publicly funded preschool programs, a program must enter into a memorandum of (7) Habitat for Humanity will help eligible families obtain home ownership or help with home understanding with the appropriate local entity responsible for managing publicly repairs and; funded preschool programs in the service area of the program, as described in section (8) FSW and ERSEA will send referrals to McKinney-Vento Case Manager for eligibility 642(e)(5) of the Act. determination. Sending accurate referrals assist to expedite appropriate services and support to homeless families. Data entered x2 (2) Quality Rating and Improvement Systems. A program, with the exception of (vii)(1) Head Start school social worker make referrals and advocate for families to local domestic American Indian and Alaska Native programs, must participate in its state or local violence agency. Specific system records Quality Rating and Improvement System (QRIS) if: (2) Local domestic violence agency partner with Head Start and attend community meetings to offer information on services and how to access them. (i) Its state or local QRIS accepts Head Start monitoring data to document quality (3) Local agencies offer in-services for parents and staff during Parent Center Committee. indicators included in the state’s tiered system; (viii) (1) Many service organizations, churches, and clubs offer services to Head Start. Thanksgiving and Christmas bring many efforts of kindness including food, clothing, and toys. (ii) Participation would not impact a program’s ability to comply with the Head Start Organizations help with financial and other concerns throughout the school year including but not Program Performance Standards; and, limited to: Salvation Army, Stafford Co. Sheriff’s Dept. and Fire Department, Stafford Lions Club. American Legion, SERVE, Girl Scouts, and area businesses. (iii) The program has not provided the Office of Head Start with a compelling reason (2) Stafford Ministerial Association is providing free bi-weekly meals for our Family Literacy not to comply with this requirement. Nights. (3) Regional Adult Education has a satellite site at our center, which offers daytime and evening classes 4 days a week virtually. (3) Data systems. A program, with the exception of American Indian and Alaska Native programs unless they would like to and to the extent practicable, should integrate and share relevant data with state education data systems, to the extent practicable, if the program can receive similar support and benefits as other participating early childhood programs.

(4) American Indian and Alaska Native programs. An American Indian and Alaska Native program should determine whether or not it will participate in the systems described in paragraphs (2) and (3) of this section.

(b) Head Start are strong partners with Childcare Network and Smart Beginnings Rappahannock Area serving on the Community Transition Steering Committee. There is a memorandum of understanding (MOU) on file which outlines the partnerships between both parties and how the needs of the head start families and community are met. (1). MOU with Stafford County Public Schools for Virginia Preschool Initiative and transition services which is updated annually (2) (i) (ii) (iii) Stafford County Public Schools Head Start participates in the Virginia Quality Rating System ; agreement is reviewed and signed annually online. (3) Program enters data into the Virginia Department of Education, Virginia Preschool Initiative system and University of Virginia PAL’s system during the spring and fall. (4) NA

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Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.63 Coordination and collaboration with the local agency responsible for implementing IDEA. (a)Head Start works with PEID’s age birth-3 for early intervention services and Child Find age 3 (a) A program must coordinate with the local agency responsible for implementing and up to for preschool age children. Ongoing IDEA to identify children enrolled or who intend to enroll in a program that may be (b) A MOU with Stafford County Schools and PEIDS has been established to provide special eligible for services under IDEA, including through the process described in education services to children and is updated annually. Referrals §1302.33(a)(3) and through participation in the local agency Child Find efforts. (c)(1)(2) The Student Education Committee meets when a need has been identified or based on referral. Parents are included in these meetings. Based on screenings, assessments, student (b) A program must work to develop interagency agreements with the local agency progress the team makes the decision if there is additional testing for special education services Special Education responsible for implementing IDEA to improve service delivery to children eligible for needed and if IEP-IFSP is needed. forms services under IDEA, including the referral and evaluation process, service (d) Copies of student IEP’s or IFSP’s are retained for five years. coordination, promotion of service provision in the least restrictive appropriate community-based setting and reduction in dual enrollment which causes reduced time Minutes for SEC in a less restrictive setting, and transition services as children move from services meetings provided under Part C of IDEA to services provided under Part B of IDEA and from preschool to kindergarten.

(c) A program must participate in the development of the IFSP or IEP if requested by the child’s parents, and the implementation of the IFSP or IEP. At a minimum, the Child record program must offer:

(1) To provide relevant information from its screenings, assessments, and observations to the team developing a child’s IFSP or IEP; and,

(2) To participate in meetings with the local agency responsible for implementing IDEA to develop or review an IEP or IFSP for a child being considered for Head Start enrollment, a currently enrolled child, or a child transitioning from a program.

(d) A program must retain a copy of the IEP or IFSP for any child enrolled in Head Start for the time the child is in the program, consistent with the IDEA requirements in 34 CFR parts 300 and 303.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.70 Transitions from Early Head Start. (c) (1) A transition plan is required at 27 months of age before the child enters the 3 year old (c) Family collaborations. A program must collaborate with parents of Early Head Head Start class to discuss transition from Early Head Start with the parent. All Early Head Start October Start children to implement strategies and activities that support successful transitions students will receive preference for Head Start 3 year-old slots. December from Early Head Start and, at a minimum, provide information about the child’s (2) The ERSEA coordinators will assist families with application for Head Start and Early Head April Newsletters progress during the program year and provide strategies for parents to continue their Start programs, and from Early Head Start to Head Start. Families will have a home and/or Meetings involvement in and advocacy for the education and development of their child. center visit for enrollment and orientation. Records from previous placements will be requested if a slot is available. Transitioning from Early Head Start into Head Start will begin in March of each year for children turning 3 years-old by September 30th. Babies born to pregnant mothers receiving services from Early Head Start will automatically be enrolled at birth. (4) The Early Head Start teacher and the Head Start teacher will meet before the child enters Head Start if necessary. All Early Head Start screenings and assessments will be provided to the Ongoing Head Start program. Orientation for the child and parent will occur with scheduled Head Start orientations.

(a) (1) parent staff conference will be held regularly to share the progress of the child and the teaching assessment observations. (2) The Transition Coordinator and Head Start Staff will coordinate with the Elementary Schools. Every elementary school will receive a packet of information about Head Start. Kindergarten enrollment paperwork is encouraged to be filled out by the parents and Head Start will deliver this 1302.71 Transitions from Head Start to kindergarten. information to Elementary Schools. Battelle Screening (a) Implementing transition strategies and practices. A program that serves children (3) A Kindergarten brunch will be planned in April inviting parents to meet and share elementary Home visits who will enter kindergarten in the following year must implement transition strategies school information, fill out enrollment forms and A Kindergarten Teacher will talk on Kindergarten Sign in sheets to support a successful transition to kindergarten. Readiness.(Contingent on Covid-19) April (4) In October of the following year the Transition Coordinator will contact each family and inquire (b) Family collaborations for transitions. (1) A program must collaborate with parents how that student is doing in Kindergarten. Surveys will be sent to teachers of former Head Start Newsletters of enrolled children to implement strategies and activities that will help parents students on their progress in Kindergarten. advocate for and promote successful transitions to kindergarten for their children, (b) (1) Head start offers a variety of strategies to help support the families and children when including their continued involvement in the education and development of their child. transitioning from Head Start into Kindergarten with a focus on parents involvement and readiness. (2) At a minimum, such strategies and activities must: (2) (i)(ii)(iii)(iv)(1) Parent conferences will be scheduled for Head Start teachers, parents, and Transition Material kindergarten teachers to discuss the developmental progress and abilities of individual children (i) Help parents understand their child’s progress during Head Start; as needed. In planning or updating the IEP the parent and all teachers involved in the student’s Child Record education will have input. (ii) Help parents understand practices they use to effectively provide academic and (2)Education and training will take place through educational conferences, center or virtual visits, social support for their children during their transition to kindergarten and foster their parent/staff conferences, family tracking, teaching assessment observations, curriculum surveys, Kindergarten continued involvement in the education of their child; PCC meetings, PC meetings and the curriculum unit talks by teachers. registration (3) A letter is sent to parents on information about their elementary school with orientation (iii) Prepare parents to exercise their rights and responsibilities concerning the information and school supply lists, etc. education of their children in the elementary school setting, including services and See 45 CFR 1304.41 h supports available to children with disabilities and various options for their child to (4)Transition training will be offered to Head Start/Early Head Staff and parents on related topics participate in language instruction educational programs; and, such as Child Development, readiness skills, and Preschool/Kindergarten transition topics. (5). A transition informational flyer is included in the Head Start monthly newsletter. (iv) Assist parents in the ongoing communication with teachers and other school personnel so that parents can participate in decisions related to their children’s (c) (1) The Head Start Transition Specialist will coordinate with the elementary schools for the education. kindergarten transition. The kindergarten enrollment forms will be filled out by the parents or guardian. Head Start will deliver the enrollment forms along with supporting information such as (c) Community collaborations for transitions. (1) A program must collaborate with local cumulative health record, shot record, assessment results and proof of residence. The Family education agencies to support family engagement under section 642(b) (13) of the Services Workers and Spanish Interpreter will follow up on needed information. Interaction with Act and state departments of education, as appropriate, and kindergarten teachers to the Principal and Vice Principal will take place in early spring during the recruitment process to implement strategies and activities that promote successful transitions to kindergarten plan kindergarten tours. Every elementary school will receive a packet of information about Head for children, their families, and the elementary school. Start and application forms.

(2) (i)(ii)(iii) (1) contacts will be made to teachers in kindergarten and the results of the Speed Dial 4 screening, student assessment & observations, and sample of the child’s writing and art work will be included. The county school nurses will be sent the cumulative health forms and care Page -11 - 183 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 plans. All IEP and special education folders will be forwarded to the elementary school, including (2) At a minimum, such strategies and activities must include: confidential records, IEP, Mental Health Intervention Plan, and other pertinent information. (2) A monitoring letter is sent to social workers or guidance counselors for students (i) Coordination with schools or other appropriate agencies to ensure children’s recommended for any mentoring programs. A postcard is prepared by the Transition Specialist relevant records are transferred to the school or next placement in which a child will and sent to each elementary school Guidance Counselor for them to mail to transitioning Head enroll, consistent with privacy requirements in subpart C of part 1303 of this chapter; Start students to welcome them to that school. (3) Transition Specialist will update the Synergy on information concerning the school where the April (ii) Communication between appropriate staff and their counterparts in the schools to student will be attending next year. facilitate continuity of learning and development, consistent with privacy requirements (4) Surveys will be sent to teachers of former Head Start students on their progress in in subpart C of part 1303 of this chapter; and, Kindergarten, including Pal’s scores results. This data is shared with Head Start teaching staff Transition material for program improvement. (iii) Participation, as possible, for joint training and professional development activities (5) Head Start teachers are required to meet with Elementary Teachers as needed. Parent for Head Start and kindergarten teachers and staff. conferences will be scheduled for Head Start teachers, parents, and kindergarten teachers to discuss the developmental progress and abilities of individual children as needed. Child Record (3) A program that does not operate during the summer must collaborate with school (6) In planning or updating the IEP the parent and all teachers involved in the student’s districts to determine the availability of summer school programming for children who education will have input. will be entering kindergarten and work with parents and school districts to enroll (7) Head Start staff and FSW will encourage families to apply for the wrap around daycare fund children in such programs, as appropriate. and to consult with the childcare network for training and information for daycare and child development with the department of social services. (d) Learning environment activities. A program must implement strategies and (8) Transition training will be offered to Head Start/Early Head Staff and parents on related topics activities in the learning environment that promote successful transitions to such as Child Development, readiness skills, and Preschool/Kindergarten transition topics. kindergarten for enrolled children, and at a minimum, include approaches that familiarize children with the transition to kindergarten and foster confidence about (3) Currently there is no summer program offered; Stafford Head Start has a transition plan in the such transition. MOU with Stafford County Public Schools and will continue to work to support Kindergarten transition as well as other students in the community. (e) Transition services for children with an IEP. A program must provide additional transition services for children with an IEP, at a minimum, as described in subpart F of (d) (1) A letter is sent to parents on information about their elementary school with orientation this part. information and school supply lists, etc. See 45 CFR 1304.41 h(4) (2).Kindergarten Brunch (3) Kindergarten Field Trips - Children will receive a tour of the Elementary School where they will be attending next school year.

(e) (1)Transitioning from Head Start to the school system is accomplished by the Head Start speech-language therapist contacting therapists and parents encouraging them to establish a transition conference. (2)For children who leave Head Start for Kindergarten, their IEPs are sent on to the receiving elementary school. (3)Parents are informed through the IEP process that student records will be forwarded to the designated school. A record transmittal form is filled out and follows the student file as record of receipt. Copies of all student information obtained through the IEP process are also sent to the Student Services office. (5)IEP meetings are coordinated and held at the school at which the student will attend kindergarten or where the most appropriate program will be available. IEP’s are drafted in collaboration with the general as well as special education team from both programs as well as with parent/guardian input. (6) Specialists working with the children with disabilities help parents with the transition to public schools.

(a)Family Service worker helps family’s locate EHS or HS program in the new county (b)Records are transferred to new program in accordance with school policies Page -12 - 184 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 (c)Families are encouraged to contact local DSS office to apply for the Childcare grant services (d)If a family is identified as McKinney Vento; Head start ERSEA will submit an application for 1302.72 Transitions between programs. referral to McKinney Vento on behalf of the family to help get available support and services in place when applicable. (a) For families and children who move out of the community in which they are Referrals currently served, including homeless families and foster children, a program must undertake efforts to support effective transitions to other Early Head Start or Head Ongoing McKinney Vento Start programs. If Early Head Start or Head Start is not available, the program should (b)Transition specialist and disabilities coordinator staff will ensure that files are transferred to referrals assist the family to identify another early childhood program that meets their needs. new placement in accordance with school policy. Other related staff to include transition specialist or disabilities coordinator will also provide needed information and support to ensure smooth (b) A program that serves children whose families have decided to transition them to transition between programs. other early education programs, including public pre-kindergarten, in the year prior to kindergarten entry must undertake strategies and activities described in §1302.71(b) Family records and (c)(1) and (2), as practicable and appropriate.

(c) A migrant or seasonal Head Start program must undertake efforts to support effective transitions to other migrant or seasonal Head Start or, if appropriate, Early Head Start or Head Start programs for families and children moving out of the community in which they are currently served. (c) NA

Page -13 - 185 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN FAMILY AND COMMUNITY PARTNERSHIPS 2021-2022 Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.80 Enrolled pregnant women. (a) (1)Contacts will be made with Early Head Start and Head Start mothers who are expecting and information on prenatal care will be shared. A home visit will be made monthly to a pregnant (a) Within 30 days of enrollment, a program must determine whether each enrolled family and within two weeks of notification of birth of baby or as soon as possible. Information on Beginnings of year pregnant woman has an ongoing source of continuous, accessible health care – nutrition, infant care, postpartum care, first aid, parenting skills, and agencies involved with young and ongoing provided by a health care professional that maintains her ongoing health record and is children will be shared. Home Visits not primarily a source of emergency or urgent care – and, as appropriate, health (2) The Health staff and Family Service staff will identify families needing prenatal or postpartum insurance coverage. care. Contacts will be made to assess family information. On the Head Start Health Form Child record (b) If an enrolled pregnant woman does not have a source of ongoing care as parents can address current status and due dates of mother. (3) The Early Head Start Nutritionist described in paragraph (a) of this section and, as appropriate, health insurance will assess each woman’s diet recall and nutrition related assessment data, the Early Head Start Family record coverage, a program must, as quickly as possible, facilitate her access to such a Coordinator will monitor medical and dental care, referrals will be made as needed. Ongoing source of care that will meet her needs. (b) Referral to onsite or virtual WIC and Children Insurance Coordinator will be made on pregnant mother’s behalf to access care and insurance. Additional referrals to community health/medical Referrals (c) A program must facilitate the ability of all enrolled pregnant women to access agencies can also be made to help mother and infant access appropriate health care treatment Upon birth of newborn comprehensive services through referrals that, at a minimum, include nutritional (c)(1) In-services or virtual will be offered during the year depending on need to address counseling, food assistance, oral health care, mental health services, substance nutrition, child development, WIC, medical, Foods and Skills, mental health, substance abuse, abuse prevention and treatment, and emergency shelter or transitional housing in dental opportunities, and maternal, infant, nutrition training. cases of domestic violence. (2) Head Start caregivers support group will be formed (Contingent on Covid-19) as needed to address current topics for example: single parenting, stress management, life with teenagers, (d) A program must provide a newborn visit with each mother and baby to offer grandparents as parents, and other topics of interest. support and identify family needs. A program must schedule the newborn visit within (d) Early Head Start Health Nurse will make a home visit/virtual within two weeks or as soon as two weeks after the infant's birth. we are notified of a birth, to assess the wellbeing of mother and infant.

1302.81 Prenatal and postpartum information, education, and services. (a) (1)Baby Shower/virtual baby shower will be held for expectant and new mothers/fathers with speakers on prenatal care, mental health and substance abuse issues, and child development, (a) A program must provide enrolled pregnant women, fathers, and partners or other immunizations, family planning, breast feeding and postpartum depression. relevant family members the prenatal and postpartum information, education and (2) Parents are provided with information on health, mental health, dental, nutrition, and child services that address, as appropriate, fetal development, the importance of nutrition, development throughout the year the risks of alcohol, drugs, and smoking, labor and delivery, postpartum recovery, (3) pregnant mothers are given the Partners for Healthy Babies Curriculum which is referenced parental depression, infant care and safe sleep practices, and the benefits of during monthly virtual or face-to-face visits with EHS nurse breastfeeding. (4) Nutritional consults with school dietician to discuss healthy eating and breastfeeding Ongoing (b) (1) pre and post-natal assessments; referrals are provided as needed for additional Volunteer forms (b) A program must also address needs for appropriate supports for emotional well- community supports being, nurturing and responsive caregiving, and father engagement during pregnancy (2) On site MH coordinator can be accessed for assistance Sign in sheets and early childhood. (3) Post-partum depression assessment is given post-natal.

(a)(1)Enrolled mothers, Fathers and other relevant family members are engaged in the family partnership process upon enrollment by the Family Service Worker to help identify family needs, Assessment scale strengths and specifically how head start and the Family service worker can help support the results pregnant mother and family members. (2)Related information for prenatal and postpartum care, safety and health are provided via flyers, in-services online and referrals to other community agencies. ongoing 1302.82 Family partnership services for enrolled pregnant women. (3) Father and other family members are encouraged to attend monthly home/virtual visits with mother and EHS nurse and Home visitor as well as practice healthy eating and lifestyle along Flyers, handout (a) A program must engage enrolled pregnant women and other relevant family with the pregnant mother. materials members, such as fathers, in the family partnership services as described in §1302.52 and include a specific focus on factors that influence prenatal and (b) Upon enrollment the ERSEA staff and Family Service worker and other related staff identifies postpartum maternal and infant health. father’s or other related family members that can be identified as a support for the enrolled mother and includes them in the enrollment phase as well as all other aspects of the program (b) A program must engage enrolled pregnant women and other relevant family when possible to help ensure information about the program and services gets disseminated to members, such as fathers, in discussions about program options, plan for the infant’s all important parties. transition to program enrollment, and support the family during the transition process, where appropriate.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.90 Personnel policies. Annually (a) Establishing personnel policies and procedures. A program must establish Policies School Board written personnel policies and procedures that are approved by the governing 1202.9 Human Resources approved by Policies, body and policy council or policy committee and that are available to all staff. (a) Stafford Schools has written Personnel Policies included in Policy Council Agenda Items (b) Background checks and selection procedures. (1) Before a person is hired, its Board Policies and Regulations. In addition, Stafford and School for Board directly or through contract, including transportation staff and contractors, a Schools Early Childhood has written personnel policies and Board March- approval program must conduct an interview, verify references, conduct a sex offender April registry check and obtain one of the following: procedures specific to the program. The program specific

(i) State or tribal criminal history records, including fingerprint checks; or, policies do not preclude the Stafford School Board policies. The program specific policies are approved annually by Policy (ii) Federal Bureau of Investigation criminal history records, including fingerprint Council and the Stafford School Board. They are available to checks. all staff on the staff accessible only drive for the program. A (2) A program has 90 days after an employee is hired to complete the background check process by obtaining: copy of the current program Personnel Policies is attached as Appendix A to this section. (i) Whichever check listed in paragraph (b)(1) of this section was not obtained Personnel prior to the date of hire; and, (b)(1) Before a person is hired for the Stafford Schools Head At time of hire Records,

(ii) Child abuse and neglect state registry check, if available. Start or Early Head Start program, including bus drivers and ChildPlus contractors, the following procedures are completed and database (3) A program must review the information found in each employment application and complete background check to assess the relevancy of any documented in the personnel record of the employee: issue uncovered by the complete background check including any arrest, pending criminal charge, or conviction and must use Child Care and 1. Conduct an interview with Director or key staff and Policy

Development Fund (CCDF) disqualification factors described in 42 U.S.C. Council member(s) when possible. 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 2. Verify 3 references. employee must be terminated. 3. Submit top candidate(s) for Policy Council approval, except

bus drivers which are hired by Stafford Schools Transportation

Department.

4. Submit approved candidates to Stafford Schools Human

Resources Department for hiring consideration.

5. Stafford Schools Human Resources Department will:

a. conduct a sex offender registry check b. fingerprint applicant and submit for state and federal Within 90 days of criminal history records hire

c. obtain a child abuse and neglect state registry check

(2) By Virginia state law applicants may be hired with the sex

offender registry check and the state criminal fingerprint check

completed and reviewed. The Child Abuse and Neglect state registry check must be completed and reviewed within 90 days. Page -1 - 187 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 (3) The relevancy of any issue uncovered is assessed by the

Human Resources Department in consultation with the Head ChildPlus Start Director. Applicants with felonies and child abuse database (4) A program must ensure a newly hired employee, consultant, or contractor findings or convictions are not hirable. does not have unsupervised access to children until the complete background check process described in paragraphs (b)(1) through (3) of this section is (4) An employee, consultant or contractor may not be alone complete. with children until the Child Abuse and Neglect registry check has been completed and reviewed. A staff member or substitute

will be assigned the supervision role for up to 90 days until the Every 5 years Personnel file, (5) A program must conduct the complete background check for each registry check has been completed and reviewed. from date of hire ChildPlus employee, consultant, or contractor at least once every five years which must include each of the four checks listed in paragraphs (b)(1) and (2) of this (5) Every five (5) years from the date of hire and before new database section, and review and make employment decisions based on the information as described in paragraph (b)(3) of this section, unless the program can contracts are issued, Stafford Schools Head demonstrate to the responsible HHS official that it has a more stringent system Start/VPI/EHS/ECSE will resubmit employee fingerprints, in place that will ensure child safety. complete a Virginia criminal history check, a sex offender

registry check and a child abuse and neglect state registry check for each employee, contractor and consultant, including bus Ongoing Interview forms,

(6) A program must consider current and former program parents for drivers. Based on a review of the results, employment ChildPlus employment vacancies for which such parents apply and are qualified. database, decisions will be made. number of (6) Current and former Head Start and Early Head Start parents parents hired

receive preference for employment vacancies for which they are (c) Standards of conduct. (1) A program must ensure all staff, consultants, equally qualified and equally rated by the interview process. contractors, and volunteers abide by the program’s standards of conduct that: Annually Annual program files, ChildPlus (i) Ensure staff, consultants, contractors, and volunteers implement positive database strategies to support children’s well-being and prevent and address challenging behavior; (c)(1)(i) An additional temporary paraprofessional may be

(ii) Ensure staff, consultants, contractors, and volunteers do not maltreat or placed in a classroom for approximately 2-3 weeks to support a endanger the health or safety of children, including, at a minimum, that staff student who is needing assistance until a behavior improvement must not: plan or other individualized services are obtained, or to support (A) Use corporal punishment; a classroom teacher as determined from supervisors’ (B) Use isolation to discipline a child; observations. This person is obtained from the list of approved

(D) Use or withhold food as a punishment or reward; (1)(2) All Head Start staff and volunteers, as well as consultants, contractors, transportation and nutrition staff (E) Use toilet learning/training methods that punish, demean, or humiliate a child; working with Head Start and Early Head Start students must sign a statement that they have read and will comply with these (F) Use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child; Standards of Conduct. In addition the Standard of Conduct is

(G) Physically abuse a child; included in the Stafford Schools Head Start Personnel Policies Page -2 - 188 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 and in the Volunteer Handbook. Confidentiality Policies and (H) Use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child’s family; or, Procedures are also included in the Standards of Conduct.

(I) Use physical activity or outdoor time as a punishment or reward; Standards of Conduct: 1. Use positive strategies to support children’s well-being and (iii) Ensure staff, consultants, contractors, and volunteers respect and promote the unique identity of each child and family and do not stereotype on any basis, prevent and address challenging behavior. including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition; 2. Must not maltreat or endanger the health or safety of (iv) Require staff, consultants, contractors, and volunteers to comply with children. At a minimum, must not: 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; A. Use corporal punishment. and, B. Use isolation to discipline a child. (v) Ensure no child is left alone or unsupervised by staff, consultants, contractors, or volunteers while under their care. C. Bind or tie a child to restrict movement or tape a child’s

mouth.

D. Use or withhold food as a punishment or reward.

E. Use toilet learning/training methods that punish,

demean, or humiliate a child.

F. Use any form of emotional abuse, including public or

private humiliation, rejecting, terrorizing, extended

ignoring, or corrupting a child.

G. Physically abuse a child.

H. Use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about

eh child or child’s family.

I. Use physical activity or outdoor time as a punishment or reward.

3. 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.

Page -3 - 189 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 4. Confidentiality- Comply with program confidentiality policies

and those policies concerning personally identifiable

information about children, families, and other staff members in accordance with subpart C of part 1303 of the

Head Start Performance Standards, as well as in accordance

with applicable federal, state and local laws.

5. Ensure that no child is left alone or unsupervised. Ensure

that no child is left alone with a volunteer.

6. Harassment- It is the objective and intent of the Stafford School Board that sexual and other unlawful harassment of

its employees in any form is prohibited and that all

employees shall be treated with respect. Employees have the right, under Section 703 of Title VII of the Federal Civil

Rights Act of 1964, to work in an environment that is free of

conduct that can be considered sexually harassing or

abusive. Actions, words, jokes or comments based on an individual’s sex, race, ethnicity, age, disability, religion, or

any other legally protected characteristic shall not be Ongoing Personnel files

(2) Personnel policies and procedures must include appropriate penalties for tolerated. Any employee who engages in or who staff, consultants, and volunteers who violate the standards of conduct. perpetuates or condones sexual harassment shall be subject

to disciplinary action, including dismissal.

7. Violation of part or all of these standards of conduct may be just cause for termination of employment. Violations may At enrollment ChildPlus database, also be addressed in a disciplinary letter in the personnel file Purchase (d) Communication with dual language learners and their families. (1) A orders and program must ensure staff and program consultants or contractors are familiar of the staff member. with the ethnic backgrounds and heritages of families in the program and are hourly time able to serve and effectively communicate, either directly or through (2) Penalties for staff and consultants who violate the standards of sheets interpretation and translation, with children who are dual language learners and to the extent feasible, with families with limited English proficiency. conduct are stated in #7 of the Standards of Conduct which is

(2) If a majority of children in a class or home-based program speak the same included in the Stafford Head Start/VPI/EHS Personnel Policies. language, at least one class staff member or home visitor must speak such Volunteers who violate the Standards of Conduct will be coached language. and/or removed from volunteer activities, as appropriate.

Page -4 - 190 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 (d) (1)(2) Communication with dual language learners and their families – Parents identify their ethnic backgrounds and heritages at enrollment and this information is entered in the ChildPlus database with access designated to appropriate staff for that child and family. Stafford Schools Head Start/VPI/EHS provides translation services to children through bilingual staff and by requesting translators or translated documents through Stafford Schools English for Speakers of Other Languages Office. In any classroom with over half of its enrollment speaking the same language, at least one class staff member or home visitor placed in the class must speak the same language. Parents are encourage to share their cultures at home visits and in the classroom, through family pictures, pictures of festivals or ethnic clothing, presentations, labeling of the classroom in their native language, or sharing poems, songs, or books. Communication with parents occurs in the parents’ preferred language, which parents state at enrollment. To communicate with non-English speaking parents, staff use bilingual staff, translators from the Stafford Schools list, phone translation services paid by Head Start, computer programs or phone apps to translate, including verbal and written communications.

Page -5 - 191 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.91 Staff qualifications and competency requirements. (a) The Head Start/Early Head Start Director is responsible for Annually and Personnel files, a) Purpose. A program must ensure all staff, consultants, and contractors Ongoing Training and engaged in the delivery of program services have sufficient knowledge, implementing the Stafford Head Start/Early Head Start program Technical training and experience, and competencies to fulfill the roles and responsibilities of their positions and to ensure high-quality service and all applicable Federal Performance Standards, for Assistance Plan, delivery in accordance with the program performance standards. A supervising all Head Start staff, and for daily management of Annual program program must provide ongoing training and professional development to files, Job support staff in fulfilling their roles and responsibilities. the program. All staff work collaboratively to implement the Descriptions program Action Plan, with the Assistant Education and

Disabilities Coordinators (Assistant Principals), the Education Coordinator, the Family and Community Partnerships

Coordinator, the Health Coordinators, the Mental Health Coordinator, the ERSEA Assistants and the Transition Assistant

taking the main responsibility for program objectives in their component areas. The Director also serves as Chief Education

Coordinator. Job descriptions are written for each staff position with a position summary, qualifications, required knowledge,

skills, and abilities, key duties and responsibilities, and a career ladder. An organizational structure, (See Appendix), noted in

chart form, is included with job descriptions. Job descriptions are written for each staff position with a position summary,

qualifications, required knowledge, skills, and abilities, key duties and responsibilities, and a career ladder. Interview

questions are standard and address needed knowledge, skills, and experience required for each position. Personnel are hired

based on these required skills and provided ongoing supervision and annual evaluation to ensure quality in performance. A six

month probationary period and evaluation are required for all new service personnel. Teachers have a three year probationary

period. All staff is hired through the grantee Human Resources Department, after interviewing with the Head Start/Early Head

Start Policy Council/Personnel Committee and receiving approval from the Policy Council. All grantee school policies

are followed to ensure quality candidates. Stafford Head Start utilizes Stafford Schools’ personnel evaluation process, which

Page -6 - 192 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 provides quality supervision and support. In addition, new

instructional staff are assigned a mentor and all employees have access to the employee assistance program. Employees set

annual goals for professional growth. Based on personnel evaluations, professional growth goals, and program needs, a

Training and Technical Assistance Plan is written annually to provide ongoing training and professional development to

support staff in fulfilling roles and responsibilities. College classes, workshops, monthly staff training meetings, and

conferences are provided to staff based on individual and program needs, according to the Training and Technical

Assistance Plan. The Head Start/Early Head Start Director is responsible for

implementation and administration of the Stafford Head Start. Virginia Preschool Initiative and Early Head Start programs,

implementation of all applicable Federal Performance Standards, for supervising all Head Start staff, and for daily

management of the program, with the assistance of the Assistant Education and Disabilities Coordinators,

Bookkeepers, Office Clericals, and Data Managers. The Head Start and Early Head Start Health Coordinators have

the main responsibility for health, dental, and nutrition, with the assistance of the hourly services of registered dieticians. A

School Social Worker serves as Mental Health Coordinator and implements Head Start and Early Head Start mental health

performance standards. An on-site Children’s Insurance Outreach Facilitator provides insurance assistance. The

Assistant Education and Disabilities Coordinators (AEDC)(Assistant Principals) assists with education

supervision and coordinates all disabilities services for Head Start, VPI, and Early Head Start. An speech/ language

therapists provides speech/language screening, instruction, and classroom intervention strategies. The Director serves as

Education Coordinator of Head Start/VPI, supervising all aspects of curriculum, instruction, and provision of staff in- Page -7 - 193 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 services along with the AEDCs(Assistant Principals). There is

an Education Coordinator who supervises Head Start, Early Head Start and VPI teacher instruction, curriculum and

assessment implementation and who also provides coaching to staff as needed or requested. The Director and AEDCs provide

extra assistance for at-risk children and emergent literacy strategies for the program. Child development and education

services are provided by the classroom staff. The Director is responsible for staff assignments to ensure all program

functions are performed adequately. The Family and Community Partnerships Coordinator, seven

Family Service Workers, and a Parent Involvement Assistant are mainly responsible for parent and community involvement

and social service issues. Parent Literacy services are provided through a partnership with adult education teachers. The

Transition Assistant assists families and students with the transition into Head Start and transition into Kindergarten at the

end of the year.

(b) Early Head Start or Head Start director. A program must ensure an (b) The qualifications for Stafford Head/Early Head Start Early Head Start or Head Start director hired after November 7, 2016, has, Director state that the candidate must hold a postgraduate at a minimum, a baccalaureate degree and experience in supervision of staff, fiscal management, and administration. professional license in school administration, demonstrate superior skills in oral and written communication and an

understanding of grant programs and fiscal management, demonstrate leadership qualities and personal characteristics

necessary to work effectively with students, teachers, and parents in a management capacity, and relevant experience

comparable to qualifications for an elementary principal.

(c) Fiscal officer. A program must assess staffing needs in consideration (c) The grantee’s Financial Department supervises all Head of the fiscal complexity of the organization and applicable financial Start/Early Head Start financial transactions, and monthly management requirements and secure the regularly scheduled or ongoing services of a fiscal officer with sufficient education and experience to meet Stafford Schools reports are prepared and reviewed by the their needs. A program must ensure a fiscal officer hired after November grantee’s Certified Public Accountant. The Head 7, 2016 is a certified public accountant or has, at a minimum, a baccalaureate degree in accounting, business, fiscal management, or a Start/VPI/EHS bookkeepers are required to have a high school related field. diploma, G.E.D., or any combination of education and Page -8 - 194 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 experience equivalent to graduation from high school,

supplemented by courses in bookkeeping or accounting.

(d) Child and family services management staff qualification requirements. (1) Family, health, and disabilities management. A program must ensure (d)(1) The Stafford Head Start Health Coordinators must be a staff responsible for management and oversight of family services, health graduate of an accredited program of registered nursing. The services, and services to children with disabilities hired after November 7, 2016, have, at a minimum, a baccalaureate degree, preferably related to Early Head Start Health Coordinator must be a graduate of an one or more of the disciplines they oversee. accredited program of practical nursing. Both positions must

hold a current license to practice in the Commonwealth of Virginia and have at least two years successful working

experience. Two registered dietitians serve as consultants to the Stafford Head Start and Early Head Start program, providing

services several hours each month. All program menus are sent monthly to the consultants who review, sign, and date each

menu. The consultant also reviews each child’s records, calculate BMIs, make recommendations for individual services,

meets with parents, and tracks follow-up. The licensed School Social Worker serving Stafford Head

Start and Early Head Start is supervised and supported by a licensed mental health professional, LCSW, with experience in

serving and supporting young children and families. The Stafford Head Start Family and Community Partnerships

Coordinator must have earned a degree from an accredited school of social work, and supervised practicum or field

experience, must demonstrate knowledge of Health Department, Social Services, and other community agencies,

show effective interpersonal communication and human relations skills with students, staff members, parents, and

administrators. In addition this coordinator must demonstrate skills in assisting families with advocacy and decision-making

abilities. The Assistant Education and Disabilities Coordinators

(Assistant Principals) will have received Individuals with Disabilities Education Act (IDEA) training and attends monthly

grantee Special Education Designee meetings for appropriate training and updates on procedures. The Assistant Education Page -9 - 195 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 and Disabilities Coordinators will have had training and

successful experience in supervising the administration of disability services in a school setting, maintaining accurate

paperwork and adhering to mandated deadlines, and knowledge (2) Education management. As prescribed in section 648A(a)(2)(B)(i) of of child development. the Act, a program must ensure staff and consultants that serve as education managers or coordinators, including those that serve as (d)(2) The Director/Education Coordinator and Assistant curriculum specialists, have a baccalaureate or advanced degree in early Education/Disabilities Coordinators must hold a postgraduate childhood education or a baccalaureate or advanced degree and equivalent coursework in early childhood education with early education Virginia license in elementary school administration with a teaching experience. master’s degree as well as a minimum of a bachelor’s degree in

early childhood development or education, or related field with state teaching licensure for PK. (e) Child and family services staff. (1) Early Head Start center-based teacher qualification requirements. As prescribed in section 645A(h) of the (e)(1) Early Head Start classroom teachers must have a Act, a program must ensure center-based teachers that provide direct minimum of a CDA with an Infant/Toddler endorsement or services to infants and toddlers in Early Head Start centers have a minimum of a Child Development Associate (CDA) credential or certification in infant/toddler care, an Associates, Bachelors or comparable credential, and have been trained or have equivalent Masters degree in a related field with coursework in infant coursework in early childhood development with a focus on infant and toddler development. toddler development, or obtain such within a year of hire. These teachers will have experience in developing consistent,

stable and supportive relationships with infants and toddlers and their caregivers, infant and toddler development, First Aid and

CPR training, Safe Sleep training and social/emotional/ behavioral training.

(2) Head Start center-based teacher qualification requirements. (i) The Secretary must ensure no less than fifty percent of all Head Start (e)(2) Head Start classroom teachers hired after 1998 must have teachers, nationwide, have a baccalaureate degree in child development, early childhood education, or equivalent coursework. a Bachelors Degree and Virginia state teaching certificate endorsed in Early Childhood Education or obtain such within (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 one year. Those hired before 1998 must have a minimum of an bachelor's degree in child development or early childhood education, Associates degree in 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 (e)(3) Head Start and Early Head Start classroom assistant teachers, at a minimum, have a CDA credential or a state- awarded certificate that meets or exceeds the requirements for a CDA paraprofessionals must have a minimum of a CDA with credential, are enrolled in a program that will lead to an associate or endorsement for the age of the children they are assigned or baccalaureate degree or, are enrolled in a CDA credential program to be completed within two years of the time of hire. equivalent certification, an Associates, Bachelors or Masters degree in early childhood education or a related field with (4) Family child care provider qualification requirements. (i) A program coursework in early childhood development, or be enrolled in a Page -10 - 196 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 must ensure family child care providers have previous early child care program to obtain such within two years of hire. experience and, at a minimum, are enrolled in a Family Child Care CDA program or state equivalent, or an associate or baccalaureate degree (4) NA program in child development or early childhood education prior to (5) Evaluation Procedures are outlined in Stafford Head Start’s beginning service provision, and for the credential acquire it within eighteen months of beginning to provide services. Personnel Policies and Procedures and follow the Evaluation Procedures of Stafford Schools. Each staff member has an (ii) By August 1, 2018, a child development specialist, as required for family child care in §1302.23(e), must have, at a minimum, a annual performance review, based on documented observations baccalaureate degree in child development, early childhood education, or of performance in job specific competencies and professional a related field. goals identified at the beginning of each year. New service (5) Center-based teachers, assistant teachers, and family child care personnel also receive a six month evaluation. The annual provider competencies. A program must ensure center-based teachers, assistant teachers, and family child care providers demonstrate performance review contains documentation of any competency to provide effective and nurturing teacher-child interactions, performance agreement if needed and professional development plan and implement learning experiences that ensure effective curriculum implementation and use of assessment and promote children’s progress priorities. Supervisory mentoring, peer mentoring, peer across the standards described in the Head Start Early Learning observations, video taping, training materials, conferences, Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities seminars, and coursework are recommended for each staff and dual language learners, as appropriate. member, as appropriate. Interview forms before hiring question

evidence of effective and nurturing teacher-child interactions. CLASS observations document the quality of teacher-child

interactions. Lesson plans are posted weekly and reviewed for effective curriculum implementation with the program’s Quick

Check form. Teachers and home visitors must complete DRDP Interrater Reliability Certification for student assessment.

Observations are based on teacher competencies and evaluations include the results of student assessment outcome

goals for the children taught by that staff member, including (6) Home visitors. A program must ensure home visitors providing home- ELL and children with IEPs/IFSPs. based education services: (6) The Early Head Start Home visitor will hold at least a high (i) Have a minimum of a home-based CDA credential or comparable school diploma or G.E.D., and have a minimum of a child credential, or equivalent coursework as part of an associate's or bachelor's degree; and, development associate credential (preferably with an Infant/Toddler focus and Home Based endorsement) and/or the

(ii) Demonstrate competency to plan and implement home-based learning equivalent coursework as part of an associate’s, bachelor’s, or experiences that ensure effective implementation of the home visiting master’s degree. CLASS observations document the quality of curriculum and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages teacher-child interactions. Lesson plans are posted weekly and Birth to Five, including for children with disabilities and dual language reviewed for effective curriculum implementation with the learners, as appropriate, and to build respectful, culturally responsive, and trusting relationships with families. program’s Quick Check form. Teachers and home visitors must complete Teaching Strategies GOLD Interrater Reliability Page -11 - 197 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 Certification for student assessment. Observations are based

on teacher competencies and evaluations include the results of student assessment outcome goals for the children taught by

that staff member, including ELL and children with IEPs/IFSPs. Biannual staffings document family relationships established,

(7) Family services staff qualification requirements. A program must as well as the formal observations by administrators. ensure staff who work directly with families on the family partnership (7) Family Service Workers must hold at least a high school process hired after November 7, 2016, have within eighteen months of hire, at a minimum, a credential or certification in social work, human diploma, or G.E.D. or any combination of education and services, family services, counseling or a related field. experience equivalent to graduation from high school, and hold

or within one year obtain a Family Development Associate certificate, other family services certificate or an Associate or

(8) Health professional qualification requirements. (i) A program must Bachelor degree in social work, counseling or related field. ensure health procedures are performed only by a licensed or certified (8) (i) The Head Start Health Coordinator must be a graduate of health professional. an accredited program of registered nursing and hold a current (ii) A program must ensure all mental health consultants are licensed or license to practice in the Commonwealth of Virginia. A certified mental health professionals. A program must use mental health consultants with knowledge of and experience in serving young children Bachelor of Science in Nursing is preferred. The Early Head and their families, if available in the community. Start Health Coordinator must be a graduate of an accredited

program of practical nursing and hold a current license to practice in the Commonwealth of Virginia, have experience in

social, human or family services, training and experience in assisting parents of young children in advocating and decision-

making for their families, and training and experience in securing and individualizing services for children. Both the

Registered Nurse and LPN ensure that all health procedures are only performed by licensed or certified health professionals.

(ii) The Head Start/Early Head Start Mental Health Coordinator must have earned a master's of social work or

counseling from an accredited school of social work or counseling with a minimum of 60 graduate hours with a

license for school social work, counseling, or related field; have or obtain within three years supervised practicum or

field experience of a minimum of 400 clock hours in an accredited school discharging the duties of a school social

worker or completion of a minimum of one year full-time supervised successful experience as a school social worker Page -12 - 198 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 in an accredited school; have or obtain within three years

school social work practice: 3 semester hours at the graduate level;, and have or obtain within three years a minimum of 6

graduate semester hours distributed in at least two of the following: school law; school administration; assessment

and evaluation; and education of students with disabilities. If the Mental Health Coordinator is not a Licensed Clinical

Social Worker, then the Coordinator must be supervised by a (iii) A program must use staff or consultants to support nutrition services LCSW. who are registered dieticians or nutritionists with appropriate qualifications. (iii) The program employs two hourly nutrition consultants, (f) Coaches. A program must ensure coaches providing the services one serving Early Head Start and one serving Head Start. The described in 1302.92(c) have a minimum of a baccalaureate degree in early childhood education or a related field. nutrition consultants must be Registered Dieticians. (f) All coaches used in the program must have a minimum of a

baccalaureate degree in early childhood education or a related field, and training in coaching techniques.

Page -13 - 199 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.92 Training and professional development. (a) A program must provide to all new staff, consultants, and volunteers an (a) All new staff are required to complete an orientation program that orientation that focuses on, at a minimum, the goals and underlying includes information from the ECLKC Head Start website: About philosophy of the program and on the ways they are implemented. Us, School Readiness, History of Head Start video and Head Start:

(b) A program must establish and implement a systematic approach to staff Education Kids, Empowering Families, Changing Communities training and professional development designed to assist staff in acquiring videos. The orientation program includes reviewing the annual or increasing the knowledge and skills needed to provide high-quality, plan and program philosophy. comprehensive services within the scope of their job responsibilities, and (b)(1)(2)(3) A Training and Technical Assistance Plan is written yearly. attached to academic credit as appropriate. At a minimum, the system must Staff complete personal professional improvement goals and include: annual evaluations including professional improvement training needs, which are used to determine individual and program training (1) Staff completing a minimum of 15 clock hours of professional provided. All staff training is required to be determined, based on development per year. For teaching staff, such professional development must meet the requirements described in section 648A(a)(5) of the Act. the latest research, to be effective in content and delivery to be job embedded and sustained through ongoing coaching and (2) Training on methods to handle suspected or known child abuse and supervision of job implementation, with evaluation of program neglect cases, that comply with applicable federal, state, local, and tribal effectiveness. Annual training for returning staff members is a laws; minimum of 22 hours and includes Child Abuse training, CPR, First Aid, and AED training, family engagement strategies, crisis and (3) Training for child and family services staff on best practices for emergency plan training, and personnel policies. Other staff implementing family engagement strategies in a systemic way, as training is provided at least monthly based on overall staff and described throughout this part; program goals. In addition child and family services staff work in professional learning teams throughout the year to set outcome goals, research best practices which are implemented and (4) Training for child and family services staff, including staff that work on evaluated for effectiveness, and share results with the whole staff. family services, health, and disabilities, that builds their knowledge, (4) Health staff attend local and state conferences to build their experience, and competencies to improve child and family outcomes; and, expertise in Head Start health services. The Head Start Health Coordinator also attends Stafford Schools nurses training at least 4 times each year to stay current in training and abreast of health

issues. The Early Head Start Health Coordinator attends trainings and conferences specific to pregnant mothers and home visiting health services. The Assistant Education and Disabilities Coordinator attends monthly Administrative Designee meetings and trainings held by the Stafford Schools Special Education Department. The Family and Community Partnerships Coordinator attends local and state Head Start conferences to stay abreast of current training and issues. Other family services staff also attend

Virginia Head Start Northeast Region family services training based on surveys of training needs. Family services staff also receive weekly training on local community resources and training (5) Research-based approaches to professional development for education from the Office of Head Start’s Early Childhood Learning and staff, that are focused on effective curricula implementation, knowledge of Knowledge Center (ECLKC) website. the content in Head Start Early Learning Outcomes Framework: Ages Birth (5) In addition to monthly training for the whole staff, instructional staff Page -14 - 200 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 to Five, partnering with families, supporting children with disabilities and also participate in monthly instructional training based on program their families, providing effective and nurturing adult-child interactions, and staff needs, including CLASS training, training on the HS Early supporting dual language learners as appropriate, addressing challenging Learning Outcomes Framework, curriculum development and behaviors, preparing children and families for transitions (as described in implementation, assessment data analysis and goal setting, subpart G of this part), and use of data to individualize learning experiences to improve outcomes for all children. working with children who are dual language learners, children who have disabilities and those with challenging behaviors. Training on transition strategies with parents is also addressed annually in the spring. (c) A program must implement a research-based, coordinated coaching strategy for education staff that: (c) A Training and Technical Assistance Plan is written yearly. Staff complete personal professional improvement goals and annual evaluations (1) Assesses all education staff to identify strengths, areas of needed including professional improvement training needs, which are used to support, and which staff would benefit most from intensive coaching; determine individual and program training provided. All staff training is (2) At a minimum, provides opportunities for intensive coaching to those required to be determined, based on the latest research, to be effective in education staff identified through the process in paragraph (c)(1) of this content and delivery to be job embedded and sustained through ongoing section, including opportunities to be observed and receive feedback and coaching and supervision of job implementation, with evaluation of program modeling of effective teacher practices directly related to program effectiveness. Teachers engage in peer based coaching to develop their performance goals; own goals for instructional delivery, observe each other and provide feedback. All new teachers and paraprofessionals are assigned a mentor (3) At a minimum, provides opportunities for education staff not identified who is provided training and support through a mentor supervisor. for intensive coaching through the process in paragraph (c)(1) of this section to receive other forms of research-based professional development Teachers are evaluated by the Director/Education Coordinator and the aligned with program performance goals; Assistant Education and Disabilities Coordinator based on observations, lesson plans, and professional performance in seven areas: Professional (4) Ensures intensive coaching opportunities for the staff identified through Knowledge, Instructional Planning, Instructional Delivery, Assessment Of the process in paragraph (c)(1) of this section that: and For Student Learning, Learning Environment, Professionalism, and Student Academic Progress. Classroom paraprofessionals are evaluated (i) Align with the program’s school readiness goals, curricula, and other based on observation of interactions with children and professional approaches to professional development; performance in Professional Accountability, Judgment,

(ii) Utilize a coach with adequate training and experience in adult learning Adaptability/Flexibility, Knowledge of Work, Time Management, Work and in using assessment data to drive coaching strategies aligned with Relationships, Dependability/Responsibility, Cooperation and Initiative. An program performance goals; Improvement Plan is written with those teachers and classroom paraprofessionals identified as significantly weak in one or more of these (iii) Provide ongoing communication between the coach, program director, areas. A coaching plan is written into the staff member’s Improvement Plan education director, and any other relevant staff; and, with Performance Goals, Strategies and Activities with a Timetable, Support Structures, Data Collection and Sources, and Evidence needed for (iv) Include clearly articulated goals informed by the program’s goals, as Progress. An assigned coach is one of the Support Structures written into described in §1302.102, and a process for achieving those goals; and, the plan with performance goals for the staff member based on program (5) Establishes policies that ensure assessment results are not used to goals, including the school readiness goals, curricula goals, or other solely determine punitive actions for staff identified as needing support, professional development goals relevant to the staff member’s evaluation without providing time and resources for staff to improve. rubric. The assigned coach must have training and experience in coaching instructional staff, as well as using assessment data to drive coaching strategies. Sufficient time for coaching and strategy implementation is written into the plan, with input provided by the staff member. Regular progress meetings are written into the plan with the coach,

director/education coordinator, staff member, and other relevant staff as appropriate. Improvement plans are written to provide time and resources for improvement and only used to document lack of progress when such Page -15 - 201 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 (d) If a program needs to develop or significantly adapt their approach to occurs after the agreed amount of resources and time have been provided. research-based professional development to better meet the training needs Coaching for CLASS skill development is also available for all teachers on a of education staff, such that it does not include the requirements in voluntary or recommended basis (based on low CLASS scores) with paragraph (c) of this section, the program must partner with external early confidential assistance from a trained coach in the research-based, expert childhood education professional development experts. A program must assess whether the adaptation adequately supports staff professional model coaching approach, Practice-Based Coaching. The VPI/Head Start development, consistent with the process laid out in subpart J of this part. Education Coordinator is trained in this approach and in CLASS observations. (d) The Training and Technical Assistance Plan is revised annually, based on program goals, goals from staff evaluations, and staff professional development goals. The Plan is also evaluated for effectiveness with program outcomes and staff evaluations. The program partners with the Stafford Schools Instructional Coordinators, the Elementary School Principals, and Smart Beginnings Rappahannock Area community members, including University of Mary Washington professors and Germanna Community College Professors, as well as attending local, state and national conferences and using the ECLKC website to determine the latest research in effective content and delivery for staff training.

Page -16 - 202 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN HUMAN RESOURCES 2021-22 Performance Standard Time Evaluation Objectives Strategies Frame Determination

1302.93 Staff health and wellness.

(a) A program must ensure each staff member has an initial health (a) All staff are required to have an initial and annual health examination and a periodic re-examination as recommended by examination and TB screen. The employment of any staff member their health care provider in accordance with state, tribal, or local posing a significant risk to the health or safety of others is requirements, that include screeners or tests for communicable addressed with Human Resources. 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 (b) Stafford Schools provides ongoing resources through its Employee available to staff regarding health issues that may affect their job Assistance Program, including monthly newsletters with mental performance, and must provide regularly scheduled opportunities health, wellness and health education. to learn about mental health, wellness, and health education.

1301.5 Training.

An agency must provide appropriate training and technical The annual Training and Technical Assistance Plan lists annual assistance or orientation to the governing body, any advisory and monthly training for Policy Council members. Annual training committee members, and the policy council, including training on for the Stafford School Board occurs in April. Training for both program performance standards and training indicated in groups, at a minimum, includes Program Performance Standards §1302.12(m) to ensure the members understand the information and Eligibility requirements. they receive and can effectively oversee and participate in the programs in the Head Start agency.

Page -17 - 203 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN PROGRAM GOVERNANCE 2021-22

Performance Standard Time Evaluation Objectives Strategies Frame Determination

1301.2 Governing body

(a) Composition. The composition of a governing body must be in (a) The composition of the governing body is in accordance with the accordance with the requirements specified at section requirements specified at section 642(c)(1)(B) of the Act. Members of the On Going Policy Council 642(c)(1)(B) of the Act, except where specific exceptions are Policy Council shall not have a conflict of interest with the Head Start/Early Member Roster authorized in the case of public entities at section 642(c)(1)(D) of Head Start/VPI agency (including any delegate agency), and not receive the Act. Agencies must ensure members of the governing body compensation for serving on the Policy Council or for providing services to do not have a conflict of interest, pursuant to section 642(c)(1)(C) the Head Start/Early Head Start/VPI agency. No staff member or member of of the Act. his family shall serve on the Policy Council.

(b) Duties and responsibilities. (1) The governing body is (b)(1) The Stafford Head Start/Early Head Start/VPI Policy Council is responsible for activities specified at section 642(c)(1)(E) of the responsible for activities specified at section 642(c)(1)(E) of the Act. Act.

(2) The governing body must use ongoing monitoring results, data (2) Policy Council and School Board members receive the Kindergarten PALs and December Policy Council on school readiness goals, other information described in VKRP pass rate for all Stafford schools Head Start/VPI students that remained enrolled Agendas §1302.102, and information described at section 642(d)(2) of the in Stafford County Public Schools. Both groups also receive monthly component Act to conduct its responsibilities. monitoring reports, monthly financial reports with credit card expenditures, and progress on all goals including school readiness goals, self assessment committee reports, DRDP assessment end of year reports, federal financial reports, any (c) Advisory committees. (1) A governing body may establish compliance reporting to the Office of Head Start, and compliance reports from OHS. On Going Committee advisory committees as it deems necessary for effective Reports governance and improvement of the program. (c)(1) Special or ad hoc committees shall be appointed on a temporary basis as the need arises. The chairperson may appoint special committees to gather information or perform other tasks and report to the council on their findings. Such committees shall terminate upon presentation of their final reports to the council or at the discretion of the council. (2) If a governing body establishes an advisory committee to oversee key responsibilities related to program governance, it As needed Committee must: Reports

(i) Establish the structure, communication, and oversight in such a (2) If the governing body establishes an advisory committee to oversee key way that the governing body continues to maintain its legal and responsibilities related to program governance it will establish a structure that fiscal responsibility for the Head Start agency; and, maintains its legal and fiscal responsibility for Head Start. The advisory committee would also notify the responsible HHS official of the intent prior to (ii) Notify the responsible HHS official of its intent to establish establishing the advisory committee. such an advisory committee.

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1301.3 Policy council and policy committee. (a) Stafford Head Start/Early Head Start/VPI establishes and maintains a Policy September Parent Center (a) Establishing policy councils and policy committees. Each agency must Council. establish and maintain a policy council responsible for the direction of the Head Committee

Start program at the agency level, and a policy committee at the delegate level. Minutes If an agency delegates operational responsibility for the entire Head Start or Early Head Start program to one delegate agency, the policy council and policy committee may be the same body.

(b) Composition. (1) A program must establish a policy council in accordance (b)(1) Stafford Head Start/Early Head Start/VPI establishes policy council in September Policy Council with section 642(c)(2)(B) of the Act, or a policy committee at the delegate level accordance with section 642(c)(2)(B) of the Act Member Roster in accordance with section 642(c)(3) of the Act, as early in the program year as possible. Parents of children currently enrolled in each program option must be proportionately represented on the policy council and on the policy committee at the delegate level. On Going Policy Council (2) Members of the Policy Council shall not have a conflict of interest with the Head Member Roster (2) The program must ensure members of the policy council, and of the policy Start/Early Head Start/VPI agency (including any delegate agency), and not receive committee at the delegate level, do not have a conflict of interest pursuant to compensation for serving on the Policy Council or for providing services to the Head and By-Laws sections 642(c)(2)(C) and 642(c)(3)(B) of the Act. Staff may not serve on the Start/Early Head Start/VPI agency. No staff member or member of his family shall policy council or policy committee at the delegate level except parents who serve on the Policy Council. occasionally substitute as staff. In the case of tribal grantees, this exclusion applies only to tribal staff who work in areas directly related to or which directly impact administrative, fiscal, or programmatic issues. (c)(1) Policy council is responsible for activities specified at section 642(c)(2)(D) of the On Going Policy Council (c) Duties and responsibilities. (1) A policy council is responsible for activities Act Minutes specified at section 642(c)(2)(D) of the Act. A policy committee must approve and submit to the delegate agency its decisions in each of the following areas referenced at section 642(c)(2)(D)(i) through (vii) of the Act. (2) Policy Council members receive the Kindergarten PALs and VKRP pass rate for all December Policy Council (2) A policy council, and a policy committee at the delegate level, must use Stafford Schools Head Start/VPI/ECSE students that remained enrolled in Stafford Minutes ongoing monitoring results, data on school readiness goals, other information County Public Schools. described in §1302.102, and information described in section 642(d)(2) of the Act to conduct its responsibilities.

October Policy Council (d) Term. (1) A member will serve for one year. (d)(1) As stated in the Stafford Head Start/Early Head Start Policy Council Bylaws Minutes Members serve for one year, from October to October. (2) If the member intends to serve for another year, s/he must stand for re- (2) Members may serve for additional years if re-elected by the Parent Center election. September Parent Center Committee. Committee Minutes (3) The policy council, and policy committee at the delegate level, must include in its bylaws how many one-year terms, not to exceed five terms, a person may serve. (3) As stated in the Stafford Head Start/Early Head Start Policy Council Bylaws, no On Going Policy Council member of Policy Council may serve more than five years. Member Roster (4) A program must seat a successor policy council, or policy committee at the delegate level, before an existing policy council, or policy committee at the (4) Previous Policy Council members are invited to the first Policy Council meeting September Policy Council delegate level, may be dissolved. each September and vote to seat the new Policy Council members. Minutes

(e) Reimbursement. A program must enable low-income members to Policy Council participate fully in their policy council or policy committee responsibilities by (e) Transportation is provided or reimbursed at the School Board approved mileage On Going providing, if necessary, reimbursements for reasonable expenses incurred by reimbursement rate for parents if requested. Free lunches are provided. Other By-Laws the low-income members. reimbursement requests are considered, if necessary and reasonable.

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1301.4 Parent committees.

(a) Establishing parent committees. A program must establish a (a) Stafford Head Start/Early Head Start will establish and maintain a Parent Center Parent Center parent committee comprised exclusively of parents of currently Committee at each center, north and south. The parents of children receiving home Committee based services will be combined with the center based committee of their choice enrolled children as early in the program year as possible. This (north or south). Each Parent Center Committee will be comprised exclusively of all Minutes committee must be established at the center level for center-based parents/guardians of currently enrolled children. The Parent Center Committee will programs and at the local program level for other program options. meet in September and elect officers. Policy Council Bylaws state that the Parent When a program operates more than one option, parents may Center Committee will also elect members to the Policy Council at that time. The two choose to have a separate committee for each option or combine Parent Center Committees will work together to hold joint parent events as membership. A program must ensure that parents of currently appropriate, such as the Thanksgiving Dinner, parent field trips, etc. enrolled children understand the process for elections to the policy council or policy committee and other leadership opportunities.

(b) Stafford Head Start/Early Head Start surveys parents to determine interest areas (b) Requirements of parent committees. Within the parent and needs in order to offer the most appropriate resources and trainings during the Survey Results committee structure, a program may determine the best methods monthly parent center committee meetings. to engage families using strategies that are most effective in their community, as long as the program ensures the parent committee carries out the following minimum responsibilities: Parent Center (1) Advise staff in developing and implementing local program (1) During each parent center committee meeting there is an agenda item for parent Committee concerns, which are shared with appropriate staff to help coordinate activities and policies, activities, and services to ensure they meet the needs of services that will best meet the needs of children and families. Minutes children and families; (2) The Parent Center Committee representative member of the Policy Council will Policy Council (2) Have a process for communication with the policy council and present Policy Council proceedings at each Parent Center Committee meeting and Minutes policy committee; and take concerns of Parent Center Committee members to the Policy Council.

(3) Within the guidelines established by the governing body, policy (3) At least one Policy Council member serves on the Personnel Selection Policy Council council or policy committee, participate in the recruitment and Committee. Parent Center Committee members and Policy Council members are Minutes urged to recruit candidates. screening of Early Head Start and Head Start employees.

1301.5 Training.

An agency must provide appropriate training and technical Stafford Head Start holds an annual Policy Council training every September. Each Policy Council assistance or orientation to the governing body, any advisory meeting agenda will also include appropriate training and technical assistance to the Training Agenda Policy Council members to ensure that the members understand the information the committee members, and the policy council, including training on members receive and can effectively oversee and participate in the programs of the program performance standards and training indicated in Head Start/Early Head Start/VPI agency. §1302.12(m) to ensure the members understand the information they receive and can effectively oversee and participate in the programs in the Head Start agency.

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1301.6 Impasse procedures.

(a) To facilitate meaningful consultation and collaboration about An arbitration procedure for resolving any differences between the Head As Needed Policy Council decisions of the governing body and the policy council, each Start/Early Head Start Policy Council and the Stafford County School Board Minutes agency’s governing body and policy council jointly must establish shall cover the following area of disagreement: refunding application or written procedures for resolving internal disputes between the major changes in budget and work program while the program is in governing board and policy council in a timely manner that include operation. The Stafford County School Board has all legal and fiscal impasse procedures. These procedures must: responsibility for the program operation.

(1) Demonstrate that the governing body considers proposed When there is an impasse between the grantee, the Stafford County School decisions from the policy council and that the policy council Board, and the Head Start/Early Head Start Policy Council, and when after considers proposed decisions from the governing body; meetings between the two bodies shall not have resulted in compromise or agreement, the difference must be submitted to binding arbitration. (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 The arbitration panel shall consist of three persons, one designated by the decision; and, Stafford County School Board, one designated by the Head Start/Early Head Start Policy Council, and one designated and agreed upon by the (3) Describe a decision-making process and a timeline to resolve other two members. The panel members cannot be employees of Head disputes and reach decisions that are not arbitrary, capricious, or Start or the School Board. illegal. The proceedings of the arbitration panel shall be as expeditious as possible, (b) If the agency’s decision-making process does not result in a consisting of the following: oral presentations by each side, response or resolution and an impasse continues, the governing body and informal cross examination within limits set by the panel, and other policy council must select a mutually agreeable third party mediator procedures as outlined in the Federal Register, Volume 45, Number 175, and participate in a formal process of mediation that leads to a September 8, 1980. This Federal Register shall be followed to facilitate the resolution of the dispute. impasse procedures in all applicable areas. The arbitration panel shall issue a decision in writing fifteen days after the panel meeting. The final (c) For all programs except American Indian and Alaska Native decision shall be binding on both parties. There shall be no appeal. 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.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.100 Purpose. (a) (1)(2)(3) Stafford Schools Head Start/Virginia Preschool Initiative/Early A program must provide management and a process of ongoing monitoring Head Start has a Management Team consisting of the Director/Education and continuous improvement for achieving program goals that ensures child safety and the delivery of effective, high-quality program services. Coordinator,the Assistant Principals, the Assistant Education and Disabilities Coordinators, the Health Coordinator, the Mental Health Coordinator and the 1302.101 Management system. Family and Community Partnerships Coordinator. Weekly monitoring (a) Implementation. A program must implement a management system that: Management Team meetings are held to discuss and coordinate upcoming (1) Ensures a program, fiscal, and human resource management structure that events, current student and family issues and staff supervision needs with provides effective management and oversight of all program areas and fiduciary responsibilities to enable delivery of high-quality services in all of the agendas and minutes recorded. Monthly monitoring meetings are held with program services described in subparts C, D, E, F, G, and H of this part; the Management Team to discuss the monthly component data reports that (2) Provides regular and ongoing supervision to support individual staff have been compiled and presented. In addition, monthly monitoring reports professional development and continuous program quality improvement; are completed by appropriate members of the Management Team and are (3) Ensures budget and staffing patterns that promote continuity of care for all discussed once a month. These monitoring reports, recorded in ChildPlus, children enrolled, allow sufficient time for staff to participate in appropriate training and professional development, and allow for provision of the full range address education, disabilities, child safety, health, mental health, enrollment, of services described in subparts C, D, E, F, G, and H of this part; and, attendance and family services. Strengths and issues are discussed. Goals (4) Maintains an automated accounting and record keeping system adequate are drafted to address problem areas or issues. Progress on goals is for effective oversight. reported at the next monitoring meeting. The monthly component data reports are incorporated into the agenda sent to the Policy Council for the

next meeting and to the School Board. Monthly financial and component achievement reports are presented at each Policy Council meeting, along with a Parent Center Committee update. This information is electronically transmitted monthly to School Board members and staff. The Management Team holds quarterly meetings to evaluate long term goals, refocus vision,

and make recommendations for program improvement or changes to improve (b) Coordinated approaches. At the beginning of each program year, and on an or sustain long term outcomes. ongoing basis throughout the year, a program must design and implement (4) The program uses Stafford Schools MUNIS system for financial program-wide coordinated approaches that ensure: accounting and reporting. The program uses ChildPlus for all child, family (1) The training and professional development system, as described in and program record keeping. §1302.92, effectively supports the delivery and continuous improvement of high-quality services; (2) The full and effective participation of children who are dual language (b) The full program of services is reviewed annually by program evaluation learners and their families, by committees composed of Policy Council members, parents, community (i) Utilizing information from the program’s community assessment about the members, and staff. Involved parents and Policy Council members are given languages spoken throughout the program service area to anticipate child and training in the program assessment process. Between October and January family needs; (ii) Identifying community resources and establishing ongoing collaborative the self assessment committees meet and individually review each service relationships and partnerships with community organizations consistent with and management area. Federal Performance Standards and the Action Plans the requirements in §1302.53(a); and, for each service and management area are reviewed and recommendations (iii) Systematically and comprehensively addressing child and family needs by for plan revisions are made to Policy Council annually as appropriate. Parent facilitating meaningful access to program services, including, at a minimum, surveys, program evaluation instruments, service area data, monitoring curriculum, instruction, staffing, supervision, and family partnerships with bilingual staff, oral language assistance and interpretation, or translation of reports, family outcomes, and child assessment data are considered. A essential program materials, as appropriate. report is presented to Policy Council from each committee listing the service (3) The full and effective participation of all children with disabilities, including or management areas strengths, areas needing improvement, but not limited to children eligible for services under IDEA, by providing recommendations for new goals and objectives, and recommendations for services with appropriate facilities, program materials, curriculum, instruction, plan revisions. The Community Wide Strategic Planning and Needs Page -1 - 208 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN PROGRAM MANAGEMENT 2021-22 staffing, supervision, and partnerships, at a minimum, consistent with section Assessment is revised annually and is used to assist in planning program 504 of the Rehabilitation Act and the Americans with Disabilities Act; and, options and program services, including anticipating needs of dual language

learners and students with disabilities. By April of each year Policy Council reviews these recommendations, revises plans and sets new goals and objectives for the following year, including school readiness goals and family engagement goals that support school readiness. Policy Council also revises and approves a Training and Technical Assistance Plan that supports staff,

parent, Council and Board training and professional development in implementing the program goals and objectives. The plans, goals and objectives are submitted in April for School Board approval. The approved (4) The management of program data to effectively support the availability, goals, objectives and plans provide coordinated services for each of the usability, integrity, and security of data. A program must establish procedures performance standards. The Management Team, Policy Council, and the 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 School Board monitor implementation of the plans monthly. data, while protecting the privacy of child records in accordance with subpart C (4) Program data is collected and stored in the ChildPlus database. Data is secured of part 1303 of this chapter and applicable federal, state, local, and tribal laws. through a password system which is controlled by the program administrators and administrative secretary. The database security system determines what records can be viewed and/or edited by staff by job category and assigned children/families. Staff only have access to the records of the children and families they are assigned. The quality of data recorded in the database is always monitored by at least one other person in addition to the person who enters it. The data entered by the ERSEA assistants is monitored by the family service workers and administrative secretary. The data entered by the administrative secretary is monitored by the Health Coordinator, the teachers, and the family service workers. Personnel and program data entered by the administrative secretary is monitored by the Director. Data entered by teachers is monitored by the program administrators (Director and Assistant Education and Disabilities Coordinator). Data entered by individual Management Team members is monitored by the whole Management Team. Child outcome data and classroom lesson plans are also entered in the Teaching Strategies DRDP database by teachers and monitored by the program administrators. Teacher evaluation data and classroom observations are entered in My Learning Plan database by program administrators and monitored by their grantee supervisors. Data is shared often with the staff directly serving the individual children and families to improve program services, while protecting child and family privacy as legally appropriate. Minimally, twice a year staffings are held with the staff serving a child and family to share information, determine strengths and strengthen services. Three times a year child outcome data is analyzed by staff and used to strengthen curriculum and instruction. Personal identifiable information is always protected and shared only with staff who have supervision of the child or family. Staff sign an annual statement of Standards of Conduct, including maintaining confidentiality of records and personal identifiable information. Hard copies of child records are kept locked and supervised by the administrative secretary and disposed of in timely compliance with Stafford Schools record keeping requirements. Database records are also deleted in compliance with those record keeping requirements. Records are only shared with outside sources as legally allowed. For those persons or agencies not legally allowed, a form must be in the child’s file authorizing such access and signed by the parent(s). Records shared with all outside sources are recorded on a form in the front of each children’s record, signed by a staff member.

Page -2 - 209 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN PROGRAM MANAGEMENT 2021-22 Performance Standard Time Evaluation Objectives Strategies Frame Determination 1302.102 Achieving program goals. (a) Establishing program goals. A program, in collaboration with the governing (a) A report is presented to Policy Council from each Self Assessment body and policy council, must establish goals and measurable objectives that include: committee listing the service or management area’s strengths, areas needing improvement, recommendations for new goals and objectives, and (1) Strategic long-term goals for ensuring programs are and remain responsive recommendations for plan revisions. The Community Wide Strategic to community needs as identified in their community assessment as described Planning and Needs Assessment is revised annually in January and in subpart A of this part; February and is used to assist in planning program options and program

(2) Goals for the provision of educational, health, nutritional, and family and services, including anticipating enrollment, needs of dual language learners community engagement program services as described in the program and students with disabilities. By April of each year Policy Council reviews performance standards to further promote the school readiness of enrolled these recommendations, revises plans and sets measurable five year goals children; and annual objectives for the following year for child safety, facilities, transportation, training of staff, parents, Council and Board members, (3) School readiness goals that are aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, state and tribal early learning education, health, nutrition, mental health, family and community standards, as appropriate, and requirements and expectations of schools Head engagement services, including school readiness goals and family Start children will attend, per the requirements of subpart B of part 1304 of this engagement goals that support school readiness. The school readiness part; and, goals are aligned with each area of the Head Start Early Learning Outcomes Framework, the Virginia Early Learning Foundation Blocks and support (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 Stafford Schools Kindergarten readiness. Policy Council also revises and 1302.94 and 1303 subpart F, of this chapter. approves a Training and Technical Assistance Plan that supports staff, parent, Council and Board training and professional development in implementing the program goals and objectives. The plans, goals and objectives are submitted in April for School Board approval. The approved

goals, objectives and plans provide coordinated services for each of the performance standards. The Management Team, Policy Council, and the School Board monitor implementation of the plans monthly.

(b) Monitoring program performance. (1) Ongoing compliance oversight and (b) The Management Team conducts daily monitoring and formal ongoing correction. In order to ensure effective ongoing oversight and correction, a program must establish and implement a system of ongoing oversight that monitoring monthly in reports, as well as biannually at staffings. Compliance ensures effective implementation of the program performance standards, issues are corrected immediately and the monthly monitoring reports record including ensuring child safety, and other applicable federal regulations as correction measures. Self Assessment Committees are composed of described in this part, and must: parents, community members, staff, and Policy Council members. Between October and January self assessment committees meet and individually (i) Collect and use data to inform this process; review each service and management area, including Eligibility, Recruitment, (ii) Correct quality and compliance issues immediately, or as quickly as Selection, Enrollment and Attendance, Health (including child safety, nutrition possible; and mental health), Education, Disabilities, Family and Community Services, Program Management, Program Governance, Fiscal, Human Resources, (iii) Work with the governing body and the policy council to address issues Facilities, and Transportation. Federal Performance Standards and the Action Plans for during the ongoing oversight and correction process and during federal each service and management area are reviewed and recommendations for plan oversight; and, revisions are made to Policy Council annually as appropriate. Parent surveys, program evaluation instruments, service area data, monitoring reports, family outcomes, and (iv) Implement procedures that prevent recurrence of previous quality and child assessment data are considered. Each self assessment committee has a list of compliance issues, including previously identified deficiencies, safety incidents, and audit findings. data to consider in evaluating the strengths, weaknesses, and need for improvement for its service or management area. A report is presented to Policy Council from each (2) Ongoing assessment of program goals. A program must effectively oversee committee listing the service or management areas strengths, areas needing progress towards program goals on an ongoing basis and annually must: improvement, recommendations for new goals and objectives, and recommendations for plan revisions. Compliance issues are corrected immediately and Policy Council is Page -3 - 210 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN PROGRAM MANAGEMENT 2021-22 (i) Conduct a self-assessment that uses program data including aggregated notified, or included as new objectives by Policy Council if not immediately correctable. child assessment data, and professional development and parent and family Progress on the previous goals and objectives is also reported, along with the revised engagement data as appropriate, to evaluate the program’s progress towards Community Assessment. Policy Council rewrites the long term goals and annual meeting goals established under paragraph (a) of this section, compliance with objectives. These committee reports are presented to the School Board, along with the program performance standards throughout the program year, and the new goals and objectives for Board approval. Action Plans are rewritten to prevent effectiveness of the professional development and family engagement systems reoccurrence of compliance and quality issues, including deficiencies, safety incidents in promoting school readiness; and audit findings, through additional monitoring procedures if appropriate, and

presented to Policy Council and the School Board for approval. In addition, federal (ii) Communicate and collaborate with the governing body and policy council, program staff, and parents of enrolled children when conducting the annual oversight findings of quality issues, compliance issues or deficiencies requires a formal self-assessment; and, quality improvement plan designed to correct the issue and prevent reoccurrence. This plan must be approved by Policy Council and the School Board before being submitted (iii) Submit findings of the self-assessment, including information listed in to Region III OHS office. The Self Assessment committee reports, the revised Action paragraph (b)(2)(i) of this section to the responsible HHS official. Plans, the approved goals and objectives, progress on previous goals and objectives, the revised Community Assessment, and the Training and Technical Assistance Plan are submitted to the Region III OHS office along with the annual refunding application.

(c)(1) Each self assessment committee has a list of data to consider in evaluating the strengths, weaknesses, and need for improvement for its service or management area. Parent surveys, program evaluation instruments, service area data, monitoring reports, family outcomes, and child assessment data are considered. (2) Three times a year Teaching Strategies DRDP child outcome data is analyzed by instructional staff in their professional learning teams and used to strengthen

curriculum and instruction. The data is disaggregated by subgroups, including dual

(c) Using data for continuous improvement. (1) A program must implement a language learners, children with IEPs/IFSPs, and racial groups. The professional process for using data to identify program strengths and needs, develop and learning teams use the data analysis to set student outcome goals to target instruction, implement plans that address program needs, and continually evaluate purchase instructional tools, focus staff development, research current instructional compliance with program performance standards and progress towards techniques, implement strategies and evaluate their effectiveness. Annually family achieving program goals described in paragraph (a) of this section. outcomes data is analyzed by family services staff and health data is analyzed by health staff to identify strategies for continuous improvement, determine needed staff (2) This process must: development, focus scope of services, and recommend any needed changes in program design to Policy Council and the School Board. Management team analyze (i) Ensure data is aggregated, analyzed and compared in such a way to assist program data monthly in all service areas, making recommendations for program agencies in identifying risks and informing strategies for continuous improvement. Management team members also meet quarterly to focus on the improvement in all program service areas; program’s long term goals and outcomes, analyze changes in program clients and determine improvements needed in program design and services, professional (ii) Ensure child-level assessment data is aggregated and analyzed at least development. A report is presented to Policy Council from each self assessment three times a year, including for sub-groups, such as dual language learners committee listing the service or management areas strengths, areas needing and children with disabilities, as appropriate, except in programs operating improvement, recommendations for new goals and objectives, and recommendations fewer than 90 days, and used with other program data described in paragraph (c)(2)(iv) of this section to direct continuous improvement related to curriculum for plan revisions. The Program Goals and Objectives are the annual program choice and implementation, teaching practices, professional development, improvement plan and are implemented through the revised Program Action Plans for program design and other program decisions, including changing or targeting each service and program management area. scope of services; and,

(iii) For programs operating fewer than 90 days, ensures child assessment data is aggregated and analyzed at least twice during the program operating period, including for subgroups, such as dual language learners and children with disabilities, as appropriate, and used with other program data described in paragraph (c)(2)(iv) of this section to direct continuous improvement related to curriculum choice and implementation, teaching practices, professional (d)(1)(i) Monthly service area outcome data reports are submitted to the development, program design and other program decisions, including changing Policy Council, the School Board and Region III OHS, along with financial or targeting scope of services; budget reports that include % of expended funds, % of non-federal share, %

(iv) Use information from ongoing monitoring and the annual self-assessment, of administrative cost, and Child and Adult Care Food Program Page -4 - 211 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN PROGRAM MANAGEMENT 2021-22 and program data on teaching practice, staffing and professional development, reimbursements. Quarterly, semiannual, annual and final federal financial child-level assessments, family needs assessments, and comprehensive reports are also completed and submitted to Policy Council, Stafford School services, to identify program needs, and develop and implement plans for program improvement; and, Board and the Office of Head Start. The Program Information Report is compiled and submitted annually to Policy Council, Stafford School Board (v) Use program improvement plans as needed to either strengthen or adjust and the Office of Head Start. content and strategies for professional development, change program scope and services, refine school readiness and other program goals, and adapt (ii) Immediate reports are given to the program’s assigned Region III Program strategies to better address the needs of sub-groups. Specialist, as well as to the School Board Office, and presented to Policy (d) Reporting. (1) A program must submit: Council at the next meeting for any of the following: 1. Staff or volunteer noncompliance with laws addressing child abuse and (i) Status reports, determined by ongoing oversight data, to the governing body neglect or laws governing sex offenders; and policy council, at least semi-annually; 2. Incidents that require classrooms or centers to be closed for any reason,

including weather or snow days; 3. Legal proceedings by any party that are directly related to program operations; and, 4. All conditions required to be reported under §1304.12, including disqualification from the Child and Adult Care Food Program (CACFP) and

(ii) Reports, as appropriate, to the responsible HHS official immediately or as license revocation. soon as practicable, related to any significant incidents affecting the health and safety of program participants, circumstances affecting the financial viability of the program, breaches of personally identifiable information, or program (2) An annual report is completed in December of each year with involvement in legal proceedings, any matter for which notification or a report to demographic data on the number of children served, the number on the state, tribal, or local authorities is required by applicable law, including at a minimum: waiting list, the number of foster and homeless children served, the languages of the children served, the number of families served, the types of (A) Any reports regarding agency staff or volunteer compliance with federal, services received by children and families, outcome data for education and state, tribal, or local laws addressing child abuse and neglect or laws governing health services, family outcome data, the number of volunteers, program sex offenders; income and revenue, program expenditures, amount and percentage of

(B) Incidents that require classrooms or centers to be closed for any reason; nonfederal share, percent of administrative cost, expected budget for the next year, goals and objectives for the next year, any federal review compliance or (C) Legal proceedings by any party that are directly related to program deficiency findings, and a summary of the program’s most recent community operations; and, assessment.

(D) All conditions required to be reported under §1304.12, including disqualification from the Child and Adult Care Food Program (CACFP) and (3) Federal oversight findings of quality issues, compliance issues or license revocation. deficiencies requires a formal quality improvement plan designed to correct the issue and prevent reoccurrence. This plan must be approved by Policy (2) Annually, a program must publish and disseminate a report that complies Council and the School Board before being submitted to Region III OHS with section 644(a)(2) of the Act and includes a summary of a program’s most office. recent community assessment, as described in §1302.11(b), consistent with privacy protections in subpart C of part 1303 of this chapter.

(3) If a program has had a deficiency identified, it must submit, to the responsible HHS official, a quality improvement plan as required in section 641A(e)(2) of the Act. Page -5 - 212 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN PROGRAM MANAGEMENT 2021-22

1302.103 All program performance standards are addressed in the Head 1302.103 Implementation of program performance standards. Start Action Plans for each service and management area, including (a) A current program as of November 7, 2016, must implement a program- implementation timelines and staff responsible. All changes to program wide approach for the effective and timely implementation of the changes to the design, program services, staffing and professional development are program performance standards, including the purchase of materials and considered by each self assessment committee. Policy Council considers allocation of staff time, as appropriate. the annually revised Community Assessment and the self assessment

(b) A program’s approach to implement the changes included in parts 1301 committee reports in writing Goals and Objectives for the Program through 1304 of this chapter must ensure adequate preparation for effective Improvement Plan, and setting program options and services through and timely service delivery to children and their families including, at a approval of the Action Plans and Refunding Application, which are then minimum, review of community assessment data to determine the most submitted to the Stafford School Board for approval. No student will be appropriate strategy for implementing required program changes, including displaced this program year, nor will there be a request or need for slot assessing any changes in the number of children who can be served, as necessary, the purchase of and training on any curriculum, assessment, or reductions for the next program year. other materials, as needed, assessment of program-wide professional development needs, assessment of staffing patterns, the development of coordinated approaches described in §1302.101(b), and the development of appropriate protections for data sharing; and children enrolled in the program on November 7, 2016 are not displaced during a program year and that children leaving Early Head Start or Head Start at the end of the program year following the publication of this rule as a result of any slot reductions received services described in §§1302.70 and 1302.72 to facilitate successful transitions to other programs.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination

§1303.70 Purpose. On Going Bus Routes (a) Applicability. This rule applies to all agencies, including those (a) All Head Start students will be provided transportation by Stafford Schools to and and that provide transportation services, with the exceptions and from the Head Start center, if the parents desire it. Attendance exclusions provided in this section, regardless of whether such Logs transportation is provided directly on agency owned or leased (b) (1)Early Head Start children will not be provided transportation to and from the vehicles or through arrangement with a private or public center daily, but staff will help families facilitate their transportation as stated on Early transportation provider. Head Start recruitment information and applications. Transportation will be offered to families, using Head Start/Early Head Start county vehicles, for Socializations, Policy (b) Providing transportation services. (1) If a program does not Council and Parent Center meetings. Parents will able to be reimbursed mileage to provide transportation services, either for all or a portion of the Socializations, Policy Council and Parent Center meetings. Families will be children, it must provide reasonable assistance, such as encouraged to carpool. information about public transit availability, to the families of such children to arrange transportation to and from its activities, and provide information about these transportation options in recruitment announcements. On Going Annual Program (2) All Head Start/VPI/ECSE students will be provided transportation by Stafford Self (2) A program that provides transportation services must make Schools Public Schools Transportation to and from the Head Start center, if the parents Assessment reasonable efforts to coordinate transportation resources with desire it. The Stafford Schools Transportation Department provides transportation for Transportation other human services agencies in its community in order to Stafford Head Start/VPI/ECSE students. Stafford Head Start works in partnership with Committee control costs and to improve the quality and the availability of the Transportation Department to insure compliance with the applicable requirements Minutes, transportation services. of this part of the federal Head Start performance standards. Transportation Department Records, Head (3) All accidents involving vehicles that transport Head Start children are reported in Start bus route (3) A program that provides transportation services must ensure accordance with Virginia and federal requirements by the Stafford Schools Department records, all accidents involving vehicles that transport children are reported of Transportation. All Head Start children involved in a bus accident are checked by Personnel in accordance with applicable state requirements. the Health Coordinator. If emergency response personnel, such as Emergency Medical records Technicians, check the children at the time of the accident, then the Health (c) Waiver. (1) A program that provides transportation services Coordinator/School Nurse will also complete a check on each child upon the child returning to school. All accidents are reported to dispatch immediately. Transportation must comply with all provisions in this subpart. A Head Start personnel respond and appropriate emergency/police and school personnel are program may request to waive a specific requirement in this part, notified by dispatcher. Driver follows predetermined procedure to insure in writing, to the responsible HHS official, as part of an agency’s documentation of all student names and grade are recorded. All accident reporting is annual application for financial assistance or amendment and accomplished by the Safety/Training must submit any required documentation the responsible HHS Coordinator in accordance with State and county guidelines. Forms and notification official deems necessary to support the waiver. The responsible performed online and emailed to appropriate parties. Head Start staff will notify HHS official is not authorized to waive any requirements with parents/guardians via phone along with a letter from the Director of Head Start. regard to children enrolled in an Early Head Start program. A (c)(1) program may request a waiver when:

(i) Adherence to a requirement in this part would create a safety hazard in the circumstances faced by the agency. Page -1 - 214 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN TRANSPORTATION 2021-2022

Performance Standards Objectives Time Frame Evaluation Strategies Determination

§1303.70 Purpose.

(ii) For preschool children, compliance with requirements (a) All Head Start students will be provided transportation by Stafford Schools to and On Going Bus Routes related to child restraint systems at §§1303.71(d) and from the Head Start center, if the parents desire it. and 1303.72(a)(1) or bus monitors at §1303.72(a)(4) will Attendance result in a significant disruption to the program and the Logs agency demonstrates that waiving such requirements is (b) Early Head Start children will not be provided transportation to and from the center in the best interest of the children involved. daily, but staff will help families facilitate their transportation as stated on Early Head Start recruitment information and applications. Transportation will be offered to families, (2) The responsible HHS official is not authorized to using Head Start/Early Head Start county vehicles, for Socializations, Policy Council waive any requirements of the Federal Motor Vehicle and Parent Center meetings. Parents will able to be reimbursed mileage to Safety Standards (FMVSS) made applicable to any Socializations, Policy Council and Parent Center meetings. Families will be encouraged class of vehicle under 49 CFR part 571. to carpool.

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§1303.71 Vehicles

(a) Required use of School Buses or Allowable a) 1. All Head Start children are transported on Stafford School buses equipped with Alternate Vehicles A program, with the On Going Safety height and weight appropriate child restraint systems with no more than 2 passengers Checklist, exception of transportation services to the per seat at a given time. children served under a home base option, Annual Program 2. All Head Start children are transported on school buses equipped with reverse Self Evaluation must vehicles used or purchased with grant beepers. funds to provide transportation services to Transportation Committee enrolled children are school buses or allowable (b) Each request to purchase a bus will be accompanied by required specifications vehicles that are equipped for use of height-and Report which include a reverse beeper and equipment for use of height and weight weight-appropriate child restraint systems, and appropriate child restraint systems. that have reverse beepers

(b) .Emergency equipment. A program must

ensure each vehicle used in providing such

services is equipped with an emergency

communication system clearly labeled and (b) Each bus used to transport Head Start children Bus Safety appropriate emergency safe equipment, On Going is equipped with: Checklists, including a seat belt cutter, charged fire 1. A two-way radio. When two-way radio is not working the driver must pull the bus Annual Self extinguisher, and first aid kit. over and secure it by placing it in neutral and pulling the brake before using a cell Evaluation, (c) Auxiliary seating. A program must ensure any phone. Each driver of a car used to transport Head Start children, parents or staff will Transportation auxiliary seating, such as temporary or folding have access to a cell phone. Committee jumping seats, used in vehicles of any type 2. Each school bus has a charged fire extinguisher properly mounted near the driver’s Meeting providing such services are built into the seat and each Head Start vehicle is also equipped with a charged fire extinguisher. Minutes vehicle by the manufacturer as part of its 3. A first aid kit is also located near the bus driver and in each Head Start vehicle. standard design, are maintained in proper 4. Two seat belt cutters are also located on the bus. Signs indicate the location of the working order, and are inspected as part of the fire extinguisher, first aid kit and seat belt cutters. annual inspection required under paragraph

(e)(2)(i) of this section.

(d) Child restraint systems. A program must

ensure each vehicle used to transport children

receiving such services is equipped for use of

age-,height-and weight-appropriate child safety

restraint systems as defined in part 1305 of this (d) 1. Each bus transporting Stafford Head Start students will be equipped with height chapter. October 2002 and weight appropriate child safety restraint systems, with no more than 2 passengers Bus Safety

per seat at a given time. Checklists,

Annual Self

2. All agency owned automobiles used to transport children and families are equipped Evaluation,

with height and weight appropriate child restraint systems and seats before transporting Transportation

children Committee

Meeting

Minutes

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(e) Vehicle maintenance. (1) A program must (e) (1) Each vehicle receives an annual inspection through Stafford Fleet state licensed On Going Fleet ensure vehicles used to provide such services inspection program. Vehicle are in safe operating condition at all times. (2)(i)Evidence of state inspection is displayed by decal on the front window of each bus. Maintenance (2)The program must: In addition each bus is inspected every 45 working days or 2500 miles, whichever Calendar, occurs first. Vehicle (i) At a minimum, conduct an (ii) Preventative maintenance is scheduled Maintenance annual thorough safety as follows: # 1 Inspection - every 45 operating days or every 2500 miles. # 2 Inspection records, inspection of each vehicle - every 180 operating days or every 15,000 miles. Every 8000 miles for diesel buses oil School Bus through an inspection change. Drivers, Director program licensed or operated (iii) Each school bus driver conducts pre-trip inspections before each trip. of by the state; Transportation (ii) Carry out systematic preventive maintenance on vehicles; and, (iii) Ensure each driver implements daily pre-tip vehicle inspections.

(f) New Vehicles inspection A program must ensure bid (f) 1. All bid announcements include exact specifications and a clear statement of the On Going Vehicle announcement for school buses and allowable alternate vehicle’s intended use. Inventory Files vehicles for use in transporting children in its program 2. Each vehicle is inspected at the time of delivery for correct equipment which include the correct specifications and a clear statement matches bid specifications. of the vehicle’s intended use. Such agencies must 3. Each vehicle’s manufacturer’s certification with FMVSS is received and kept on file. ensure that there is a prescribed procedure for 4. Each vehicle receives a state inspection before it is put on the road. examining such vehicles at the same time of delivery to 5. Each school bus complies with Virginia Department of Education bid specifications. ensure that they are equipped with the bid specifications and that the manufacturer’s certification of compliance with the applicable FMVSS is included with the vehicle.

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(a)1. Each bus transporting Stafford Head Start students will be equipped with height and weight appropriate child safety restraint systems, using either C.E. Vehicle Inventory, §1303. 72 Vehicle operation. White seats, E-Z on vests, or star seats. On Going Safety Checklist, Annual Program Self (a) Safety. A program must ensure: (a) (3) 2. Each vehicle transporting Head Start children is equipped with an adequate Evaluation number of child restraint systems. All book bags and other baggage are stored Transportation 1. Each child is seated in a child restraint system and secured. Aisles, doors, and emergency exits are unobstructed at all times. Committee Minutes

appropriate to the child’s age, height and weight;

2. Baggage and other items transported in the passenger 3. Bus staff check each child on and off their bus in the morning and in the

compartment are properly stored and secured and the afternoon. Bus staff will utilize the Bus staff Checklist to record attendance of aisles remain clear and the doors and emergency exits students boarding and exiting the bus, both in the morning and the afternoon. Bus Safety remain unobstructed at all times. In the morning, one of the bus staff is responsible for marking each student at On Going Checklists, 3. Up-to-date child rosters must be maintained at all times to the bus stop as the child boards the bus, while the Bus Monitor is securing the Emergency Release ensure that no child is left behind, either at the classroom child in the restraint. Upon arriving at the school, the Bus Driver and Monitor Information Forms, or on the vehicle at the end of the route; and, release each child from the seat restraints and the children remain sitting in Weekly Bus Roster 4. With the exception of transportation services to children their seats until all the children are released. Then the Bus Driver stands at the Forms, Classroom served under a home-based option, there is at least one bus door or sits in the drivers’ seat and marks each child as the student exits Attendance Forms out of the bus door. Any discrepancies on the Bus Driver Checklist are bus monitor on board at all times, with additional bus reconciled with verification as to the student’s actual whereabouts. In the monitors provided as necessary. afternoon, the Bus Driver checks each student on the checklist as the child boards the bus, before assisting the Bus Monitor in securing students. At each (b) Driver qualifications. A program, with the exception of bus stop, the Bus Driver then checks each student on the checklist as the transportation services to children served under a home- student exits out of the bus door. Children are only released to parents or legal

based option, must ensure drivers, at a minimum: guardians, or other persons designated in writing by their parents. Bus drivers

and monitors check the entire bus after all children are evacuated to insure that 1. In States where such licenses are granted, have a valid no child is left on the bus. A Child Safety Device is installed on each bus. Commercial Driver’s License (CDL) for vehicles in the Classroom teachers and paraprofessionals check each child in and out of their same class as the vehicle the driver will be operating; and classroom each day. Benches are provided for each classroom on the bus 2. Meet any physical, mental, and other requirements ramp where children wait to load and unload. When a parent or designated established under applicable law or regulations as adult is not at the bus stop, the driver radios dispatch for further instructions. necessary to perform job-related functions with any The bus may be requested to meet the parent or designated adult at an necessary reasonable accommodations. elementary school or to bring the child back to Head Start. The first time the On Going Employment (c) Driver application review. In addition to the applicant parent or designated adult is not at the bus stop there is a phone call or Records, review process prescribed §1302.90 (b) of this chapter, a personal communication from a Head Start administrator. The second time the Bus Roster

program, with the exception of transportation services to parent receives a letter warning of the danger of losing bus transportation. On the third offense the child is removed from bus transportation for a week. children served under a home based option, must ensure Further offenses may result in the discontinuance of transportation services. On Going Bus Safety Checklist the applicant review process for drivers includes, at

minimum: 4. All buses transporting any Head Start child will have a bus monitor on board

at all times. The Head Start office keeps a list of bus monitor boarding places (1) Disclosure by the applicant of all moving traffic violations, On Going Human Resources and times and assists Transportation in recruiting substitutes. Files regardless of penalty;

(d) All vehicle occupants will be secured in height and weight appropriate safety restraints while the vehicle is in motion. The bus monitor may carefully move around the bus when it is in motion, if necessary, for the health or safety of the children. On Going Human Resources Files

Page -5 - 218 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN TRANSPORTATION 2021-2022 (2) A check of the applicant’s driving record through the a) 1. Each bus driver will meet all requirements for school bus drivers as appropriate State agency, including a check of the required by the state of Virginia and Stafford County Public Schools, which On Going Transportation applicant’s record through the National Driver Register, if includes a CDL with P & S endorsement (passenger bus and school bus). Driver Request available; Records 2. Bus drivers must pass a physical upon hire and at least annually. There is On Going Human Resources (3) A check that drivers qualify under the applicable driver random and post-accident drug and alcohol testing. Also, a fit for duty testing is required for bus drivers and monitors. Files training requirements in the state or tribal jurisdiction; and

(2) Drivers of county and agency owned automobiles must be approved by On Going Human Resources the transportation department, hold a current Virginia license and carry no (4) After a conditional offer of employment to the applicant Files points on their insurance. and before the applicant begins work as a driver, a

medical examination, performed by a licensed doctor of (3) Each bus driver will meet all requirements for school bus drivers as medicine or osteopathy, establishing that the individual required by the state of Virginia and Stafford County Public Schools, which possesses the physical ability to perform any job-related includes a CDL with P & S endorsement (passenger bus and school bus). functions with any necessary accommodations.

On Going Human Resources (4) Bus drivers must pass a physical upon hire and at least annually. There (d) Driving training. (1) A program must ensure any person Files is random and post-accident drug and alcohol testing. Also, a fit for duty employed as a driver receives training prior to testing is required for bus drivers. transporting any enrolled child and receives refresher

training each year.

(d) Initial training consists of a minimum of 40 hours training: 20 hours in the (2) Training must include: classroom, total of 30 hours behind the wheel of which includes: 10 hours are without children on the bus; 10 hours special needs; and 10 hours mainstreamed. (i) ) Classroom instruction and behind-the- wheel instruction sufficient to enable Each bus driver receives all training required by the state of Virginia and Stafford the driver to operate the vehicle in a County Public Schools prior to beginning to drive a school bus, and annual training safe and efficient manner, to safely run review consisting of at least 2 in-services per year. All bus drivers and monitors a fixed route, to administer basic first annually receive cardiac pulmonary resuscitation (CPR) with first aid training every 2 years, including disaster training. August In-service Sign-in aid in case of injury, and handle records emergency situations, including vehicle Each bus driver receives all training required by the state of Virginia and Stafford evacuation, operate any special County Public Schools prior to beginning to drive a school bus, and annual training equipment, such as wheelchair lifts, review. assistance devices or special occupant On Going In-service Sign-in restraints, conduct routine maintenance All bus drivers/monitors will receive training on the Head Start performance records

and safety checks of the vehicle, and standards, including the goals and philosophy of Head Start and the ways they are

maintain accurate records as implemented. Training is also provided on methods for identifying and reporting child On Going abuse and neglect. Human Resources necessary; and, Files (ii) Instruction on the topics listed in Bus drivers/monitors will receive annual refresher training on pupil transportation §1303.75 related to transportation requirements consisting of at least 2 in-services and an additional annual refresher services for children with disabilities. on Head Start performance standards and reporting child abuse and neglect.

(3) A program must ensure the annual evaluation of

each driver of a vehicle used to provide such Each bus driver has a road observation of road performance, as part of the annual

services includes an on-board observation of evaluation.

road performance.

Page -6 - 219 STAFFORD HEAD START/VPI/EARLY HEAD START ACTION PLAN TRANSPORTATION 2021-2022

September-June Human Resource §1303.72 Vehicle operations. September of files each year In-service sign-in (e) Bus monitor training. A program must train each bus rosters

monitor before the monitor begins work, on child boarding

and exiting procedures, how to use child restraint (e) Bus monitors receive training on boarding and exiting procedures, use of child systems, completing any required paperwork, how to restraint systems and any special equipment, required paperwork, responses to respond to emergencies and emergency evacuation emergencies, emergency evacuation procedures, child pick-up and release procedures, how to use special equipment, child pick-up procedures, pre- and post-vehicle checks. Each monitor has an on the road and release procedures, how to conduct and pre- and observation as part of the annual evaluation. All drivers and monitors receive annual post-trip vehicle checks. Bus monitors are also subject to evaluations including an on the road evaluation. In addition, camera, tapes, hard staff safety training requirements in §1302.47 (b)(4) of drives, and/or GPS are randomly pulled and reviewed periodically throughout the this chapter including Cardio Pulmonary Resuscitation year for evaluation purposes. Driver/Monitors are called in immediately if concerns are noted. (CPR) and first aid.

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§1303.73 Trip routing. (a) Stafford county transportation designs transportation routes which On Going Transportation (a) A program must consider safety of the children it transports promote the safety of the children being transported by adhering to Stafford Bus Routes when it plans fixed routes. County and Virginia Department of Education and Transportation regulations. (b) A program must also ensure: On Going Transportation (1) The time a child is in transit to and from the program must not (b) (1)Each bus route is designed for a transit time of one hour or less, Bus Routes exceed one hour unless there is no shorter route available or any except when there is no other practical shorter route available from the far alternative shorter route is either unsafe or impractical; ends of the county, Due to location of Head Start facilities, rural character of (2) Vehicles are not loaded beyond maximum passenger capacity county, number of stoplights, traffic nd equipment constraints etc. some at any time; longer ride times become necessary. Routes are reviewed periodically to see where adjustments can be made. (3) Drivers do not back up or make U-turns, except when On Going Transportation necessary for safety reasons or because of physical barriers; (2) No school bus carries above maximum passenger capacity at any time Bus Routes (4) Stops are located to minimize traffic disruptions and to afford when transporting Head Start students. the driver a good field of view in front of and behind the vehicle; On Going Transportation (3) Vehicles are not required to back up or do U turns as part of routing, Bus Routes (5) When possible, stops are located to eliminate the need for except when absolutely necessary. children to cross the street or highway to board or leave the On Going Transportation vehicle; (4)Bus stops are designed to minimize traffic disruptions and to afford the Bus Routes (6) Either a bus monitor or another adult escorts children across bus driver a good field of view. the street to board or leave the vehicle if curbside pick-up or drop On Going Transportation off is impossible; and, (5) Whenever possible all stop locations are established to prevent students Bus Routes from crossing the street for the safety of all. (7) Drivers use alternate routes in the case of hazardous On Going Transportation conditions that could affect the safety of the children who are (6) At no time do students cross a street in loading or unloading except with Bus Routes being transported, such as ice or water build up, natural gas line assistance of parent/guardian or other designated adult. breaks, or emergency road closing. On Going (7) Alternate routes are designed for emergency and hazardous conditions. Alternate routes consider the safety of the students at all times. All buses are equipped with a 2 way radio system that will have at least one dispatcher, familiar with routing software, on duty at all times from 5:45 AM- 6:00PM, with the exception of Fridays with closing at 5 PM. Real time information flow, communication with area law enforcement, VDOT, etc., for alerts/alternate routes are communicated directly to drivers via dispatch and can be modified as necessary for student safety.

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§1303.74 Safety procedures.

(a) A program must ensure children who receive transportation August services are taught safe riding practices, safety procedures for (a) Students will be given instruction on bus safety to include safe riding Lesson plans boarding and leaving the vehicle and for crossing the street to and practices, safe boarding and exiting procedures, safe procedures on from the vehicle at stops, recognition of the danger zones around crossing streets, the danger zones around a bus, emergency evacuation the vehicle, and emergency evacuation procedures, including procedures. participating in an emergency evacuation drill conducted on the vehicle the child will be riding.

(b) A program that provides transportation services must ensure at least two bus evacuation drills in addition to the one required August, under paragraph (a) of this section are conducted during the (b) Each Head Start child will participate in three emergency evacuation September, Evacuation drill program year. drills on the school bus the child rides, one in August, one in September January logs

and one in January.

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Performance Standard Time Evaluation Objectives Strategies Frame Determination

§1303.75 Children with disabilities.

(a) Stafford Schools owns several Special Needs accessible buses with On Going Special Education (a) A program must ensure there are school buses or wheelchair carrying capabilities. Whenever possible, children with Special Files Needs are transported with other Head Start children. allowable alternate vehicles adapted or designed for transportation of children with disabilities available as necessary to transport such children enrolled in the program.

This requirement does not apply to the transportation of children receiving home-based services unless school buses or allowable alternate vehicles are used to transport the other children served under the home-based option by the grantee.

Whenever possible, children with disabilities must be transported in the same vehicles used to transport other children enrolled in the Head Start or Early Head Start (b)Transportation needs are considered with each I.E.P. and, if necessary, a program. On Going Special Education TR-1 form is completed as part of the I.E.P. with specific requirements listed Files (b) A program must ensure special transportation related to special education transportation needs. The TR-1 form is sent to requirements in a child’s IEP or IFSP are followed, including the Supervisor of Special Programs who arranges for appropriate special pick-up and drop-off requirements, seating transportation services. requirements, equipment needs, any assistance that may be required, and any necessary training for bus drivers and monitors.

Page -10 - 223 Stafford Schools Head Start Goals 2018-2023

Goal: #__1___ Improve quality of facilities for safety of the children Relationship to CQI Source Data: Child Health and Safety, Child Health and Development, Child Mental Health, Family Partnerships, Human Resources, Facilities, Disabilities and Transportation Self Assessment Committee Reports Expected Impact-Stafford County will have a safer and updated facility for the education of young children and safer bus transportation. 2018-19 2019-20 2020-21 2021-22 2022-23 Budget Other Sources Data/ Data/ Data/ Data/ Data/ HS Federal (Cash and Team Members Objective Action Steps and Timeframes Evaluation Evaluation Evaluation Evaluation Evaluation Funds Non-cash) Responsible Status Improve facilities By July 2019, Install motion activated LED lights Invoice files $20,000 inkind Head Start Director, Completed 2020. throughout the campus if funds are available. Bookkeeper, Plant for safety of Engineer, children. By July 2019, replace parking lots. Invoice files $500,000 Maintenance, Food Moved to Summer inkind Services, Planning and 2022 By July 2019, repair asphalt and add canopies to Invoice files $30,000 inkind Construction Asphalt and sidewalk playgrounds. Add sidewalk to tricycle shed. done 2019. Canopies added 2020.

By July 2020, add ramp to allow for handicapped Invoice files $2500 inkind Completed 2020. access to the front of the building.

Establish a community garden at NSECEC and $2000 inkind RSECEC to provide a roadmap to the farm to table.

Invoice files HVAC unit in clothing closet replaced. Informed Captial By July 2020, replace HVAC units in the gym, Improvement clothing closet, front foyer, and rooms O12-O15, as $300,000 in- Committee of HVAC funds become available. Invoice files kind replacement need. By January 2021 determine cafeteria equipment in need of replacement or purchase and cost of List of equipment and prioritize replacement. By July upgrades and 2022, replace needed equipment as funds become costs. Invoice $100,000 in- available. files. kind Future goal.

Planning and Architectural Constrcution By July 2023, improve Melchers and North Star to plans, $25,000 Records, $250,000 be ADA compliant. inkind $200,000 inkind inkind Future goal for CIP By July 2021, replace aged elevator in Invoice files $50,000 inkind Completed 2020. O'Shaughnessy building.

By 2023 renovate the current Melchers Complex Planning and $20 million North Star opened in 2019. including electrical, plumbing and HVAC systems, Construction Renovate or rebuild Rising Star is recommended for a as funds become available. Repair or replace roof Records future goal in the CIP. at North Star ECEC,

224 Stafford Schools Head Start Goals 2018-2023

Improve the quality By September 2020, as funds become available, Vehicle $120,000 from Head Start Director, Pending available purchase additional school buses with built-in child Inventory any savings in Bookkeeper, funds. and safety of Head restraint seats. Seek quotes, requisition work, and ongoing fund Transportation Dept. Start supervise quality of product. budget or as Staff Transportation start up funding Services By September 2022, as funds become available, Bus Routes $50,000 from provide transportation for the Early Head Start Vehicle any savings in center-based classes. Inventory ongoing funding for driver and monitor, $240,000 in one-time funding for purchase of 2 Pending available buses. funds.

225 Stafford Schools Head Start Goals 2018-2023

Goal: #__2__ Increase students' success in kindergarten Relationship to CQI Source Data: Education, Mental Health, Disabilities, Family Services Self Assessment Committee Reports, PALS PreK and Fall PALS data, Teaching Strategies GOLD Assessment data, Staff Evaluation and Career Development Goals Expected Impact-90% of the Head Start/VPI/EHS enrolled children will enter kindergarten at or above age level literacy expectations, as judged by the PALS assessment. 2018-19 2019-20 2020-21 2021-22 2022-23 Budget Other Sources Data/ Data/ Data/ Data/ Data/ HS Federal (Cash and Team Members Objective Action Steps and Timeframes Evaluation Evaluation Evaluation Evaluation Evaluation Funds Non-cash) Responsible Status 100% of all Head The Creative The Creative The DRDP The DRDP The DRDP Coordinators/ $120 in guest Head Start Director, In progress By September of each year, 2018-2022 Curriculum Gold Curriculum Gold assessment in assessment in assessment in Instructional speakers, Assistant Education/ Start students will instructional staff will aggregate and analyze child Language Language Language and Language and Language and staff salaries, inkind Disabilities Coordinator demonstrate outcomes data to determine weak areas. In assessment assessment Literacy Literacy Literacy $1,000 in PA20 $930 in objectives 8, 9, objectives 8, 9, Development Development Development growth in November and February, instructional staff will T&TA funds, instructional and 10 will and 10 will Measures 3 and 4 Measures 3 and Measures 3 and analyze aggregated student data to determine vocabulary demonstrate demonstrate will demonstrate 4 will 4 will $15, 000 in materials and progress of subgroups and instructional strategies. PA22 funds supplies, local development and meeting or above meeting or above meeting or above demonstrate demonstrate By March of each year 2019-2023, provide training growth range in growth range in growth range in meeting or meeting or above funds written expression to instructional staff on weaker areas identified in communication communication communication above growth growth range in (P-LC7). 100% of child outcomes data. Instructional staff hold skills for 92% of skills for 94% of and vocabulary range in communication weekly meetings in 4 small groups to share Early Head Start Early Head Start skills for 96% of communication and vocabulary Early Head Start strategies and develop techniques for students. students. The students. The Head Start and and vocabulary skills for 100% of children will Each teacher meets monthly with Director on Creative Creative Early Head Start skills for 98% of Head Start and Curriculum Gold Curriculum Gold students. 90% of Head Start and Early Head Start demonstrate progress of low achieving students. Language Language parents will Early Head Start students. 100% growth in By September 2020 the program will add additional assessment assessment engage in literacy students. 95% of of parents will Rising Star and North hours for the Speech/Language Pathologist to Star now each have communication objectives 9 and objectives 9 and activities as noted parents will engage in literacy provide individual child and classroom consultation 19b will 19b will in volunteer log engage in activities as their own skills (IT-LC 7&8). and strategies for classroom teachers to address demonstrate demonstrate records. literacy activities noted in Speech/Languagage 100% of parents vocabulary, language, and articulation meeting or above meeting or above as noted in volunteer log Pathologist. development. growth range in growth range in volunteer log records. will engage in early vocabulary and vocabulary and records. In progress literacy activities written written Family Literacy Nights will be held at least two expression skills expression skills with their children. Monday nights a month from October to May of for 92% of Head for 94% of Head each year 2018-2023, with literacy activities for Start students. Start students. parents and children to do together, including 80% of parents 85% of parents instruction on read aloud techniques and time for will engage in will engage in reading books together. literacy activities literacy activities as noted in as noted in From October to May of each year, 2018-2023, Started in January this volunteer log volunteer log provide weekly book bags for parents and children records. records. year due to to read books at home and journal student reorganization of the responses. library and in progress

226 Stafford Schools Head Start Goals 2018-2023

Goal: #__2__ Increase students' success in kindergarten (page 2) Relationship to CQI Source Data: Education, Mental Health, Disabilities, Family Services Self Assessment Committee Reports, PALS PreK and Fall PALS data, Teaching Strategies GOLD Assessment data, Staff Evaluation and Career Development Goals

Expected Impact-90% of the Head Start/VPI/EHS enrolled children will enter kindergarten at or above age level literacy expectations, as judged by the PALS assessment. 2018-19 2019-20 2020-21 2021-22 2022-23 Budget Other Sources Data/ Data/ Data/ Data/ Data/ HS Federal (Cash and Team Members Objective Action Steps and Timeframes Evaluation Evaluation Evaluation Evaluation Evaluation Funds Non-cash) Responsible Status 100% of all students GOLD GOLD The DRDP The DRDP The DRDP Coordinators/ $120 in guest Head Start Director, Ongoing Assessment data Assessment data assessment in assessment in assessment in Instructional staff speakers, inkind Assistant Education/ demonstrate growth will demonstrate will demonstrate Self Regulation Cognition Cognition salaries $1,000 $930 in Disabilities Coordinator in number concept meeting or above meeting or above Measures 1-7 Measures 3 and Measures 3 and in PA20 T&TA instructional skills on the Creative By September of each year, 2018-2022 instructional growth range for growth range for will demonstrate 4 will 4 will funds materials and staff will aggregate and analyze child outcomes data to Curriculum GOLD 92% of the 94% of the meeting or above demonstrate demonstrate supplies, local determine weak areas. In November and February, students from fall students from fall growth range in meeting or meeting or above funds assessment (IT-C8, P- instructional staff will analyze aggregated student data to spring on to spring on self regulation above growth growth range in M3). 100% of all to determine progress of subgroups and instructional Objective 20. Objective 20. skills for 90% of range in number number concept strategies. By March of each year 2019-2023, provide parents will engage 80% of parents 85% of parents Head Start and concept skills for skills for 100% of training to instructional staff on weaker areas identified will engage in a will engage in a Early Head Start 95% of Head Head Start and in a counting project in child outcomes data. Instructional staff hold weekly math activity as math activity as students. 90% of Start and Early Early Head Start with their children. meetings in 4 small groups to share strategies and noted in volunteer noted in parents will Head Start students. 100% develop techniques for students. Each teacher meets log records. volunteer log engage in a students. 95% of of parents will monthly with Director on progress of low achieving records. counting project parents will engage in a students. as noted in engage in a counting project. volunteer log counting project Instructional staff, Planned for April 2019 records. as noted in parents, Head Start volunteer log Director, Assistant records. Education and Disabilities Coordinator

From October to May of each year, 2018-2023, each classroom teacher will provide a take home math activity for parents to use with their children. Each year, 2019 to GOLD GOLD The DRDP The DRDP The DRDP Instructional staff, Mental Ongoing, 20 hours of Assessment data Assessment data assessment in assessment in assessment in Health Coordinator, Conscious Discipline 2023, 100% of all will demonstrate will demonstrate Self Regulation Self Regulation Self Regulation Assistant Education and Training is being students demonstrate From 2018 to 2023 classroom instruction will utilize meeting or above meeting or above Measures 1-7 will Measures 1-7 will Measures 1-7 will Disabilities Coordinator, provided to staff onsite growth in self Conscious Discipline, Al's Pals, and Focus 5 growth range for growth range for demonstrate demonstrate demonstrate Director over 4 days in 2018-19. regulation skills (IT- approaches to develop students' self regulation skills. 92% of the 94% of the meeting or above meeting or meeting or above Instructional staff will receive training and classroom students from fall students from fall growth range in above growth growth range in ATL 3, P-ATL 6) on support on implementation of these curricula. Individual to spring on to spring on number concept range in number number concept the GOLD students experiencing difficulty will receive support Objective 1. The Objective 1. The skills for 90% of concept skills for skills for 100% of assessment. By May services from Therapeutic Day Treatment, individual number of parent number of parent Head Start and 95% of Head Head Start and volunteers will volunteers will Early Head Start Start and Early Early Head Start of eacy year the Behavior Plans based on functional behavior assessments, social skills groups, and intensive inhome increase from the increase from the students. The Head Start students. The number of parents counseling as needed. previous year. previous year. number of parent students. The number of parent volunteers will number of parent volunteers will who volunteered in Trauma Informed Care increase from the volunteers will increase from the the classroom and training completed and By September 2018, provide training and strategies for previous year. increase from previous year. ongoing. Prek/K made observations of developing and setting up trauma-informed classrooms. the previous Transition training in their children will By May 2019, provide book study Train the Trainer year. professional development for all members of the 2021 focused on social- increase from the Instructional Leadership Team to share with their emotional skill previous year. respective teams. Each school year 2018-2023 provide development. Ongoing ongoing coaching to teachers on trauma-informed training planned for practices. Each school year 2018-2023, provide each year. ongoing presentations in each classroom on self regulation skills.

227

Stafford Schools Head Start Goals 2018-2023

Parenting classes in By January of each school year, 2019-2023, parents will Conscious Discipline be trained in trauma-informed care and encouraged to have been offered this volunteer in classrooms to receive practical application. year. See above. Additional School Social Worker budgeted in Stafford Schools 2022 funding. An additional classroom paraprofessional for each site is provided with 2021-23 Covid-19 Add a Mental Health Coordinator/School Social Worker Response funding. to have one at each school. Add additional paraprofessional support to the classrooms.

228 Stafford Schools Head Start Goals 2018-2023

Goal: #__2__ Increase students' success in kindergarten (page 3) Relationship to CQI Source Data: Education, Mental Health, Disabilities, Family Services Self Assessment Committee Reports, PALS PreK and Fall PALS data, Teaching Strategies GOLD Assessment data, Staff Evaluation and Career Development Goals 2018-19 2019-20 2020-21 2021-22 2022-23 Budget Other Sources Data/ Data/ Data/ Data/ Data/ HS Federal (Cash and Team Members Objective Action Steps and Timeframes Evaluation Evaluation Evaluation Evaluation Evaluation Funds Non-cash) Responsible Status 100% of all GOLD GOLD The DRDP The DRDP The DRDP Coordinators/ $120 in guest Head Start Director, Ongoing Assessment Assessment assessment in assessment in assessment in Instructional speakers, Assistant Education/ students By November 2019 classroom instruction will utilize data will data will Cognition Cognition Cognition staff salaries inkind Disabilities Coordinator demonstrate Teaching Strategies project based learning approaches to develop students' creative thinking demonstrate demonstrate Measures 8-10 Measures 8-10 Measures 8-10 $1,000 in PA20 $930 in growth in creative skills. By June of each year, 2018- meeting or meeting or will demonstrate will will T&TA funds instructional thinking skills on 2022,instructional staff will receive training and above growth above growth meeting or demonstrate demonstrate materials and range for 92% range for 94% above growth meeting or meeting or supplies, local the GOLD classroom support on implementation of project based learning through Teaching and Learning of the students of the students range in above growth above growth funds will assessment(P- Summits. Each teacher will meet monthly with from fall to from fall to thinking skills range in range in provide annual ATL6, , P-SCI4-6, IT- supervisor on progress of low achieving students. spring on spring on for 96% of thinking skills thinking skills summer Objective 11c. Objective 11c. students. for 98% of for 100% of Teaching and C6&7). The By May of each school year, 2019-2023, all teachers will have completed 3 Learning Walks. students. students. Learning average daily Summits Average daily Average daily Average daily Average daily Average daily Ongoing attendance will Family Services staff will follow up on daily student student student student student increase to 93%. absences and tardiness, writing attendance plans attendance at attendance at attendance at attendance at attendance at with families demonstrating poor attendance. 89% 90% 91% 92% 93% 100% of overweight 80% of students 85% of 90% of students 95% of 100% of Registered Dieticians, Ongoing Each school year, 2018-2023, Registered with overweight students with with overweight students with students with Health Coordinator, students will dieticians will design meal menus, counsel with BMIs will overweight BMIs will overweight overweight Director improve their Body teachers and families, and provide followup as improve. BMIs will improve. BMIs will BMIs will Mass Indice. 100% needed. improve. improve. improve. of all students have By September of each school year, 2018-2022, the 100% of all 100% of all 100% of all 100% of all 100% of all Health Coordinator, Ongoing Health Coordinator will identify students who need students have students have students have students have students have Family Service physical and dental dental and physical examinations, as well as physical, 90% physical, 93% physical, 95% physical, 98% physical, 100% Workers, Family and examinations, and dental, vision and hearing followups, and provide dental dental dental dental dental Community have followup family service workers with these names. At least examinations, examinations, examinations, examinations, examinations, Partnerships once each month the Family Service Workers and 90% have 93% have 95% have 98% have 100% have Coordinator, Director appointments for Health Coordinators will review the status of these followup followup followup followup followup vision, hearing, and students, meeting weekly in December-February of appointments appointments appointments appointments. appointments. dental needs. each year to review progress.

229 Stafford Schools Head Start Goals 2018-2023

Goal: #__2__ Increase students' success in kindergarten (page 4)

2018-19 2019-20 2020-21 2021-22 2022-23 Budget Other Sources Data/ Data/ Data/ Data/ Data/ HS Federal (Cash and Team Members Objective Action Steps and Timeframes Evaluation Evaluation Evaluation Evaluation Evaluation Funds Non-cash) Responsible Status Provide highly My Learning My Learning My Learning My Learning My Learning $2500 $150 in guest Head Start Director, PreK/K Transition Plan records, Plan records, Plan records, Plan records, Plan records, instructional presenter, Assistant Education/ training on social- qualified sign-in sheets, sign-in sheets, sign-in sheets, sign-in sheets, sign-in sheets, materials PA inkind Disabilities Coordinator emotional instruction instructional staff. Provide PreK-K transition training. 80% of 85% of 90% of teachers 95% of 100% of 20 T&TA scheduled 3/29/21. teachers have teachers have have lesson teachers have teachers have $2000 PA 20 $150 in guest CLASS training and lesson plans lesson plans plans that lesson plans lesson plans T&TA presenter, observations are conducted annually. that reflect the that reflect the reflect the that reflect the that reflect the inkind Provide curriculum training for instructional staff training training training training training supporting C5W (cooperation, critical thinking, communication, creativity, citizenship and wellness).

100% of 100% of 100% of 100% of 100% of $500 in PA 20 Ongoing. Individual Paraprofessionals Paraprofessionals Paraprofessionals Paraprofessionals Paraprofessionals T&TA funds goal meetings are Provide college courses to assist paraprofessionals have CDAs or have CDAs or have CDAs or have CDAs or have CDAs or being held with all in maintaining CDA certification and for ongoing certification, or are certification, or are certification, or are certification, or are certification, or are staff. training for teachers. in training in training in training in training in training Provide quality Addition of one Addition of one Addition of one Addition of one Addition of one Budgeted 4 minority staff were salaries in PA services for Continue hiring minority staff and staff fluent in minority or minority or minority or minority or minority or hired in 2020-21 and 22 students who do Spanish, increasing minority and bilingual staff. bilingual staff. bilingual staff. bilingual staff. bilingual staff. bilingual staff. 2 are bilingual. Budgeted Assistant Education/ not speak English Training Training Training Training records show records show Training records records show records show salary in-kind Disabilities Coord. and students with annual special annual special show annual annual special annual special special needs needs training needs training special needs needs training needs training Provide training for classroom staff in special and Handle and Handle training and and Handle and Handle needs instruction, as well as ongoing "Handle With With Care With Care Handle With With Care With Care All staff have received Care" training. instruction instruction Care instruction instruction instruction Handle With Care training. Gold objectives 8, Gold objectives 8, Gold objectives 8, Gold objectives 8, Gold objectives 8, 9, and 10 will 9, and 10 will 9, and 10 will 9, and 10 will 9, and 10 will Provide additional classroom support for language, demonstrate demonstrate demonstrate demonstrate demonstrate Hours of speech vocabulary and articulation development with full meeting or above meeting or above meeting or above meeting or above meeting or above language services growth range in growth range in growth range in growth range in growth range in time Speech Language Pathologist providing communication communication communication communication communication provided this year teacher consultation, coaching, and in class skills for 92% of skills for 94% of skills for 96% of skills for 98% of skills for 100% of have not provided lessons, as well as IEP services. students. students. students. students. students. time for this.

Provide additional social and emotional mental health support with an additional Mental Health Coordinator/School Social Worker (1 at each site) and additional clasroom paraprofessional support Provide additional support for increasing special needs population by addition of half-time 2 Disabilities Disabilities Coordinator (Special Education Personnel Personnel Personnel Personnel Personnel Coordinator and 1 Administrative Designee) and another Early Head records show records show records show records show records show Budgeted Head Start Director, Head Start/VPI Start paraprofessional. additional staff. additional staff. additional staff. additional staff. additional staff. salary in-kind Disabilities Coordinator Coordinator hired. Provide expanded Expand two Expand two Director Funds were not services to low- Expand two four three year old remaining $165,772 in available this year as By September 2018, if funding is available, expand year old classes classes to 180 classes to 180 COLA or the program was over income children, 0- the Head Start program year from 160 to 180 days. to 180 days days days. Quality funds 50% 180 days.

230

Stafford Schools Head Start Goals 2018-2023

5. Add 1 EHS, An Early Head Start HS, and/or VPI Expansion application class and/or Add 1 EHS, HS, Add 1 EHS, Add 1 EHS, was not funded. By September 2018, if funding is available, expand Add VPI class if EHS home and/or VPI class HS, and/or VPI HS, and/or VPI $573,677 in Seeking another Head Start and Early Head Start comprehensive funding is visitor if funding if funding is class if funding class if funding any Expansion funding opportunity. services to serve more children on the waiting list. available. is available. available. is available. is available. funding Director

231 Stafford Schools Head Start Goals 2018-2023

Goal: #__3__ Improve quality of program compliance with Head Start regulations Relationship to CQI Source Data: Management Systems and Procedures PRISM, Human Resources PRISM, ERSEA PRISM, Staff Evaluation and Career Development Goals Expected Impact-Stafford County will have a high quality early childhood program that improves the quality of all early childhood services in the county by serving as a model and training arena. Budget 2018-19 2019-20 2020-21 2021-22 2022-23 Other Sources Data/ Data/ Data/ Data/ Data/ HS Federal (Cash and Team Members Objective Action Steps and Timeframes Evaluation Evaluation Evaluation Evaluation Evaluation Funds Non-cash) Responsible Status Provide School Provide best practices, Head Start initiatives, Training files, Training files, Training files, Training files, Training files, strategic planning and program administration Policy Council Policy Council Policy Council Policy Council Policy Council Board, Policy training for Director, Coordinators, and staff, and Board and Board and Board and Board and Board Council, program governance and ERSEA training for minutes minutes minutes minutes minutes $5,330 in PA20 Director/Coordinato Policy Council and Board. T&TA Director, Bookkeeper Ongoing rs, and staff with information on Head Start Calendar and Calendar and Calendar and Calendar and Calendar and initiatives and photographs, photographs, photographs, photographs, photographs, regulations for Family Literacy Family Literacy Family Literacy Family Literacy Family Literacy Hold annual Family Literacy Night with School Night Night Night Night Night Director, School Board strategic planning Board and Board of Supervisors involvement. attendance attendance attendance attendance attendance Policy Council and compliance Conduct tour of program. records records records records records Representative Held annually Provide staff By June, 2018, based on program requirements, Director, Bookkeeper staff evaluations and needs for skill development, training to improve provide training, conferences, and college courses program quality of based on program and individual staff needs. Training files, Training files, Training files, Training files, Training files, $4,771 in PA20 services. staff files staff files staff files staff files staff files T&TA Ongoing By June 2018, provide mentoring and college 100% of family 100% of family 100% of family 100% of family 100% of family Director, Family and courses for family service workers to obtain an service workers service workers service workers service workers service workers Community family services certification. Provide training for have required have required have required have required have required Partnerships Family Service Workers on employment, housing, certification within certification within certification within certification certification within Coordinator 18 months of 18 months of 18 months of hire. within 18 months 18 months of and financial stability resources. Continue to hire. ERSEA and hire. ERSEA and ERSEA and of hire. ERSEA hire. ERSEA and provide ERSEA and CACFP training annually. CACFP staff CACFP staff CACFP staff and CACFP staff CACFP staff have training have training have training have training have training Training completed. within 30 days of within 30 days of within 30 days of within 30 days of within 30 days of New staff are working hire. hire. hire. hire. hire. $500 in PA20 on the required T&TA training. Provide parents Based on family needs assessments and family Improved Improved Improved Improved Improved Director, all partnership goals, design training and workshops attainment attainment attainment attainment attainment Coordinators with opportunities to assist parents in obtaining skills and knowledge levels of family levels of family levels of family levels of family levels of family $1,600 in PA to improve the to improve their success as parents, caregivers partnership partnership partnership partnership partnership 20 T&TA funds success level of and teachers of their children. Implement agreements agreements agreements agreements agreements $9,179 in PA attaining their parenting curriculum. from previoius from previoius from previoius from previoius from previoius 22 ongoing year. 80% of year. 85% of year. 90% of year. 95% of year. 100% of funds Ongoing family goals. Provide information to parents on employment, parents used parents used parents used parents used parents used Director, Family and housing and community resources. Include Ready Rosie Ready Rosie Ready Rosie Ready Rosie Ready Rosie Community Medicaid information in enrollment handouts. parenting parenting parenting parenting parenting Partnerships curriculum. curriculum. curriculum. curriculum. curriculum. Coordinator, Family Ongoing Provide parents with limited or no English skills 80% of ELL 85% of ELL 90% of ELL 95% of ELL 100% of ELL Director, Assistant with English tutoring on Family Literacy nights. parents taking parents taking parents taking parents taking parents taking Education and some form of some form of some form of some form of some form of $1000 in in- Disabilities Coordinator English tutoring. English English tutoring. English English kind tutoring. tutoring. tutoring. volunteers Not yet implemented

232 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Staff Development: Trainings and Pre-Service Goal/Outcome: Provide information, skills, and tools to achieve growth in Head Start Child Outcomes Related CQI Indicator of Success: Creative Curriculum GOLD Assessments will demonstrate at Goal: #2 least 25% growth from fall to spring.

Budget Federal HS Fed Team Members Ongoing Early Head Target Responsible/Comm Head Start T&TA Funds Start T&TA Objectives Action Step Audience unity Partners Time Frame G034120 G034122 G034121 Non- Federal Status Improve outcomes in vocabulary, literacy, Bus and Pedestrian Safety-teaching mathematics, fine motor, crossing the street holding an adult's hand, gross motor, science, looking both ways, bus rules, danger zones creative arts, health around the bus, waiting quietly at the bus Director/ practices, social/emotional stop 10 steps from the road Students Transportation Dept. October $ 40 skills and approaches to Health Fair Days-measuring heights, learning by providing weights, hearing, physical and dental form Parents, workshops/training reviews, health information Students Health Coordinator August $80

Curriculum and Assessment PDS-teachers and parents review/revise curriculum guide and skills assessment tool based on Teaching Strategies GOLD data, PALS data, and align GOLD with HS Early Learning Outcomes Framework. Develop Instructional curriculum maps aligned with ELOF, Staff, Parents Director August New Curriculum Training for New Instructional Instructional Staff Staff Director August $480 $150 Instructional Training-Number concepts, vocabulary, creative critical thinking, print awareness, EHS communication, self regulation, attentiveness and healthy habits Instructional October instructional techniques Staff Director April $500 $ 500 New Instructional Al's Pals Training Staff Director August $ 500 Instructional Teams- training related to weaker skill areas (focusing on number concepts, rhyming, print awareness, communication for EHS, self regulation, attentiveness and persistence) is provided monthly with time for 3 small groups of instructional staff to share strategies and 1 meeting a develop techniques for low achieving Instructional month Oct - students Staff Director May $120 Joint K and PreK training - Consultant, Director/Assistant books, and materials for joint kindergarten Education and and Head Start teacher training on self Instructional Disabilities regulation Staff Coordinator April $ 1,441

233 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Staff Development: Trainings and Pre-Service Goal/Outcome: Provide information, skills, and tools to achieve growth in Head Start Child Outcomes Related CQI Indicator of Success: Creative Curriculum GOLD Assessments will demonstrate at Goal: #2 least 25% growth from fall to spring.

Budget Federal Team Members HS Fed Early Head Target Responsible/Comm Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience unity Partners Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Improve outcomes in literacy, mathematics, health practices, social/emotional skills and approaches to learning by providing workshops/training

Conferences-staff are offered opportunities to attend conferences related to Office of Head Start objectives or child outcomes Instructional skills areas Staff Director Aug.-July $ 6,000 $ - $ 4,800

234 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Staff Development: Trainings and Pre-Service Goal/Outcome: Provide information and skills to improve program operation and planning Related CQI Indicator of Success: Self assessment results will find program in compliance with Goal: #1 & 3 Federal Performance Standards.

Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Provide staff with Personnel Policies-compliance with federal information and skills to standards, school board policies Staff Director September implement Head Start New Federal Performance Head Start Orientation Employees Director September Standards Family and Community Children's Records-uniform compliance Partnerships with federal performance standards Staff Coodinator (F&CPC) September September- January, one Head Start Performance Standards Staff Director a month Home Visits-Effective and Safe Staff F&CPC September Child Abuse Reporting Staff Director September CPR/First Aid/Bloodborne Pathogens Staff Health Coordinator September $ 1,000 100 Health Coordinator/ Stress and Substance Abuse Staff Project LINK December $ 40

Dues for National and State Professional Organizations that include information and August- membership for all program staff Staff Director November $ 2,751 166

National and State Conferences-staff are offered opportunities to attend conferences related toOffice of Head Start objectives or implementation of performance standards Staff Director Aug. - July $ 3,600 TA AREA: Staff Development: Trainings and Pre-Service Totals $ 15,792 $ - $ 6,046 $ 430

235 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Family and Community Partnership Development Goal/Outcome: Assist parents in accomplishing family partnership goals. Related CQI Indicator of Success: 10% increase in success rate of family partnership plans Goal: #3

Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Continued October-May, Extended Family Support Group Parents F&CPC/ Counselor one a month $ 300 Healthy Relationships Staff/Parents F&CPC/ RCASA February $ 50 What is a Healthy Family? Staff/Parents F&CPC April F&CPC/ School Mental Health - Parent Choice Topic Parents Counselor March $ 25 Child Abuse and Neglect Parents F&CPC/ DSS November $ 25

Substance Abuse- Effects on the Family Parents F&CPC/ Project LINK December $ 25 Health Services Baby Shower-prenatal care, postnatal care, Coordinator/ Health early child development, family planning Parents Dept April $ 300 Men's Event - Fatherhood Film,"Importance F&CPC/ Community of Fatherhood" Parents Volunteer Speakers October $ 40 Men's Event -Luncheon, Supporting a Family, "Spend Time with Your Family" Parents November $ 40 Men's Event - Classroom Time,"Respect Your Child's Mother" Parents December $ 40 Men's Event - bowling with their children,"Show Affection" Parents January $ 40 Men in the Kitchen,"Be a Role Model" Parents February $ 40 Men's Event - Kite Making and Flying Day,"Be a Teacher" Parents March $ 40 Men's Event - Putt Putt w/ children,"Discipline with Love" Parents April $ 40 CPR Parents Health Coord October $ 600 $ 60 First Aid Parents Health Coord October 22 $ 600 $ 60 Health Coord/ Foods & Skills - Daisy Parenting Parents Extension Office/ September $ - Foods & Skills -Lead Poisoning Parents October $ -

Foods & Skills-Fire Safety Parents October $ - Foods & Skills - Aerobics for Health Parents November $ -

Foods & Skills - Coping with Holiday Stress Parents November $ - Foods & Skills - Safe Food Handling Parents December $ - Foods & Skills - Graduation Parents January $ - Foods & Skills - Stir Fry Parents February $ - Continued Make It Now, Bake It Later Parents March $ -

236 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Staff Development: Educational Coursework/Certification Related CQI Indicator of Success: Official school transcript of grades A, B, or C required. Goal: #2 & #3 Goal/Outcome: Provide coursework needed for teacher certification or improvement of job related skills Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status

Provide college courses for teachers to obtain Early Childhood Endorsement and Paraprofessionals to obtain CDA or B.A. degree, achieve state teacher Tuition and books for 9 credit hours for licensure, or maintain state Head Start staff and 12 credit hours for Instructional licensure. Early Head Start staff @$200/credit hour. staff Director Aug-July $ 1,800 2400 Provide college courses for Non- staff to improve job related instructional skills Tuition and books for 6 credit hours staff Director Aug-July $ 1,200 TA AREA: Staff Development: Educational Coursework/Certification Totals $ 3,000 $ - $ 2,400 $ -

TA AREA: Staff Development: Individualized TA and Coaching Related CQI Indicator of Success: Staff will demonstrate skills learned in job performance. Goal: #2 & #3 Goal/Outcome: Provide information and skills to improve individual job performance Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status

Provide training for staff based on career development goals, annual performance evaluations, and observations of job Conference and seminars related to performance by supervisor individual job performance Staff Director, Coordinators Aug-July $ 1,200 1200 TA AREA: Staff Development: Individualized TA and Coaching Totals $ 1,200 $ - $ 1,200 $ -

237 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Family and Community Partnership Development Goal/Outcome: Assist parents in accomplishing family partnership goals. Related CQI Indicator of Success: 10% increase in success rate of family partnership plans Goal: #3

Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Provide family services staff Director, Family & with skills for improved Community family goal outcomes. Goal Setting workshop-information on Partnerships developing obtainable goals and effective Family Coordinator/ Region objectives/strategies Services Staff III T&TA September What Is a Healthy Family workshop- Staff and F&CPC/ Region III defining attributes of healthy families Parents T&TA April $ 50

Healthy Relationships workshop- emphasizing communication, active Staff and listening, supportive relationships, marriage Parents F&CPC/ RCASA February $ 50 Provide workshops for Head Start Orientation Parents Director September family members with Bus and Pedestrian Safety Parents Director/ Transp Dept. September $ 50 information and skills for Bus Safety/Emergency Plans Parents October $ 50 improved safety,nutrition, Volunteer Training Parents F&CPC Oct & Jan health, mental health, Having Fun with Preschoolers Parents Director/ Sp Ed Dept September $ 50 parenting, financial Taking the Temper Out of Tantrums Parents Director/ School September $ 50 management and Parenting Magic Parents Counselor September $ 50 employment. Social Skills Your Child Needs Parents September $ 50 Disabilities Coor/ Sp ADHD Overview Parents Ed Dept September $ 50 Disabilities Coor Sp Special Education Process Parents Ed Dept January $ 50

Director, Parent Monday Family Literacy Nights & Parenting Classes Parents Involvement Assistant nights $3,000 $ 6,852

238 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Family and Community Partnership Development Goal/Outcome: Assist parents in accomplishing family partnership goals. Related CQI Indicator of Success: 10% increase in success rate of family partnership plans Goal: #3

Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Continued F&CPC/ Child Care Day Care Provider Training Parents Network October $ 150 F&CPC/ Child Support Enforcement Child Support Enforcement Parents Office March $ 50 F&CPC/ Hope Dev Job Search Training Parents Corp Oct, March $ 300 Mother's Day Tea - Manners, Etiquette, F&CPC/ Victorian Social Skills, Life Skills Parents Society May $ 130

Reading to Your Child - Using the Library Parents F&CPC/Public Library April $ 20 Smart Money - Banking, EITC, Child Tax Credit, Budgeting, Cutting Expenses, establishing savings, credit rating F&CPC/ Hope Dev Oct-May, one improvement, handling credit cards Parents Corp a month $ 500 Conferences, Seminars- parents are offered opportunities to attend conferences related to Office of Head Start Bureauor related to parent issues, Parent Mentor Training Parents Director Aug.-July $ 1,200 TA AREA: Family and Community Partnership Development Totals $ 2,400 $ 3,000 $ 120 $ 9,357

239 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Program Governance Development Goal/Outcome: Provide information and skills to improve program operation and planning Related CQI Indicator of Success: Self assessment results will find program in compliance with Goal: #3 Federal Performance Standards.

Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Provide information and NHSA, VaHSA, Head Start Bureau and skills for the Head Start Directors Conferences-Policy Council, Director, Policy Council and board members and director are offered Director, School Board members to opportunities to attend conferences related Policy Council make effective decisions for to Head Start Bureau objectives Members Director August - July $ 3,600 the present and future Head By Laws , Personnel Policies, T&TA Start program. Training Policy Council Director October

Budget and Fiscal Training, Linking Our Voices, Shared Governance, Federal Performance Standards and Program Action Plan, Parliamentary Procedures, Policy Council Roles and Responsibilities Policy Council F&CPC October Program Self Assessment and Outcomes Training Policy Council Director November Budget and Inkind Training, Budget Committee Responsibilities Policy Council Director December Community Assessment, Program Planning, Goal Setting Training Policy Council Director January Refunding Application Training Policy Council Director February Administrative Cost, Nonfederal Share, Allowable Costs Training Policy Council Director March Program Information Report Training Policy Council Director April

Program Self Assessment, Refunding Application, Head Start Perfomance Standards, Philosophy, Annual Plan, Goals, Shared Governance, Outcomes and PIR report, Community Assessment, School Board Program Planning Timelines Members Director April

Confidentiality Training Policy Council F&CPC, Director May

240 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Program Governance Development Related CQI Indicator of Success: Self assessment results will find program in compliance with Goal: #3 Federal Performance Standards.

Goal/Outcome: Provide information and skills to improve program operation and planning Budget Federal HS Fed Early Head Target Team Members Head Start T&TA Ongoing Start T&TA Objectives Action Step Audience Responsible Time Frame PA4120 Funds PA4122 PA1126 Non- Federal Status Provide self assessment Staff, Parents, Disabilities and program planning Disabilities PRISM Committee Community Coordinator October $ 125 activities to furnish Child Health and Development PRISM Members information to Policy Council Committee Health Coordinator November $ 125 and School Board on ERSEA PRISM Committee F&CPC November $ 125 performance standards, November, program activities, and Health Advisory Committee Health Coord April $ 250 recommendations for Nutrition PRISM Committee Health Coord November $ 125 improvement/goals Child Health and Safety PRISM Health Coord December $ 125 Family Partnerships PRISM Committee F&CPC December $ 125 Community Partnerships PRISM Committee F&CPC November $ 125

Management Systems PRISM Committee Director December $ 125 Mental Health PRISM Committee Health Coord December $ 125 Program Governance PRISM Committee Director January $ 125 Facilities PRISM Committee Director January $ 125 Budget Committee Director January $ 125 January, Community Assessment Committee Director February $ 125 Human Resources PRISM Committee Director January $ 125 Fiscal PRISM Committee Director January $ 125 Child Development and Education PRISM Committee Director January $ 125 Transportation PRISM Committee Director December $ 125 TA AREA: Program Governance Development Totals $ 3,600 $ - $ 2,375

241 Stafford Schools Head Start TA Organizational and Staff Development Plan, 2021-22 TA AREA: Organizational Development Related CQI Indicator of Success: Self assessment results will find program in compliance with Goal: #3 Federal Performance Standards.

Provide information and skills for the Head Start Director, staff, parents, and community partners to make Director, Staff, effective decisions for the Parents, present and future Head Virginia Head Start Association Northeast Community Quarterly Start program. Regional Training Meetings-local travel Partners Director meetings $200 TA AREA: Organizational Development Totals $ - $ 200 $ - $ - Stafford Schools Head Start TA Plan Totals $ 25,992 $ 3,200 $ 9,766 $ 12, 162

242