REGION 9 ESC HEAD START

STAFF HANDBOOK 2019-2020

“Giving children a Head Start on life!”

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TABLE OF CONTENTS

SECTION 1: Region 9 ESC Head Start Program Information Table of Contents ...... 2 Welcome Back to Head Start Agenda...... 5 Organizational Chart ...... 6 Region 9 Head Start Sites ...... 7 Region 9 Head Start Staff ...... 8 Head Start Mission, Goal, and Objectives ...... 9 Head Start Information: Where do I find ...... 10 Please Post-Self Monitoring Schedule/Child Plus Reports List ...... 11 Remind 101 Code ...... 13 Head Start Meeting Dates 2019-2020 ...... 14 School Readiness Goals ...... 15 SECTION 2: Child Plus Information, Staff Information, & Required Annual Documentation Basics of Child Plus for Teachers ...... 30 How to Enter Attendance in Child Plus ...... 31 How to Enter Health Events in Child Plus for Teachers ...... 32 How to Administer and Print the e-Deca/Sample DECA Form ...... 33 Employment Requirements ...... 36 Flow Chart Initial Hire/Transfers/Every 5 Years ...... 37 Teacher and Para Professional In-Service Requirement (optional tracking form) ...... 38 Professional Development Plan ...... 39 Incident Report ...... 42 Required Annual Training (Staff, Sub, Volunteer) ...... 44 Please sign the following required annual forms ...... 52 Staff Handbook Acknowledgement, TB Screener, Disabilities Enrollment Statement, Head Start Standards of Conduct, Communicable Disease Screener, & Information Needed for Child Plus SECTION 3: ERSEA, Volunteers/Sub Binder, & Parent Involvement What is ERSEA? ...... 59 Poverty Guidelines ...... 60 Steps When Taking a Child Plus Application ...... 61 Staff Process for Applicants/Enrollments ...... 63 Notes From Enrollment...... 64 Recruitment Flyer (English & Spanish) ...... 65 Recruitment Log ...... 67 Community Partnership Agreement...... 68 Sub-Vol Binder Cover Sheet ...... 69 Sub-Vol Log ...... 70 Sub-Vol Binder Instructions Sheet ...... 71 Sub-Vol Communicable Disease Screener ...... 72 Sub-Volunteer Head Start Standards of Conduct ...... 73 Sub-Volunteer Training Acknowledgement ...... 74 Parent Involvement Expectations ...... 75 Parent Training Tracking Sheet (SAMPLE-Google Doc) ...... 76 Parent Meeting Sign in Sheet ...... 77 Parent Meeting Agenda/Minutes ...... 78 SECTION 4: Classroom Requirements, Checklists, In-Kind, Education Documents & Tracking Classroom Schedule ...... 79 Site Report ...... 80 Daily Classroom Health Check Recommendations ...... 83 Daily Playground Checklist ...... 84 Weekly Cleaning Schedule for Classrooms ...... 85 In-kind Information & Ideas ...... 86 2

In-Kind Tip Sheet ...... 88 In-Kind/Non-Federal Share Volunteer/Donation Sheet ...... 89 Disability Process Flow Chart ...... 90 Disability Tracking in Child Plus ...... 91 Mental Health Services Flow Chart ...... 95 Social Emotional Books to Support Classroom Mental Health ...... 96 Lesson Plan Tip Sheet ...... 98 Lesson Plan Supplemental Information ...... 107 Head Start Required 7 Super Centers ...... 108 CIRCLE Progress Monitoring Information ...... 109 CLI Student Summary Report (print for child file) ...... 110 Frog Street Scope & Sequence – 3’s ...... 114 Frog Street Scope & Sequence – 4’s ...... 117 Frog Street Developmental Checklist ...... 120 Anecdotal Notes ...... 123 Early Learning Outcomes and Framework (ELOF) Cheat Sheet ...... 124 Nap Requirements ...... 126 Tracking Documents/Extra Forms -45 Day Health ...... 127 -90 Day Health ...... 128 -Health Requirement Norms ...... 129 -Classroom Requirements ...... 130 -Hearing/Vision ...... 131 -Family Services/Mental Health ...... 132 -Mental Health Assistance for Staff Log ...... 133 -Mental Health Referral Log ...... 134 -Head Start Assistance Resource List (English & Spanish)...... 135 -Information Provided to Family ...... 137 -PIR Family Service Categories ...... 138 -Boo Boo Report ...... 139 -Health Status 90 Day Reminder Note ...... 140 -Doctor/Dentist Reminder Note ...... 141 -State Lab Request Form (English & Spanish) ...... 142 -Request for Head Start Payment for Required Services ...... 148 -Classroom Visit Log ...... 149 -First Aid Inventory Checklist ...... 150 -Head Start Snack and Field Trip Options ...... 151 SECTION 5: Monitoring Ongoing Monitoring: Plan, Calendar, Schedule, Ongoing Monitoring Report ...... 152 Active Supervision – Admin Monitoring Tool……………………………………………. 159 Active Supervision – Classroom Monitoring Tool…………………………………………160 Safe Environments/ Health & Safety Monitoring Tool……………………………………. 161 Early Learning Curriculum Fidelity Monitoring Tool……………………………………...166 CLASS Observation sheet ...... 172 ERSEA Monitoring Tool ...... 173 Quality Control Coaching (QCC) Tool ...... 176 Mental Health Monitoring Tool ...... 182 Classroom Mental Health Observation Tool ...... 184 Classroom Mental Health Observation Form ...... 186 Transportation Monitoring Tool ...... 187 Disabilities Monitoring Tool ...... 190 Health Services Monitoring Tool ...... 193 Nutrition Monitoring Tool…………………………………………………………………..195 Family and Community Engagement Monitoring Tool ...... 197 Community Partnership Monitoring Tool...... 199 Child File Monitoring Checklist ...... 200 Parent Committee/Involvement Checklist ...... 205

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SECTION 6: Posters (To Be Posted) 10 Ways to Keep Children Safe (English & Spanish) ...... 206 Active Supervision ...... 208 Active Supervision At-A-Glance ...... 209 Wash Your Hands ...... 210 Wear Gloves When ...... 211 Safe and Healthy Diapering ...... 212

SECTION 7: CrossWalks DECA & Head Start Program Performance Standards ...... 213 Conscious Discipline & CLASS ...... 226 Head Start Early Learning Outcomes Framework (ELOF) & Pre-K Guidelines ...... 228 CIRCLE Progress Monitoring & Head Start Performance Standards CrossWalk...... 237

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Welcome Back to Head Start August 13, 2019 Agenda 9:00 – 4:00 Welcome

Breakouts: 9:00 - 9:50 9:55 - 10:45 10:50 -11:40 Rotate through all 3 sessions: -Head Start Requirements, Staff Handbook, General Information (Jack-Red) -CLASS & Curriculum Fidelity (Montague-Orange) -Home Visits & Social Emotional Support (Wichita-Yellow)

Lunch 11:40 – 1:00 (on your own)

Keynote: 1:00 – 4:00 Albert Wright – Your Attitude Determines Your Altitude, Safety & Supervision, and Burn-out Prevention (Wichita)

Items Reviewed: -Please Post -1 Hour Absent Rule -Volunteer Binder -Sub Reimbursements -School Readiness Goals -Staff Handbook -Dispute Training -Region 9 Staff Info -Meeting Dates -Supply Give Away (Clay Room)

Annual Training -Head Start Required Trainings -Cultural Awareness -Confidentiality -Bloodborne Pathogens -Universal Precautions -Child Abuse and Neglect -Active Supervision -Medication -Complaint Process -Safety -Health/Emergencies

Region 9 Head Start Website: www.esc9.net  Services  Head Start (headstart, headstart)

5 REGION 9 EDUCATION SERVICE CENTER HEAD START ORGANIZATIONAL CHART

Business Office Head Start Policy Council Region 9 ESC Board of Directors Janay Litz, Coordinator (Governing Body) Carla Rodgers, Administrative Assistant Connie Harrigal, Accounting Clerk Allison Cummings, Accounting Clerk Region 9 ESC Family Service Executive Director, Wes Pierce Worker/Mental Health Coordinator Executive Deputy Director, Darren Francis Ann Hicks Committee Director of ESC Quality Development, Jill Landrum Quality Assurance/Monitoring Janay Litz (Fiscal) Sharon West, Courtney Cooner Region 9 ESC Family Head Start Coordinator/Early Learning Supervisor Jessica Bachman (Child Nutrition) Campus Principals (Teacher Evaluations) Service Stacey Jurecek Worker/Mental Health Coordina tor, Child Plus Quality Control ERSEA, Parent, Family & Community Education, Disability, Safe Fiscal Manager Coach Services, Health, Mental Health, Parent Environments, CLASS Manager Teacher Involvement, Nutrition, Transportation Janay Litz Karen Yell Sharon West Coach/Mentor: Manager Courtney Cooner Sharon West

Bowie Head Start Site City View Head Start Site Gainesville Head Start Site Nocona Head Start Site • • • • Primary Contact: Windi Womack Primary Contact: Kathy Green Primary Contact: Sara York Primary Contact: April Waggoner Wichita Falls Head Start Sites • Disability Mgr: Barbara Miller • Disability Mgr: Anjela Schlegel • Disability Mgr: Brittenie Polk • Disability Mgr: Barbara Miller Brook Village, Cunningham, Farris • • • • FSW/ MHC: Ann Hicks FSW/MHC: Yell/Hicks FSW/ MHC: Ann Hicks FSW: April Waggoner Early Childhood Center, Northwest, • Child Nutrition: Norman Waters • Child Nutrition: Wayne Walker • Child Nutrition: Daphne Ramsey • MHC: Ann Hicks Booker T Washington • Transportation: Mike Poore • Transportation: Lauri Crescenzo • Transportation: Dub Ewing • Child Nutrition: Corey Ray • Primary Contacts: Travis Armstrong, • Fiscal: Paula Peterson • Fiscal: Ken Korbel • Fiscal: Debbie McDaris • Transportation: Shelton Price Tish Willis • Fiscal: Janna Wolfe • Disability Mgr: Schondra Riddle • FSW/MHC: Lisa Little, Tracy Ludtke, Amanda Ellard & Schondra Burkburnett Head Start Site Electra Head Start Site Henrietta Head Start Site Petrolia Head Start Site Riddle • Primary Contact: Adria Perez • Primary Contact: Lara Branch • Primary Contact: Kristin Lennon • Primary Contact: Kenda Cox • Child Nutrition: Sarena Glenn • Disability Mgr: Juli Hart • Disability Mgr: Anjela Schlegel • Disability Mgr: Dr. Tyrell White • Disability Mgr: Dr. Tyrell White • Transportation: Brian Gibson • FSW: Adria Perez • FSW/ MHC: Ann Hicks • FSW/ MHC: Karen Yell • FSW/ MHC: Ann Hicks • Fiscal: Kyle Contreras • MHC: Ann Hicks • Child Nutrition: Darlene Word • Child Nutrition: Brittanie Brown • Child Nutrition: Skyla Barger • Parent Involvement Coordinator: • Child Nutrition: Deb Welch • Transportation: Todd Box • Transportation: George Easter • Transportation: David Sizemore Amanda Ellard • Transportation: Anthony West • Fiscal: Laura Lee Brock • Fiscal: Joy Campbell • Fiscal: Theresa Harrison • Attendance: Betty Ordonez • Fiscal: Laura Richards

2019-2020 Purple: Gov/Admin. Blue: Program Managers Green: Region 9 Employees Pink: Quality Assurance Orange: Head Start Sites (Centers) 6 Region 9 ESC Head Start Sites 2019-2020

District Funded Name of Site Contact # of Address Phone # Fax # Name # (Point Person) Classes Bowie 31 Bowie Elementary Kathy Green 2 405 Lovers Lane 940-872-3696 940-872-3041 Bowie, TX 76230 Burkburnett 56 IC Evans Elementary Michelle 3 1015 S. Berry Street 940-569-1942 940-569-2719 Wiese/Adria Perez Burkburnett, TX 76354 City View 20 City View Elementary Ronda Davis/Sara 1 1023 City View Drive 940-855-2351 940-855-7943 York Wichita Falls, TX 76306 (x214) Electra 15 Electra Elementary Steve Wallace/Lara 1 601 S. Bailey 940-495-2533 940-495-3627 Branch Electra, TX 76360 Gainesville 70 Head Start Center April Waggoner 4 912 Martin Luther King Ave. 940-665-4619 940-665-1562 Gainesville 76240 Henrietta 13 Henrietta Elementary Kristin Lennon 1 1600 East Crafton 940-720-7910 940-538-7515 Henrietta 76365 Ext. 3006 Nocona 27 Nocona Elementary Windi Womack 2 300 Montague Highway 940-825-3018 940-825-4253 Nocona 76255 Petrolia 10 Petrolia Elementary Kenda Cox 1 701 South Prairie 940-524-3906 940-534-3608 Petrolia 76377 Nurse: 524-3370 Wichita Falls 31 Booker T. Washington Angela Rooney 2 1300 Harding 940-235-1196 (388) Wichita Falls, Texas 76301 *Travis 68 Brook Village Leticia Willis 4 2222 Brook 940-235-1132 940-235-1133 Armstrong Wichita Falls 76301 (WF Admin) 15 Cunningham Donna Martin 1 4100 Pool Street 940-235-1144 940-720-3061 Wichita Falls 76308

223 Farris Center Leticia Willis 15 710 Old Burk Road 940-235-4302 940-235-4303 Wichita Falls 76306 51 Northwest Center Leticia Willis 3 2310 5th Street 940-235-4307 940-767-7138 Wichita Falls 76301 Total: 630

7 REGION 9 HEAD START STAFF 2019-2020 Counties served: Clay, Cooke, Montague, and Wichita

Stacey Jurecek Head Start Coordinator -Site Report [email protected] • CDA Contact • Human Resources -Classroom 940-322-6928 x8264 • CLI Admin Schedule (940) 232-0416 • Fiscal •Pre-K Contact -Personnel Reports • Partners/Policy Council Meetings -Reimbursements Sharon West Head Start Education Monitor / Manager / Coach -New Teacher [email protected] • Education – CLI, CLASS, Mentor/Coach Learning Series (940) 322-6928 x8236 • Disability • Connections -Anecdotal Notes -Education Committee • Early Learning Meetings -Prof Dev Plans Courtney Cooner Head Start ERSEA Monitor / Manager -Attendance [email protected] • ERSEA • CLI Data -Health 940-322-6928 x8234 • Health Services • Child Files -Parent Meetings/Trainings • Transportation • EHS -CD Classes • Medical Records • HSAC • Parent, Family, & Community Engagement • Mental Health Services •Nutrition Ann Hicks Family Services / Mental Health Coordinator -CD Classes [email protected] • Parent Education -Parent 940-322-6928 x8230 • WIC Meetings/Trainings • Mental Health -Health Tracking Karen Yell Family Services / Mental Health Coordinator/Coach -Disability Tracking [email protected] • Child Plus Specialist •Community Partnerships -Safe Environment 940-322-6928 x8229 • DECA Administrator • In-kind Checklist -Daily Playground • Site Visits / Meetings / ERSEA Checklist • Quality Control Coach (QCC) • Safe Environments -In-Kind -PIR Vondell Hughes Contract Work/Assessments [email protected] • DIAL-4 •ECDS • CLI •Personnel Files Virginia Rose Department Secretary [email protected] 940-322-6928 x8263 Carla Rodgers Fiscal [email protected] In-Kind Janay Litz [email protected] Site Family Service Worker Mental Health Worker Bowie Karen Yell Ann Hicks Burkburnett Adria Perez Ann Hicks City View Ann Hicks Ann Hicks Electra Ann Hicks Ann Hicks Gainesville April Waggoner Ann Hicks Henrietta Karen Yell Karen Yell Nocona Ann Hicks Ann Hicks Petrolia Ann Hicks Ann Hicks Wichita Falls Lisa Little, Traci Ludtke, Lisa Little, Traci Ludtke, Amanda Ellard Amanda Ellard, Schondra Riddle Schondra Riddle 8

Head Start Mission Statement, Goal, and Objectives

Head Start services in North Texas are provided through the Region 9 Education Service Center (ESC) in nine school districts (ISDs), Bowie, Burkburnett, City View, Electra, Gainesville, Henrietta, Nocona, Petrolia and Wichita Falls in the counties of Clay, Cooke, Montague and Wichita.

The mission of the ESC is: • Empowering minds, inspiring hearts, and influencing character for every learner, every opportunity, every day • Supporting and nurturing our educational communities through quality professional development, specialized assistance, and personalized service • Doing whatever it takes to serve others while exhibiting a visionary’s mind, a servant’s heart, and a warrior’s spirit

The mission of the Region 9 ESC Head Start program is: • Enrich the lives of children and families, including children with special needs, who qualify for Head Start through academic and social services • Encourage families to actively participate in the Head Start program • Empower families to advocate for their children.

Long-Range Goal and Short-Term Program Objectives

The primary goal of this Head Start program is to provide the opportunity for children and families to obtain success developmentally, academically, economically, and socially. This goal will be addressed by the following long-range goals: • Ensure the Grantee and Head Start sites spend funds in an allocable, reasonable, allowable, and necessary method according to the Head Start Standards. • Ensure well-managed programs that involve parents in decision making. • Provide children and families with educational, health and nutritional services. • Link children and their families to needed community services. • Strengthen families as the primary nurturers of their children. • Enhance children’s growth and development. • Ensure our approach to education is developmentally and linguistically appropriate in order to prepare children for school readiness.

9 Head Start Information Where do I find……. Region 9 Head Start Website: www.esc9.net  Services  Head Start Head Start Staff Information:

**To login: user name: headstart password: headstart CIRCLE Progress Monitoring (CLI) Information Summer Activities Current Health Announcements Region 9’s Head Start Monthly Calendar Parent/Guardian Information Policy Council Information Early Learning Information PPCD Information

About Region 9 Head Start: Annual Public Report Community Assessment School Readiness Goals Self-Assessment Head Start Website links - sign up to follow the Region 9 Early Learning Pinterest Page

National Head Start Website http://eclkc.ohs.acf.hhs.gov Regional Head Start Office Website  http://www.acf.hhs.gov/programs/region6/ National Head Start Association  www.nhsa.org (NHSA Membership Information - http://www.nhsa.org/get-involved/join/membership) Texas Head Start Association  http://www.txhsa.org (THSA Membership information - http://www.txhsa.org/Members.html) National Head Start Resource Center  www.headstartresourcecenter.org National Association for Education of Young Children  http://www.naeyc.org/

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2019-2020 SELF-MONITORING SCHEDULE Enter into Child Plus Enter into Google

30 DAY – September 12, September 13, September 13, September 17, September 24 Pedestrian Safety/Parent Handbook Acknow. 1st Bus Evacuation Bowie (8/14) Immunization Status Gainesville Health Insurance/Health Coverage Form Petrolia Medical/Dental Home Safe Environments Checklist (Head Start Staff) Classroom Schedule (Posted and to R9) 45 DAY – September 27, September 27, September 27, October 2, October 9 DIAL – Speech/Language (one time only) DECA/e-DECA (one time only) Henrietta (8/15) Hearing Screening by Certified Personnel Nocona Vision Screening by Certified Personnel WFISD Health/Nutrition History 90 DAY – November 11, November 12, November 13, November 15, November 22 1st Growth Assessment Dental Exam Burkburnett (8/16) Physical Exam Lead Test – One Time Only

POST Hemoglobin/Hematocrit – One Time Only City View (8/19) Follow-up TB – if indicated by Questionnaire Classroom Mental Health Observation/DECA Results MIDPOINT DATE – 10% Disability Requirement – January 22, 2020 Safe Environments Checklist (Head Start Staff/Volunteer) 180 Days – February 7, February 10, February 11, February 14, February 21 2nd Growth Assessment nd 2 Bus Evacuation Electra (8/26) 270 Days – May 8, May 8, May 11, May 14, May 21 3rd Growth Assessment 3rd Bus Evacuation Safe Environments Checklist (Head Start Staff/Volunteer) Monthly – by 5th of the month Attendance Site Reports Disability Tracking Form Daily Playground Checklist Anecdotal Notes (Nov Dec March April) / CLI-CIRCLE Prog Monitor Conscious Discipline Parenting Classes Parent Meeting Dates In -Kind / Father Initiative / Volunteers – (15th of each month) Assessments – CLI Assessment Windows Fall – 9/23/19 – 10/11/19 (observables week of 10/14, if needed) Winter – 1/13/20 – 1/31/20 (observables week of 2/3, if needed) Spring – 4/13/20 – 5/1/20 (observables week of 5/4, if needed) Home Visits / Parent Conferences / Transition Fall: Home Visit #1 & Parent Conference #1 Spring: Home Visit #2 & Parent Conference #2 Transition Plan - Spring

– All Schedules Must Be Met Regardless of Entry/Enrollment Date – Count Days Beginning on Date of Entry (count weekend days) – Child Plus Reports are listed on back. Please run monthly.

PLEASE 11 Child Plus Reports

Enrollment/Eligibility Reports: 2001 – Management Report Enrollment (Status of Income, Medicaid, Disability by %) 2004 – Management Report Eligibility Income (by child – locate missing data) 2025 – Enrollment Priority Listing (Waitlist & Selection) 2110 – Master List of Participants (demographics – locate missing data) 2180 – Primary Language and Race (locate missing data) 4501 – Labels for child file

Attendance Reports: LR1015 – Individual Attendance report for absences exceeding 15% (use attendance filter) 2320 – Individual Attendance 2301 – Average Daily Attendance 2330 – Consecutive Absences (track excessive absences)

Disability Reports: 3501 – Management Report – Disability (tracks % - must have 10%)

Health Reports: 3001 – Management Report Health Services (summary of the health requirements) 3010 – Health History (specific report of any health event entered on a child) 3015 – Health Requirements (child specific-event date, days lapsed, results) 3020 – Requirements Assessment (summary by child) 3060 – Expiration Date Report 3330 – Immunization Status Statistics (summary) LR1000 – Live Report for Medical/Dental Home LL011 – BMI Letters – as needed throughout each measurement period 3410 – Growth Assessment – as needed throughout each measurement period

Family Services: 4002 – Management Report – (summary of % of needs assessments completed) 4220 – Family Outcomes Completion Status

Mental Health Services: 3620 – Mental Health Activity Record

PIR Reports 9701 – Enrollment 9702 – Eligibility (by child: age and eligibility) 9706 – Health Insurance 9707 – Health Services (medical home, health services, treatment rec’d) 9708 – Immunization and Dental Services (status by child) 9710 – Disabilities (breakdown of IEP/primary disability) 9730 – Employment, Education, TANF, SSI (status of parents by child) 9731 – Family Services (by child services delivered, homeless families)

12 13 2019-2020 Head Start Meeting Dates

Partner’s Meeting Policy Council Service Area Meetings @Region 9 **@ Region ** (For FSW, MH, Health, Disabilities,

ERSEA, Parent Involvement) 9/26/19 6:00-9:00 # 349425 9/17/19 1:00-4:00 #349365 @Region 9 @ Region 9 (Wilbarger) Baylor 10/24/19 6:00-9:00 #349426 10/22/19 1:00-4:00 #349366 ** 9/17/19 9:00 - 12:00 #349419 @ TBD Foard Jack 12/10/19 1:00-4:00 #349367 12/12/19 6:00-9:00 #349427 10/22/19 9:00 - 12:00 #349420

Foard @ TBD Jack 2/11/20 1:00-4:00 #349368 2/20/20 6:00-9:00 #349428 12/10/19 9:00 - 12:00 #349421 Foard @ TBD Foard 4/23/20 6:00-9:00 #349429 4/7/20 1:00-4:00 #349369 2/11/20 9:00-12:00 #349422 @ TBD Foard Foard 5/5/20 1:00-4:00 #349370 6/18/20** 12:00-2:00 #349430 4/7/20 9:00-12:00 #349423 @ Region 9 (Jack) Foard Baylor 5/5/20 9:00 - 12:00 #349424 Baylor 5/2020 Release Party-TBS Health Services Advisory Committee @Region 9

11/7/19 12:00 -1:00 #349431 Board Rm

2/6/20 12:00-1:00 #349432 Clay

5/7/20 12:00-1:00 #349433 Board Rm

Head Start Trainings All meetings held at Region 9

Saturday Dec 7 9-4 Connections - Frog Street

Monday 8/13/19 9-4 Welcome Back to Head Start #349071

CDA Dates: 10/2/19 9-4 #349443 Board Rm 12/4/19 9-4 #349444 Clay 2/5/20 9-4 #349445 Clay 3/25/20 9-4 #349446 Clay

New Teacher Learning Series: 9/25/19 9-4 #349451 Clay 10/23/19 9-4 #349452 Jack 11/20/19 9-4 #349453 Foard 1/22/20 9-4 #349454 Foard 3/4/20 9-4 #349455 Foard

Fall CIRCLE Training: November 4th & 5th #349363 Foard

Early Learning Week 2020: June 15-June 18th

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Region 9 ESC Head Start Program Implementation Plan/School Readiness Goals 06CH7096-06 2018-2019 (Updates: 12/2018, 4/2019, 6/2019)

Region 9 Education Service Center Head Start partners with the following Independent School Districts: Bowie Burkburnett City View Electra Gainesville Henrietta Nocona Petrolia Wichita Falls

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Region 9 ESC Head Start Program Implementation Plan/School Readiness Goals 2018-2019

Program Goals will be effective for the 5-year grant period. They will be evaluated annually upon the completion of the Self-Assessment and Community Assessment. The Measurable Objectives will be evaluated triannually, with updates being made as needs arise or program planning indicates. CLASS data will provide annual feedback into this process, and guide the program planning with those scores. School Readiness Goals will be evaluated triannually utilizing CLI Progress Monitoring documentation, parent feedback, and teacher input. Child Plus data will provide input into the evaluation of the goals and objectives as well.

Program Area: Program Governance/Management Systems/Fiscal Integrity/ERSEA Met TargetMet On Track NotDid Meet Program Goals: -Ensure the Grantee and Head Start sites spend funds in an allocable, reasonable, allowable, and necessary method Year #1: ☒ ☐ ☐ according to the Head Start Standards. Year #2: ☒ ☐ ☐ -Ensure well-managed programs that involve parents in decision making, ensuring services are provided to eligible Year #3: ☒ ☐ ☐ children. Year #4: ☒ ☐ ☐ Year #5: ☒ ☐ ☐ Year #6: ☒ ☐ ☐ Progress, Outcomes, Challenges Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Policy Council and Governing -Reports shared monthly with Governing Body and Policy Council. Year #2: ☒ ☐ ☐ Body will receive accurate and Staff Responsible: Fiscal Manager, Head Start Coordinator Year #3: ☒ ☐ ☐ regular information about Time Frame: monthly Year #4: ☒ ☐ ☐ program planning, policies, Monitoring Tools: Meeting Agendas and Minutes Year #5: ☒ ☐ ☐ and Head Start agency Triannual Progress (Tracking) Review for 2018-2019: Year #6: ☒ ☐ ☐ operations – including line- 12/10/18 - required reports have been provided to the Policy Council and Governing Body each item budgets and monthly month. They have been emailed to both groups during months with no scheduled meeting. financial credit card 4/1/19 - required reports have been provided to the Policy Council and Governing Body each statements. month. They have been emailed to both groups during months with no scheduled meeting. Communication with Policy Council has been increased this year with the implementation of Remind 101. 6/11/19 - required reports have been provided to the Policy Council and Governing Body each month, including line-item budget and monthly credit card statement. They have been emailed to both groups during months with no scheduled meeting. Texting, emailing, and Remind 101 are some examples of technology that have assisted in promoting ongoing communication with the Policy Council members and Governing Body. Increased communication has improved the

2 16 overall effectiveness of both committees. Both groups were key players in the development and submission of the competitive grant. Expected Outcome: 100% Outcome: 100% met Expected Challenges: With the use of technology, challenges were eliminated in this area this year. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Fiscal monitoring will assist -Reimbursement requests will be submitted timely with no errors. Year #2: ☒ ☐ ☐ districts in providing an -Timely submission of in-kind reports. Year #3: ☒ ☐ ☐ increase in timeliness and -Appropriate and accurate documentation of father involvement as it relates to in-kind. Year #4: ☒ ☐ ☐ accuracy of documentation Staff Responsible: Region 9 Fiscal Manager Year #5: ☒ ☐ ☐ submitted. Time Frame: monthly Year #6: ☒ ☐ ☐ Monitoring Tools: Meeting Agendas and Minutes, Monitoring Reports Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - fiscal monitoring reports that most districts are submitting reports in a timely manner. The fiscal manager contacts the districts that are not timely in their monthly submission of reports. This has been beneficial in ensuring reports are submitted more timely the next month. By the end of the fiscal year (October 31, 2018), all sites were able to report 100% spent. 4/1/19 - fiscal monitoring reports that most districts are submitting reports in a timely manner. The fiscal manager contacts the districts that are not timely in their monthly submission of reports. This continues to ensure that reports are submitted timely. Tracking is established to ensure that reimbursement is on track for budget year end in June 2019, goal is to be 100%. 6/11/19 - fiscal monitoring reports that most districts are submitting reports in a timely manner. The fiscal manager contacts the districts that are not timely in their monthly submission of reports. This continues to ensure that reports are submitted timely. Tracking is established to ensure that reimbursement is on track for budget year end in June 2019, goal is to be 100%. The fiscal manager is currently communicating with each ISD to ensure that all money is spent to close out the fiscal year. At this time, the business managers are also working to establish their local budgets for the new fiscal year beginning on July 1, 2019. Several districts have needed technical assistance to ensure all components of closing out the current grant, while applying for both grants are being addressed. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Ongoing training to ensure that business managers fully understand the accountability, compliance, and timeliness aspects of the documentation requires consistent follow-up from the grantee. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Eligibility documentation will -Streamline ERSEA eligibility forms to ensure determination process is evident. Year #2: ☒ ☐ ☐ be thorough and accurate, and -Maintain internal monitoring systems to monitor child files and ERSEA documentation for Year #3: ☒ ☐ ☐ reflective of 100% eligible discrepancies. Year #4: ☒ ☐ ☐ enrollment, while maintaining a -Re-evaluate process for data entry. Year #5: ☒ ☐ ☐ wait list. -Participate in Hope for the Holidays/local health fairs to recruit homeless families. Year #6: ☒ ☐ ☐ -Intentionally increase recruitment in Clay and Montague Counties. -Educate/assist homeless families and families with no income to obtain resources. Staff Responsible: Family Service Workers/ERSEA Manager Time Frame: ongoing

3 17 Monitoring Tools: Monitoring Reports, Child Plus Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - all sites are fully enrolled with a waitlist, except for Henrietta and Nocona. Both of these districts/sites are working on recruitment to enroll eligible children in the community. At this time, the program serves 100% income eligible children. 4/1/19 - all sites are fully enrolled with a waitlist. Petrolia has had a significant turnover this year, with 4/10 being the only children who have been enrolled all year long. The change in the foster care system (privatization of foster homes) is a factor. The wait list was at one point exhausted. Two of the over income children are being served for special education services. At this time, the program serves 99% income eligible children. Recruitment and registration is occurring at this time in preparation for next school year. 6/11/19 - all sites are fully enrolled with a waitlist (program total 77). At this time, the program serves 99% (total of 4) income eligible children. Two of the over income children are being served for special education services. Recruitment and registration is occurring at this time in preparation for next school year. Applications are lower than expected for HS and for Pre-K in our communities so far this year. Several recruitment events have occurred, and another one is schedule for June 2019. Recruitment logs are up to date. Child file monitoring revealed that sites are more consistently following all ERSEA procedures with the electronic application system. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Providing technical assistance to teachers that are in charge of the ERSEA process locally is an ongoing effort. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Monitoring to continue to -Continue ongoing monthly monitoring to ensure compliance in the area of primary language for Year #2: ☒ ☐ ☐ ensure that when the majority the child. Ensure that classrooms that have 50% or more Spanish speaking children has a Year #3: ☒ ☐ ☐ of children speak the same paraprofessional who is Spanish speaking interacting with the children regularly. Year #4: ☒ ☐ ☐ language, a least one staff Staff Responsible: Family Service Workers/Head Start Coordinator Year #5: ☒ ☐ ☐ member in the classroom Time Frame: monthly Year #6: ☒ ☐ ☐ (interacting regularly) with the Monitoring Tools: Monitoring Reports, Child Plus children will speak their Triannual Progress (Tracking) Review for 2018-2019: language. 12/10/18 - monthly monitoring reflects that classrooms are compliant with ensuring staff members in classrooms are able to provide supports to children in their native language. Ongoing training is occurring to ensure that classrooms are labelled in Spanish and English and families are receiving support in their home language as often as possible. 4/1/19 - monthly monitoring reflects that classrooms are compliant with ensuring staff members in classrooms are able to provide supports to children in their native language. Ongoing training is occurring to ensure that classrooms are labelled in Spanish and English and families are receiving support in their home language as often as possible. 6/11/19 – monthly monitoring reflects that classrooms are compliant with ensuring staff members in classrooms are able to provide supports to children in their native language. Ongoing training is occurring to ensure that classrooms are labelled in Spanish and English and families are receiving support in their home language as often as possible. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Maintaining Spanish speaking personnel in the appropriate classrooms as enrollments occur throughout the year. 4 18 Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ The grantee will ensure that all -Continue ongoing monitoring to ensure that staff has a documented criminal history check(s) Year #2: ☒ ☐ ☐ Head Start staff has a Criminal (CHRI/Fingerprinting/Sex Offender Registry/Child Abuse Registry Check) before entering the Year #3: ☒ ☐ ☐ History Record Check classroom to work with children. Year #4: ☒ ☐ ☐ completed before documented -Ensure that Human Resource staff continues to be aware of requirements and procedures are Year #5: ☒ ☐ ☐ hire date/date to report. followed. Year #6: ☒ ☐ ☐ Staff Responsible: School District Human Resources/Head Start Coordinator Time Frame: as needed Monitoring Tools: Tracking Forms Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - all staff members have a flow chart and tracking that reflect CHRI was completed before hire/report to classroom date. The program implemented a new flow chart for the Human Resource criminal history check process. This tracks the completed of all 4 criminal history checks now requested by the Head Start Program Performance Standards. 4/1/19 - all staff members have a flow chart and tracking that reflect CHRI was completed before hire/report to classroom date. The program implemented a new flow chart for the Human Resource criminal history check process. This tracks the completed of all 4 criminal history checks now requested by the Head Start Program Performance Standards. 6/11/19 – all staff members have a flow chart and tracking that reflect CHRI was completed before hire/report to classroom date. The program implemented a new flow chart for the Human Resource criminal history check process. This tracks the completed of all 4 criminal history checks now requested by the Head Start Program Performance Standards. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Working with staff to follow-up on their Child Abuse and Neglect background check since the results come directly to the staff member. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Attendance procedures will be -Create internal monitoring systems to monitor child files and ERSEA documentation for Year #2: ☒ ☐ ☐ consistent and promote discrepancies. Year #3: ☒ ☐ ☐ communication with families -Re-evaluate process for data entry. Year #4: ☒ ☐ ☐ and Head Start staff to ensure -Waitlist will be utilized through proper recruitment procedures and efforts. Year #5: ☒ ☐ ☐ accuracy of tracking, -Implement system to ensure absent children/families are contacted within first hour of the Year #6: ☒ ☐ ☐ documentation, and referrals. school day. Staff Responsible: Family Services Staff/ERSEA Manager Time Frame: monthly/ongoing Monitoring Tools: Monitoring Reports, Child Plus Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - all classrooms have new systems in place to ensure that absent children are accounted for within the first hour. These systems include calling families, utilizing class do-jo and social media, and texting. Tracking and referrals are in place for attendance at all sites. The average daily attendance for November for all Region 9 sites was 93.83%. 4/1/19 - all classrooms have maintained the system in place to ensure that absent children are accounted for within the first hour. Tracking and referrals are in place for attendance at all sites. The average daily attendance for March for all Region 9 sites was 93.20%. Illness has affected the classrooms later this school year than in previous years.

5 19 6/11/19 – The average daily attendance for May for all Region 9 sites was 93.98%. 88 children ended the year in the moderate risk category (10-20%) and 11 children in the severe risk category (20% and over) for excessive absences. Follow up monitoring did occur throughout the year to ensure appropriate referrals and supports are in place. All classrooms have maintained systems to ensure that absent children/families were contacted within the first hour of each school day. These systems included: phone calls, utilizing class do-jo, Remind 101, and texting. Expected Outcome: 100% Outcome: 100% met Expected Challenges: This school year the flu almost became an epidemic. Those months with low attendance rates were hard to recover from.

Program Area: Child Health & Safety Met TargetMet On Track NotDid Meet Program Goals: -Provide children and families with educational, health and nutritional services. Year #1: ☒ ☐ ☐ Year #2: ☒ ☐ ☐ Year #3: ☒ ☐ ☐ Year #4: ☒ ☐ ☐ Year #5: ☒ ☐ ☐ Year #6: ☒ ☐ ☐

Progress, Outcomes, Challenges Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Daily playground checklist will -Ongoing monitoring process will ensure all appropriate parties are informed of areas that Year #2: ☒ ☐ ☐ be utilized to ensure play require attention. Year #3: ☒ ☐ ☐ areas are safe. -Sidewalks and tricycle tracks will be maintained and repaired to ensure the safety of the Year #4: ☒ ☐ ☐ children (no holes or cracks over 1 in. wide/deep). Year #5: ☒ ☐ ☐ -An appropriate number of smoke detectors are installed and tested regularly at each site. Year #6: ☒ ☐ ☐ -Smoke detector compliance chart will be maintained annually to communicate status to sites. -Safe Environments/Health and Safety Monitoring Tool checklist will be completed 3 times annually to ensure smoke detectors are in compliance, and all environments are safe. Staff Responsible: Head Start Staff/Education Manager Time Frame: daily Monitoring Tools: Daily Playground Checklist Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 – all sites are completing their playground checklists and submitting them to the Education Manager by the 5th of the month to promote internal monitoring. Ongoing support is needed to ensure that staff submits work orders appropriately and ensures proper follow-up to required maintenance requests.

6 20 4/1/19 - all sites are completing their playground checklists and submitting them to the Education Manager by the 5th of the month to promote internal monitoring. Ongoing support is needed to ensure that staff submits work orders appropriately and ensures proper follow-up to required maintenance requests. 6/11/19 – All sites have maintained a Daily Playground Checklist. Playgrounds were maintained utilizing a work order system and will be monitored before school resumes. Gainesville and Electra Head Start sites will be replacing and/or adding to their playground mulch, as a result of monitoring and ongoing concerns documented on work orders. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Keeping work orders a top priority on a campus full of work orders. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ -Child will have a current well -Releases will be obtained and sent to physicians in an effort to obtain current physical/dental Year #2: ☒ ☐ ☐ child exam and dental exam records. Year #3: ☒ ☐ ☐ on file, including any follow-up - Tracking systems will reflect efforts made to obtain required documentation and reflect follow Year #4: ☒ ☐ ☐ needed to demonstrate up. Year #5: ☒ ☐ ☐ physical well-being for -Monitoring will ensure ongoing communication and coordination to promote compliance. Year #6: ☒ ☐ ☐ learning. -Children will receive appropriate follow-up treatment in regards to health concerns noted. -Parents will be educated on ways to assist in obtaining information to ensure their children are current in health requirements, including Medicaid coverage and changes.

-Staff will have accurate -Monitoring will ensure ongoing communication, coordination, compliance, and a team tracking of 90-day health approach. requirements and the medical -Explore community partners to provide physicals and dentals as in-kind in assisting with records request process. compliance of 90 day health requirements, including the Medicaid community partnership program. Staff Responsible: Health Services Staff/Health Manager Time Frame: within 90 days of enrollment, ongoing Monitoring Tools: Monitoring Reports, Child Plus Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - Region 9 Health requirements completion totals (within 90 days of entry) to date are Dentals 95.80% and Physicals 96.73%. All sites have tracking systems to ensure documentation is obtained at the appropriate times and follow ups are timely. 4/1/19 - Region 9 Health requirements completion totals (within 90 days of entry) to date are Dentals 97.05% and Physicals 97.98%. All sites have tracking systems to ensure documentation is obtained at the appropriate times and follow ups are timely. The Health Google spreadsheet is being utilized by all health staff at this point, which has greatly increased communication. 6/11/19 – Region 9 Health requirements completion totals (within 90 days of entry) to date are Dentals 98.59% and Physicals 99.06%. All sites have tracking systems to ensure documentation is obtained at the appropriate times and follow ups are timely. Education of staff and parents has helped to ensure that families are utilizing their medical/dental homes to obtain the necessary exams. This also assists in follow-ups/treatments. Expected Outcome: 100% Outcome: 99% met Expected Challenges: Working with families that deny the assistance with this area.

7 21 Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Families will attempt to obtain -Continue to educate families about Medicaid/CHIP application, coverage and the changes in Year #2: ☒ ☐ ☐ available health coverage and Medicaid that affect them. Year #3: ☒ ☐ ☐ continue to be educated on -Provide a team approach in regards to assisting families with this need. Year #4: ☒ ☐ ☐ Medicaid requirements. -Ensure that tracking systems and documentation reflects follow up in this area and appropriate Year #5: ☒ ☐ ☐ assistance is provided. Year #6: ☒ ☐ ☐ -Explore the benefits of participating in the Medicaid Community Partnership Program. Staff Responsible: Health Services Staff/Health Manager Time Frame: ongoing Monitoring Tools: Child Plus Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - new systems were put into place this year for tracking and following up with health coverage for all families. At the beginning of the school year, 36 families did not have health coverage. Plans are in place to work with Medicaid to promote the plans to attend parent meetings/enrollments to educate families on Medicaid requirements. 4/1/19 - Currently, 13 families are in the process of re-applying for health coverage to prevent a lapse in coverage. Four families did not have health coverage at enrollment. One family is not eligible for health coverage (not citizen), referred for Title V services. New systems were put into place this year for tracking and following up with health coverage for all families. Medicaid continues to promote the plans to attend parent meetings/enrollments to educate families on Medicaid requirements. 6/11/19 – At this time a total of 6 children no not have medical coverage: 1 child does not have coverage in Texas (he moved from another state), 4 do not have any coverage, and 1 is not eligible. Follow-ups are continuing with the eligible families to ensure Medicaid applications are in place, and to ensure families are aware of available resources in the meantime. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Ensuring families are aware of the Medicaid renewal requirements so that health coverage is not interrupted. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ -Active Supervision will be -Provide annual training on Active Supervision with all Head Start Staff, including written Year #2: ☒ ☐ ☐ implemented in all routines, procedures for reporting. Year #3: ☒ ☐ ☐ settings, and transitions and -Utilize ongoing monitoring tools to ensure procedures are followed and staff is documenting Year #4: ☒ ☐ ☐ utilized by all staff with all systems appropriately. Year #5: ☒ ☐ ☐ children at all times. -Provide training to parents on Active Supervision annually in conjunction with Pedestrian Safety Year #6: ☒ ☐ ☐ Training. -Active Supervision will be -Provide training to Policy Council on Active Supervision. implemented with parents and Staff Responsible: Head Start Staff substitutes/volunteers in all Time Frame: ongoing routines, settings, and Monitoring Tools: Monitoring Reports, Monitoring Tools transitions with all children at Triannual Progress (Tracking) Review for 2018-2019: all times. (added to Plan for 12/10/18 - active supervision training has been provided to all staff, and each district years 4 and 5) administrator has completed the active supervision monitoring checklist. Ongoing trainings continue with all staff to ensure active supervision is ongoing and implemented in all settings.

8 22 Active supervision training was incorporated into the parent handbook this year to ensure that all parents receiving the training accompanying their pedestrian safety training. Staff members are able to verbalize through ongoing monitoring their systems to ensure that active supervision is in place at all times. 4/1/19 - active supervision training has been provided to all staff, and each district administrator has completed the active supervision monitoring checklist. Ongoing trainings continue with all staff to ensure active supervision is ongoing and implemented in all settings. Active supervision checklists for each classroom were completed with all teaching staff. Staff members are able to verbalize through ongoing monitoring their systems to ensure that active supervision is in place at all times. 6/5/19 – Staff members are able to verbalize through ongoing monitoring their systems to ensure that active supervision is in place at all times. Ongoing coaching helps to ensure that Active Supervision continues to be utilized redundantly in all systems and routines. Classroom monitoring and coaching is another avenue to ensure that all staff play a role in Active Supervision. This year the implementation of the Classroom Active Supervision Monitoring Tool assisted all staff in taking ownership for their internal classroom systems, as well as educating the visitors in their classrooms. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Ensuring that systems are redundant every moment of each day.

Program Area: Parent, Family Community Engagement/Child Development and Education Met TargetMet On Track NotDid Meet Program Goals: -Link children and their families to needed community services. Year #1: ☒ ☐ ☐ -Strengthen families as the primary nurturers/educators of their children. Year #2: ☒ ☐ ☐ -Enhance children’s growth and development. Year #3: ☒ ☐ ☐ Year #4: ☒ ☐ ☐ Year #5: ☒ ☐ ☐ Year #6: ☒ ☐ ☐ Progress, Outcomes, Challenges Measurable Objectives: - Activities/Action Steps: Year #1: ☒ ☐ ☐ By mid-year, at least 10% of -Ongoing monitoring will support the process of timely identification of children and submission Year #2: ☒ ☐ ☐ total enrollment will reflect of necessary referrals. Year #3: ☒ ☐ ☐ services to children with -10% of the total enrollment will be children with disabilities by mid-January (mid-point date). Year #4: ☒ ☐ ☐ disabilities. -Disability Tracking Form will be submitted monthly to Manager/Monitor. Year #5: ☒ ☐ ☐ Staff Responsible: Head Start Staff/Disability Manager/Head Start Coordinator Year #6: ☒ ☐ ☐ Time Frame: monthly, mid-year Monitoring Tools: Monitoring Reports, Child Plus Triannual Progress (Tracking) Review for 2018-2019: 9 23 12/10/18 - current monitoring reflects that the program is serving 9% children with disabilities. Disability tracking forms have been submitted monthly and indicate that the program has been able to reach the 10% by the established mid-point date, January 23, 2019. 4/1/19 - current monitoring reflects that the program is serving 12% children with disabilities. Disability tracking forms have been submitted monthly and indicate that the program has been able to reach the 10% by the established mid-point date, January 23, 2019. 6/11/19 – current monitoring reflects that the program is serving 16.5% children with disabilities. Disability tracking forms were submitted monthly and the program was able to reach the 10% by the established mid-point date, January 23, 2019. The tracking form implemented in this system made a positive impact of overall services for the identified children, as well as ensured that referrals were tracked through completion. This system assisted in educating teachers on the overall process as well as the significance of individualization and scaffolding of their lessons for each child to promote optimal development. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Helping teachers to identify concerns and implement strategies before making a referral. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Parent meetings will be held at - Meetings will be scheduled and advertised consistently, regularly, and in advance. Year #2: ☒ ☐ ☐ each site monthly to promote - Staff will be trained on the variety of required topics (utilizing the Parent Training tracking Year #3: ☒ ☐ ☐ consistency in parent sheet) including specific developmental feedback, developmental activities, father involvement, Year #4: ☒ ☐ ☐ involvement. and parental input into nutritional activities. Year #5: ☒ ☐ ☐ -Ensure communication of availability of child care. Year #6: ☒ ☐ ☐ -Schedule parent meetings at individual sites within WFISD. -Agenda, minutes, and sign in sheets will be maintained at each district. -Monitoring will occur to determine various levels of parent involvement. Staff Responsible: Teachers/Family Service Workers/Parent Involvement Manager Time Frame: monthly Monitoring Tools: Monitoring Reports, Meeting Agendas and Minutes Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - parent meetings are being held monthly at all sites. All districts are successfully conducting Conscious Discipline parenting classes at each site. 4/1/19 - parent meetings continue to be held monthly at all sites. All districts are successfully conducting Conscious Discipline parenting classes at each site. 675 parents have attended training so far this school year. Training topics include: composure, assertiveness, encouragement, choices, and empathy. The parents report they love make-and-take activities. 6/11/19 – parent meetings are being held monthly at all sites. All sites conducted parent meetings. The parent meetings covered all required areas, with an emphasis on financial literacy and fluoride education. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Ensuring that times of meetings meet the needs of all parents. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Parent involvement activities -Monitoring will occur to determine levels of parent involvement, documentation will include site Year #2: ☒ ☐ ☐ will be intentional (identified reports, agenda, minutes, and sign-in sheets maintained at each district. Year #3: ☒ ☐ ☐ parent needs) and consistently Year #4: ☒ ☐ ☐ 10 24 scheduled, while geared -Encourage attendance by offering: an accessible location for the families, incentives, child Year #5: ☒ ☐ ☐ toward meeting the Head Start care, transportation… Year #6: ☒ ☐ ☐ Standards and Requirements -Collaboration with Food Bank Cooking Matters classes. including: -Education to families on childhood obesity. -Nutritional activities with -Promoting a variety of parent involvement/volunteer opportunities. parents and in the classrooms -Utilize Family Partnership Agreement and Outcomes Assessment to set school readiness goals -Obesity awareness for the family. -Educational activities to -Implement Parenting Classes with researched based Conscious Discipline Parenting promote school readiness Curriculum. -Setting measurable goals with Staff Responsible: Teachers/Family Service Workers/Parent Involvement Manager families. Time Frame: monthly Monitoring Tools: Monitoring Reports, Meeting Agendas and Minutes Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - Parent involvement meetings/activities have begun at all sites. Exploring Foods Together in the Classroom classes by the Food Bank are taking place at the Wichita Falls sites. 4/1/19 - Parent involvement meetings/activities continue at all sites. Educational topics covered so far this year include: community resources, Medicaid, family literacy, oral health care, school readiness, pedestrian safety, and Active Supervision. 6/11/19 – Parent Involvement activities occurred consistently throughout the year at all sites. Trainings included: safety/Active Supervision, health care, fluoride education, nutrition, mental health, child abuse, community resources, transition, literacy, child development, and father involvement. The feedback received from the Conscious Discipline parenting classes continued to be outstanding. The parents stated they learned specific techniques that teachers are using in the classroom. Attendance was steady for the classes throughout the year. A total of 843 (increase from 438) parents received training and 78% of them reported learning useful and meaningful information. The most common strategy parents implemented at home were the Breathing Techniques (63%) and (57%) reported “I Love You Rituals”. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Making sure all Head Start staff learn the same concepts the parents are learning. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ CLI - CIRCLE Engage -Provide professional development opportunities, on-site training, individualized training, and Year #2: ☒ ☐ ☐ assessment will reflect mentoring for Head Start staff, as needs arise and ongoing monitoring identifies. Year #3: ☒ ☐ ☐ progress toward educational -Educate staff to provide specific feedback on developmental progress of the children and to Year #4: ☒ ☐ ☐ goals in the areas of Science, effectively communicate strengths/needs with parents to promote the relationship and overall Year #5: ☒ ☐ ☐ Mathematics, Social Studies, development. Year #6: ☒ ☐ ☐ and Creative Arts. Staff Responsible: Head Start Teachers/Education Manager Time Frame: monthly Monitoring Tools: CLI Progress Monitoring, Educational Records Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - baseline data for the year has been collected. Data will be analyzed after the 2nd wave of testing in February. 4/1/19 – the average score in all areas increased from Wave 1 to Wave 2. 6/11/19 – assessment wave 3 was completed. The staff was educated on utilizing CLI reports to educate parents, individualize, and to establish small learning groups within their daily 11 25 classroom planning. Individualization, anecdotal notes, and assessment results are being utilized to guide classroom teaching. Teachers are continuously learning more about the assessment and reports available. Teachers are also being supported in appropriately using data from the reports to individualize and guide their teaching/grouping. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Utilizing class time to complete the assessment. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ -CLASS data will sustain -Target new (and identified) teachers to ensure understanding and expectations of the CLASS Year #2: ☒ ☐ ☐ and/or increase in all areas to observation. Year #3: ☒ ☐ ☐ meet or exceed the national -Upon completion of first CLASS observation, provide individualized training to teaching staff to Year #4: ☒ ☐ ☐ average. promote an increase in scores for follow-up observation in the spring. Year #5: ☒ ☐ ☐ -Professional development will be offered to promote the use of technology in the classroom & Year #6: ☒ ☐ ☐ -CLASS scores will reflect an knowledge of ongoing assessments completed. increase in the area of -Coaching will occur with new staff, by administrator request, or by teachers identified though Instructional Support. the data gathering process. Staff Responsible: Head Start Teachers/Administrators/Education Manager Time Frame: twice a year Monitoring Tools: CLASS Observation Scores, Child Plus Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 – CLASS has been completed on 90% of the classrooms. The data will be aggregated and analyzed after the completion of the CLASS observations in the remainder of the classrooms. 4/1/19 – The first round of CLASS has been completed on all of the classrooms. The second round is currently being completed on the classrooms that fell below the National Average in any of the three domains. A total of 17/40 classrooms are being re-CLASSed for the spring. Ongoing professional development will address the Classroom Organization domain (productivity and behavior management). The data will be aggregated and analyzed after the completion of the second round of CLASS observations. 6/11/19 – CLASS has been completed on 100% of the classrooms. The classrooms that fell below the National Average in one or more domains were reCLASSed this spring. The priority for professional development will be to address Emotional Support and Classroom Organization. These two domains did not show as much growth from last year. The priority will be on the Classroom Organization domain, due to several subdomains scoring lower than the National Average. Expected Outcome: 100% Outcome: 100% met Expected Challenges: Coaching all teachers to ensure that all domains and dimensions remain above the National Average.

Program Area: School Readiness Met TargetMet On Track NotDid Meet 12 26 Program Goals: -Ensure our approach to education is developmentally and linguistically appropriate in order to prepare children for school Year #1: ☒ ☐ ☐ readiness. Year #2: ☒ ☐ ☐ Year #3: ☒ ☐ ☐ Year #4: ☒ ☐ ☐

Year #5: ☒ ☐ ☐

Year #6: ☒ ☐ ☐ Progress, Outcomes, Challenges Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Physical Development and -Provide training in the area of gross motor development. Year #2: ☒ ☐ ☐ Health: -Ensure outdoor play is organized and structured, as appropriate. Year #3: ☒ ☐ ☐ (Gross Motor) -Promote use of IMIL (I am Moving I am Learning) within the classroom. Year #4: ☒ ☐ ☐ Children will be able to exhibit -Provide IMIL training to the new Head Start staff. Year #5: ☒ ☐ ☐ a wide range of gross motor -Monitor CLI reports in an ongoing manner to ensure progress is being made. Year #6: ☒ ☐ ☐ activities such as: catching, -Ensure fidelity of the curriculum through ongoing monitoring. kicking, throwing, pulling, Staff Responsible: Head Start Teachers/Education Manager bouncing, pedaling, etc… Time Frame: daily Monitoring Tools: CLI Reports, Anecdotal Notes Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - Baseline data for the year has been collected. Data will be analyzed after the 2nd wave of testing in February. 4/1/19 - wave 2 assessment results show an increase of 1.25 in the area of physical development and health. The average score report shows that the children in the program met 79% of the max score in this area. 6/11/19 – wave 3 assessment results show an increased score of 0.98 in the area of physical development and health gross motor skills. The average score report shows that the children in the program met 89% of the max score in this area. This score is 2% lower than the wave 3 score last year. Expected Outcome: 91% Outcome: 98% met Expected Challenges: Some sites have built in specific PE time into their daily schedule, whereas some sites do not have a PE teacher and are charged with ensuring gross motor activities occur throughout the day. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Social and Emotional -Incorporate Positive Behavior Support Systems into the classrooms. Year #2: ☒ ☐ ☐ Development: -Promote positive guidance plans in each setting. Year #3: ☒ ☐ ☐ Children will demonstrate: -Monitor completion of the DECA and appropriate follow-up through mental health staff. Year #4: ☒ ☐ ☐ -age appropriate -Utilize Conscious Discipline techniques at school, and encourage them to carry over to home Year #5: ☒ ☐ ☐ independence in decision -Ensure fidelity of the curriculum through ongoing monitoring. Year #6: ☒ ☐ ☐ making Staff Responsible: Head Start Teachers/Education Manager -resolves conflict with peers Time Frame: daily alone and/or with adult Monitoring Tools: CLI Progress Monitoring, Educational Records, Anecdotal Notes intervention, as appropriate Triannual Progress (Tracking) Review for 2018-2019: -follows rules, routines, and 12/10/18 - Baseline data for the year has been collected. Data will be analyzed after the 2nd directions wave of testing in February. 13 27 -refrains from disruptive, 4/1/19 - wave 2 assessment results show an increase of 7.23 in the area of social and aggressive, angry, or defiant emotional development. The average score report shows that the children in the program met behaviors 69% of the max score in this area. Social and Emotional will be an area of focus for professional development due to this score being the area that fell furthest behind the benchmark (red). 6/11/19 – wave 3 assessment results show an increase in score of 8.08 in the area of social and emotional development. The average score report shows that the children in the program met 82% of the max score in this area. This score reflects a 2% decrease from this assessment period last school year. Expected Outcome: 84% Outcome: 98% met Expected Challenges: Ensuring that the social/emotional needs of all children are met throughout the year. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Approaches to Learning: -Provide teachers with training and support to promote developmentally appropriate practices in Year #2: ☒ ☐ ☐ (Initiative and Curiosity) the areas of creative arts and movement. Year #3: ☒ ☐ ☐ Child will exhibit eagerness to -Provide ongoing trainings to ensure teachers have a wide variety of activities to utilize. Year #4: ☒ ☐ ☐ learn about and discuss a -Provide support to parents in their roles as teachers and nurturing parent/child relationships. Year #5: ☒ ☐ ☐ range of topics, ideas, and -Provide reports to parents to communicate child progress in all areas of learning. Year #6: ☒ ☐ ☐ tasks, as demonstrated by -Promote field trips to learn through “real life” experiences. feedback provided to teacher -Ensure fidelity of the curriculum through ongoing monitoring. and peers during activities, Staff Responsible: Head Start Teachers/Education Manager providing input during read-a- Time Frame: daily louds, and spontaneous Monitoring Tools: CLI Progress Monitoring, Educational Record, Anecdotal Notes questions and information Triannual Progress (Tracking) Review for 2018-2019: seeking. 12/10/18 - Baseline data for the year has been collected. Data will be analyzed after the 2nd wave of testing in February. 4/1/19 - wave 2 assessment results show an increase of 1.55 in the area of approaches to learning. The average score report shows that the children in the program met 64% of the max score in this area. 6/11/19 – wave 3 assessment results show an increase in score of 1.46 in the area of approaches to learning. The average score report shows that the children in the program met 79% of the max score in this area. This score reflects a 1% increase from this assessment period last school year. Expected Outcome: 79% Outcome: 100% met Expected Challenges: Maintaining children’s attention and curiosity as the school year progresses. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Language and Literacy: -Ensure that classrooms have at least two read-alouds each day. Year #2: ☒ ☐ ☐ Child will be able to -Program will continue to promote family literacy and families reading to their children at home. Year #3: ☒ ☐ ☐ understand increasingly -CLASS observations to identify classrooms with strong language development and those that Year #4: ☒ ☐ ☐ complex and varied could benefit from increased support. Year #5: ☒ ☐ ☐ vocabulary (receptive -Ensure fidelity of the curriculum through ongoing monitoring. Year #6: ☒ ☐ ☐ language). Attends to Staff Responsible: Head Start Teachers/Education Manager language during Time Frame: daily Monitoring Tools: CLI Progress Monitoring, Educational Records, Anecdotal Notes 14 28 conversations, songs, stories, or other learning experiences. Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - Baseline data for the year has been collected. Data will be analyzed after the 2nd wave of testing in February. 4/1/19 - wave 2 assessment results show an increase of 3.63 in the area of language and literacy. The average score report shows that the children in the program met 56% of the max score in this area. 6/11/19 – wave 3 assessment results show an increase in the score of 3.29 in the area of language and literacy. The average score report shows that the children in the program met 68% of the max score in this area. This score reflects a 5% increase from this assessment period last school year. Expected Outcome: 63% Outcome: 100% met Expected Challenges: Making sure teachers are increasing vocabulary words to children throughout the year. Measurable Objectives: Activities/Action Steps: Year #1: ☒ ☐ ☐ Cognition and General -Ensure each child is presented with higher level thinking/problem solving opportunities. Year #2: ☒ ☐ ☐ Knowledge: -Promote activities that incorporate symbolic representation. Year #3: ☒ ☐ ☐ (Logic and Reasoning) -Offer trainings during Early Learning Week to support logic and reasoning learning activities. Year #4: ☒ ☐ ☐ Child will be able to represent -Ensure fidelity of the curriculum through ongoing monitoring. Year #5: ☒ ☐ ☐ people, places, or things Staff Responsible: Head Start Teachers/Education Manager Year #6: ☒ ☐ ☐ through drawings, movement, Time Frame: daily and three dimensional objects. Monitoring Tools: CLI Progress Monitoring, Educational Records, Anecdotal Notes Triannual Progress (Tracking) Review for 2018-2019: 12/10/18 - Baseline data for the year has been collected. Data will be analyzed after the 2nd wave of testing in February. 4/1/19 - wave 2 assessment results show an increase of 4.71 in the area of cognition and general knowledge (math). The average score report shows that the children in the program met 61% of the max score in this area. wave 2 assessment results show an increase of 2.39 in the area of cognition and general knowledge (science). The average score report shows that the children in the program met 75% of the max score in this area. Social Studies will be an area of focus for professional development due to this score being the second area that fell furthest behind the benchmark (red). 6/11/19 – wave 3 assessment results show an increase score of 2.96 in the area of cognition and general knowledge math and 1.65 score increase in the area of cognition and general knowledge science. The average score report shows that the children in the program met 71% of the max score in the math area and 82% in the area of science. These scores reflect an increase in both areas from this assessment period last year: math 3% and science 2%. Expected Outcome: 71% & 80% met Outcome: 100% & 100% met Expected Challenges: Making sure teachers utilize math and science throughout the day with other activities.

15 29

Basics of Child Plus for Teachers Installing Child Plus: Contact Karen Yell

Login How to “refresh” class list ▪ Click: change list (on the left side of the screen) ▪ Select program term: year ▪ Select status: enrolled ▪ Click: Find If you wish to see terminated kids select terminated and term/wait then Find.

Services (click on child then the service you wish to see)

● Family Application (view only) ▪ Family demographics ● Enrollment (view only) ▪ entry date into program ● Family Service: ▪ WICHITA FALLS TEACHERS- Entering School Readiness Goal ● Health ▪ Tracking of 45 and 90 day requirements ▪ Please post indicates which areas go into child plus ▪ Events-is where you enter the requirement ▪ Requirements- will give you a list and let you know if someone is past due ▪ Health Information-shows doctor and dentist and Medicaid information ● Disability (view only) ▪ Diagnosis ▪ IEP’s ▪ Additional Info ***New disability directions for those who enter disabilities- separate instructions page ● Education ▪ Add Event ▪ Select from drop down either 1st Education Home Visit, 2nd EducationHome Visit, 1st or 2nd Parent Conference, DECA, Dial 4 Language and Speech ▪ Add Event date and Status: Complete Entry Express ● Attendance ▪ Click on a date to show attendance for that day ▪ If an error pops up about CACFP on a child- contact Karen to fix- attendance will be wrong if you continue.

Reports- See back of please post or ask Karen or Courtney for specifics

Updated 08/12/2019

30

How to do Attendance in Child Plus

Login To Child Plus

Click on Entry Express

Click on Attendance:

Enter Site and Classroom

Click on date

***Please check your roster****

You must click on each date (even if all present) and hit Save Changes for attendance to count. (STOP if you see ERROR and send Karen the ERROR message ) ([email protected]) All Attendance is DUE on the 5th of each month.

Classroom status: o Open o Closed - weekends, summer o Cancelled - school was scheduled but cancelled (snow day) o Holiday (closed for Christmas, etc) o Teacher work day

Entry Express, Attendance o Att. column – if a child is absent and you do not know the reason, mark them as unexcused. When we receive documentation, go back and change to excused. . P: Present – present (default) . E: Excused – we have documentation (absence acknowledgement form, handwritten parent note, doctor’s note, etc.) • Use Head Start business for dental, physical . U: Unexcused –we do not have any documentation

DO NOT USE: No class, Absent, Best Interest day, Not scheduled

08/12/2019

31 How to Enter Health Events in Child Plus for Teachers

The Health Events teachers are required to enter are:

 Pedestrian Safety (date on the signed handbook form)  Dial 4 Language/Speech  Deca  Transition Plan

Log In: Child Plus

If you do have a list of kids on the left side of screen: Click on Change who appears on List  Select Head Start (Current School Year)  Status-enrolled students  Click Find (You should now see your class on left side of screen).

Click- Health on top of screen Click on a student’s name The Health Screen will appear:  Click Add Event  Select Pedestrian Safety (example)  Click OK  Event date: date event was complete  Status: Meets Requirements for Head Start  Agency Worker: Select your name in drop down box  Click Save Changes

These are just the requirements that pertain to the Education Area. Some of you may be authorized to enter other Health events and you will follow the same instructions or do as you were trained in entry express.

32

How to Administer and Print the e-Deca

1. Go to www.e-deca2.org 2. Go to Log-in 3. User name/ Password: (check email from Karen Yell) 4. Welcome Page 5. Select: Input Ratings 6. Select: By Child (online) 7. Select a Child: Choose Site, Choose Group, Choose Child 8. Select Record Form: Preschool 24mos up to 6 yrs 9. Submit 10. Select Rater: (needs to be the teacher) 11. Fill in Rating Period – (Pre) 12. Fill in Rating Date 13. Scroll down and select the correct answer, regarding the child, to each question. 14. When you have completed answering the questions, Save this Rating – by clicking on the block at the bottom of the page. (Please check for Pop-Up Blockers-they will affect the report.) 15. Click Display Scores and Single Rating Report – by clicking on the block at the bottom of the page. (Please check for Pop-Up Blockers-they will affect the report.) 16. Print this Report – should be 3 pages (It is called the Single Rating Report) 17. File this report under the Mental Health Section in the child’s folder.

**Please check your PLEASE POST for 45 day requirements to know when your information is due. We will begin pulling reports at this time to ensure all children have met the 45-day requirement.**

Updated 8/29/18

33

TIPS: • Double check to ensure that all your children are enrolled in the e- Deca class and have been assessed. • Double check name spellings and birthdates. • Simply answer the question as it best describes that child. • If you have questions, please email/call me or consult with your Mental Health Specialist.

To Print Conscious Discipline Strategies: Click on View Ratings/Reports By Child Choose child View All Ratings for this Child Click Assessment Report Type Select a rating Submit You will see a box that says Strategies- click on Strategies This report gives numerous activities for classroom and home. You can select which ones you would like to print. (Please include your Mental Health Worker in this process.)

Updated 8/29/18

34 Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2) (for children ages 3 through 5 years) Paul A. LeBuffe g Jack A. Naglieri

Child’s Name: ______Gender: ______Date of Birth: ______Program/Site: ______Classroom/Group: ______Age: ______Person Completing this Form: ______Relationship to Child: ______Date of Rating:______This form describes a number of behaviors seen in some young children. Read the statements that follow the phrase: During the past 4 weeks, how often did the child… and place a check mark Very in the box underneath the word that tells how often you saw the behavior. Please answer each Never Rarely Occasionally Frequently Frequently question carefully. There are no right or wrong answers. If you wish to change your answer, put 7 3 an 7 through it and fill in your new choice as shown to the right. Please do not skip any items.

Very Never Rarely Occasionally Frequently Frequently Item # During the past 4 weeks, how often did the child… 3 3 3 3 3 1. act in a way that made adults smile or show interest in him/her? 2. listen to or respect others? 3. control his/her anger? 4. seem sad or unemotional at a happy occasion? 5. show confidence in his/her abilities (for instance, say “I can do it!”)? 6. have a temper tantrum? 7. keep trying when unsuccessful (show persistence)? 8. seem uninterested in other children or adults? 9. use obscene gestures or offensive language? 10. try different ways to solve a problem? 11. seem happy or excited to see his/her parent or guardian? 12. destroy or damage property? 13. try or ask to try new things or activities? 14. show affection for familiar adults? 15. start or organize play with other children? 16. show patience? 17. ask adults to play with or read to him/her? 18. have a short attention span (difficulty concentrating)? 19. share with other children? 20. handle frustration well? 21. fight with other children? 22. become upset or cry easily? 23. show an interest in learning new things? 24. trust familiar adults and believe what they say? 25. accept another choice when his/her first choice was not available? 26. seek help from children/adults when necessary? 27. hurt others with actions or words? 28. cooperate with others? 29. calm himself/herself down? 30. get easily distracted? 31. make decisions for himself/herself? 32. appear happy when playing with others? 33. choose to do a task that was hard for him/her? look forward to activities at home or school (for instance, 34. birthdays or trips)? touch children or adults in a way that you thought was 35. inappropriate? 36. show a preference for a certain adult, teacher, or parent? 37. play well with others? 38. remember important information?

Copyright © 2013 by the Devereux Foundation. All rights reserved. No part of this publication may be produced or transmitted in any form or by any means, Kaplan #TK electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission from the publisher. 351-800-number TK?

EMPLOYMENT REQUIREMENTS

Employment records shall be kept in the offices of each employee’s ISD Administration Office. The Region 9 ESC Head Start program requires the following information from each Head Start employee:

New Employees: Upon hiring, and before your start date, the following information must be provided and recorded on the Individual Personnel Folder Checklist:

• Schedule TB Test and follow up, if necessary • Schedule Physical Exam and re-exam, if necessary • Copy of resume and certification as required by the school district • Completed Criminal History Authorizations

Within 45 days of employment, the following must be completed and recorded on the Individual Personnel Folder Checklist:

• Obtain proof of TB Test and follow up, if necessary • Obtain proof of Physical Exam and re-exam, if necessary • Annual Required Training Documentation (Safety Training, Confidentiality, Disabilities, etc…) • Staff Handbook Acknowledgement Form • Completed and signed TB Screener • Signed Head Start Standards of Conduct • Signed Disability Statement • Communicable Disease Screener • First Aid Training Documentation • CPR Training Documentation • Food Handlers Certificate (Wichita County only)

Returning Employees: Current Head Start employees who are returning to work at the beginning of the school year must provide the following information and record on the Individual Personnel Folder Checklist:

• Completed and signed TB Screener • Annual Required Training Documentation (Safety Training, Confidentiality, Disabilities, etc…) • Staff Handbook Acknowledgement Form • Completed and signed TB Screener • Signed Head Start Standards of Conduct • Signed Disability Statement • Communicable Disease Screener • First Aid Training Documentation • CPR Training Documentation • Food Handlers Certificate (Wichita County only) • 15 Hour Teacher In-Service Requirement • Professional Development Plan – completed in August (reviewed in May) with the Region 9 Head Start Education Manager

Every 5 years • Physical Exam • Completed Criminal History Authorizations

36 Head Start Human Resources Flow Chart -Initial Hire/Transfer In/Every 5 Years

Employee Name: Campus:

• ______•Date of application • ______

•Criminal History - Sex Offender Registry Check (NEW - look it • ______up before working with kids) https://records.txdps.state.tx.us/SexOffenderRegistry/Search • ______

•Criminal History - state or tribal criminal history records check, including fingerprint check (CHRI) - before working • ______with kids • ______

•Criminal History - FBI criminal history check, including • ______fingerprint check - before working with kids • ______

•Child Abuse and Neglect - state registry check (NEW FORM #2970 - notarized) submit before working with kids - takes up • Sent:______to 30 days to get back • Received:______https://www.dfps.state.tx.us/site_map/forms.asp

• •Hire Date/Start Date ______• ______

•Board Review (New Employees, Rehires, Re-assignments, • ______Resignations, and Retirements • ______•Board Approval (Region 9 Key Staff)

• ______•Schedule Physical / TB test (before start date) • ______

ISD Human Resource Employee Signature: (signature reflects accuracy of dates and completion of required criminal history checks) Region 9 Employee Signature: (signature reflects accuracy of dates and completion of required criminal history checks) • ______•Interview Date (references verified) for Qualified Candidates (teacher & para have certification/CDA by 9/30/2013 • ______

• •Obtain Physical / TB test (within 45 days of classroom start ______date)*TB test first year only - screener every year after • ______

• ______•Sign Standards of Conduct • ______

•CPR / First Aid (within 45 days of classroom start date) • ______• ______

37

Region 9 ESC Head Start Head Start Staff In-Service Requirement Sec.648A (5)/1302.92

Head Start staff shall attend not less than 15 clock hours of professional development per year. Such professional development shall be high-quality, sustained, intensive, and classroom- focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom, and regularly evaluated by the program for effectiveness.

Teacher and Para Professional In-Service Requirement Tracking Form Teacher: ______Campus: ______School Year: ______Staff Development Attended: ______Date: ______Number of Hours: ______Staff Development Attended: ______Date: ______Number of Hours: ______Staff Development Attended: ______Date: ______Number of Hours: ______Staff Development Attended: ______Date: ______Number of Hours: ______Staff Development Attended: ______Date: ______Number of Hours: ______Staff Development Attended: ______Date: ______Number of Hours: ______Staff Development Attended: ______Date: ______Number of Hours: ______Total Number of Hours:______

*This is an optional form for tracking your yearly in-service hours. Please be sure to have documentation/certificates for each training you attended.

38 Professional Development Plan

Site: Name

NEEDS ASSESSMENT Behavior Management

1. I clearly teach, explain, and review the classroom rules and behavior expectations with children.

2. I use clear, descripve, posive feedback more than statements that provide general praise so children know exactly what is expected and what they are doing well.

3. I idenfy potenal problem situaons and redirect behavior or help children problem solve before problem behaviors occur.

Productivity

4. I structure acvies so that children are acvely engaged, ensuring that children always have something producve to do (e.g. such as by providing an alternave acvity for children who complete a task early).

CLASS - select on area to work on this school year based on data

Emotional Support - 2018 National Average Emotional Support - 6.08

Area identified to work on Classroom Organization Score - 2018 National Average Classroom Organization Score - 5.80

Area identified to work on Instructional Support Score - 2018 National Average Instructional Support - 2.96

Area identified to work on CIRCLE PROGRESS MONITORING - select on area to work on this school year based on data

Rapid Letter Naming- R9 Wave 3 Average 52% Area identified to work on

Rapid Vocabulary - R9 Wave 3 Average 84% Area identified to work on

Printed by courtney.c on 7/25/19 at 9:30 AM Page 1 of 3 39 Professional Development Plan

Phonological Awareness - R9 Wave 3 Average 91% Area identified to work on

Math - R9 Wave 3 Average 82% Area identified to work on

Book & Print Knowledge - R9 Wave 3 Average 88% Area identified to work on

Science - R9 Wave 3 Average 85% Area identified to work on

Early Writing - R9 Wave 3 Average 92% Area identified to work on

ACTIVE SUPERVISION goal for this school year - select one Set up the Enviornment Position Staff Scan and Count Listen Anticipate Children's Behavior Engage and Redirect GOALS for school year/PROFESSIONAL DEVELOPMENT

Goal 1:

Goal 2:

Printed by courtney.c on 7/25/19 at 9:30 AM Page 2 of 3 40 Professional Development Plan

Goal 3:

I, as the Head Start employee, have reviewed my goals from last year (if I was an employee) and carried forward goals that were n Date PDP completed by staff and Education Manager Recommended for Coaching

I, as the Head Start employee, verify that I obtained 15 hours (from May 1, 2018-August 31, 2019) of Early Childhood Professional LANGUAGE SPOKEN

I consider myself fluent enough in the language chosen below to translate in the educational setting.

CONTINUING EDUCATION

Working towards the following:

CLOSEOUT DATE

Review date/closure:

Printed by courtney.c on 7/25/19 at 9:30 AM Page 3 of 3 41

Region 9 Head Start Incident Report Active Supervision (AS) Standard of Conduct

Any and all incidents with Head Start children will be reported on this form, and sent to Region 9 within 24 hours, along with supporting documentation from ISD Human Resources/Immediate Supervisor. Campus: Other people involved:

District:

Where was the incident/child left unsupervised? How old was the child when the incident Playground Classroom occurred? Cafeteria Bathroom Other (Explain): 3 years 4 years 5 years

How long was the child Date of Incident: Time of Incident: unsupervised (AS only)? 1–5 min. 6–15 min. 16–29 min. 30+ min. Please indicate which of the following occurred. (Select all that apply.)  The child was seriously injured.  The child walked off the premises or away from a field trip.  The child was exposed to harsh conditions (e.g., extreme weather conditions).  The program did not know the child was alone.  The child was found by someone other than Head Start staff.  The program knew the child was alone.  The program’s system detected the missing child (e.g., program had a back-up, redundant system, and it worked).  Standards of Conduct was violated. Please describe incident/what happened and/or why a child was left alone:

Based on above information, select the option that best describes why child was left alone (AS only)?  There was no system in place to ensure children were supervised at all times.  A system existed and was followed correctly, but a child was left alone.  A system existed, but staff did not follow the system.  There were not at least two adults supervising the group of children prior to the child being unsupervised.  The teacher sent the child to another location, such as the bathroom or on an errand (i.e., the teacher knew where children were, but they were unsupervised).

2019-2020

42 Please describe Active Supervision steps that were utilized when supervising the child (AS only):

Typically, what should have happened?

Parent/Guardian contacted? Yes  No Did the program report this to Child Protective Time contacted: am / pm Services?  Yes  No How contacted? Phone Note Face to Face Date of Report: Title of person preparing report: Signature: Signature of ISD Immediate Supervisor: Was Region 9 ESC Head Start Coordinator Notified?  Yes  No

2019-2020

43 REGION 9 PURPOSE OF ANNUAL REQUIRED TRAININGS • The Health and Safety of our children, staff, parents, and volunteers is of the HEAD START utmost importance in this program. • Because the Head Start Standards say so!!! ANNUAL REQUIRED TRAININGS

Anytime you see the Head Start Region 9 logo -or- when you hover your mouse over In this training, you will learn about: an image, you can click on it and it will take ● Head Start/School Readiness you to the Head Start Region 9 website or ● Head Start Early Learning Outcomes Framework other websites for additional information. ● Region 9 Head Start information ● Head Start Video Trainings - DIAL, Lesson Plans, Centers ● Culture/Disability/Language Awareness ● Confidentiality What is Head Start all about? ● ERSEA School Readiness! Watch this 10 minute video to learn more about ● Bloodborne Pathogens Head Start’s goals for children and families ● Universal Precautions ● Communicable Diseases ● Child Abuse and Neglect ● Active Supervision ● Medication Administration ● Community Compliant policy ● Safe Sleeping/Nap guidelines ● Health Emergency Procedures ● Posting allergy information ● Staff Mental Health and Wellness

44 What is the ELOF?? There’s an ELOF for That!! The Head Start Early Learning outcomes Framework: Ages Birth to Five (ELOF) describes the skills, behaviors, and knowledge that programs must foster in all children. The Framework is grounded in a comprehensive body of research about what young children should know and be able to do to succeed in school. It describes how children progress across key areas of learning and development and specifies learning outcomes in these areas. EVERYONE must be familiar with the ELOF and it’s purpose.

ELOF Domains with Sub-Domains ELOF Interactive Framework on ECLKC How to use the Interactive Framework on the ECLKC website: Click on one of the Central Domains/Preschooler Domains boxes to open up the sub-domains for that Domain. The goals are broad statements of expectations for children’s learning and development. Select a goal to view the development progression that describes the skills, behaviors, and concepts that children will demonstrate as they progress toward that goal. The goals also include indicators, which describe specific, observable skills, behaviors, and concepts that children should know and be able to do by the end of Head Start.

Pictured is an example of the Approaches to Learning Domain, Emotional and Behavioral Self-Regulation subdomain, and goals for the subdomain. Click this picture to take you to the ECLKC Interactive Head Start Early Learning outcomes Framework to explore all of the Domains and Subdoamins.

45 The mission of the Region 9 ESC Head Start Click here to view: program is: Head Start Region 9 Video Resources - -Head Start Community Assessment ● Enrich the lives of children and families, Click the pictures below for video trainings on the including children with special needs, -Self Assessment who qualify for Head Start through academic and social services -Annual Public Report following topics: ● Encourage families to actively participate -School Readiness Goals in the Head Start program ● Empower families to advocate for their children.

The primary goal of this Head Start program is to provide the opportunity for children and families to obtain success developmentally, academically, economically, and socially. This goal will be addressed by the following long-range goals: • Ensure the Grantee and Head Start sites spend funds in an allocable, reasonable, allowable, and necessary method according to the Head Start Standards. • Ensure well-managed programs that involve parents in decision making. • Provide children and families with educational, health and nutritional services. • Link children and their families to needed community services. • Strengthen families as the primary nurturers of their children. • Enhance children’s growth and development. • Ensure our approach to education is developmentally and linguistically appropriate in order to prepare children for school readiness.

CULTURE/DISABILITY/LANGUAGE AWARENESS CONFIDENTIALITY – 3 LAWS

• Over half of the world’s population is estimated to be bilingual or multilingual. Research indicates that supporting bilingualism from early ages FERPA-Family Educational Rights and IDEA-Individuals With Disabilities Education can have wide ranging benefits, from cognitive and social advantages early Privacy Act Act in life, to long term employment opportunities and competitiveness in the • Applies to all schools that receive • Informs parents/students of right to workplace later in life. At the same time, data indicates that children who are money from the U.S. Department of inspect and review educational records DLLs in the U.S., on average, lag behind their monolingual English-speaking Education • Requires District to keep a record of peers in academic achievement. • Also called the “Buckley parties obtaining access to educational • Head Start must enhance experiences for the growing number of young Amendment” records children who are learning their home languages and English by setting an • Gives authority to see records relating expectation for high-quality and appropriate supports and services PII - Personally Identifiable Information only to their child specifically designed for young children who are DLL’s. • Name of student, student’s parents or • Notifies, upon request, of types and • Head Start Standard 1302.90 - Ensure staff, consultants, contractors, and other family member locations of educational records volunteers respect and promote the unique identity of each child and family • Address of the student • Provides means for amending and do not stereotype on any basis, including gender, race, ethnicity, culture, • Any personal identifier (SS #) educational records at parent’s request religion, disability, sexual orientation, or family composition. • A list of personal characteristics that • Provides an opportunity for a hearing would make it possible to identify the • Region 9 Head Start has developed a disability services plan to support the • Requires parental consent implementation of services to children with disabilities and their families. This student • Defines and allows destruction of plan is updated annually and includes overall goals and objectives. The plan • Other information that would make the information also includes how, when, and who will implement disability activities and how student’s identity easily traceable. • Sets out rights for students reaching age individual activities will be evaluated. of majority

46 CONFIDENTIALITY – DO’S AND DON’TS CONFIDENTIALITY – REGION 9 POLICY DO: DON’T • All records are stored under lock and key • ALWAYS REMAIN AWARE OF YOUR • DISCUSS CONFIDENTIAL • Information may not be shared with unauthorized persons SURROUNDINGS WHEN DISCUSSING INFORMATION IN INAPPROPRIATE without the specific consent of the parent/guardian CONFIDENTIAL INFORMATION. PLACES OR SITUATIONS • If information is to be shared with someone other than the legal • ALWAYS TAKE INTO CONSIDERATION: • REPEAT GOSSIP OR RUMORS ABOUT A guardian, a signed Permission for Release and Exchange of • WHAT IS DISCUSSED CHILD OR HIS FAMILY Information is required. • DISCUSS CONFIDENTIAL • Head Start staff will only share information regarding a Head • WHERE THE DISCUSSION INFORMATION WITH ANYONE OTHER Start child with other Head Start staff on a need to know basis. TAKES PLACE THAN THE PARENT/GUARDIAN • Parents have a right to see all information in their child’s file at • WHO IS LISTENING WITHOUT WRITTEN PARENTAL any time. • WHY THE DISCUSSION TOOK CONSENT. • On the Release of Information form, parents will be made aware PLACE of the nature and type of all information shared/received and how it will be used. • Parents may ask to speak to the staff in confidence. The staff must receive this information in a responsible, confidential manner. The staff’s primary responsibility is to protect the child.

ELIGIBILITY RECRUITMENT ● Reside in our service area: Clay, Cooke, Montague, and ● The process designed to actively BLOODBORNE PATHOGENS Wichita County ERSEA identify and inform all families with • DEFINITION: “Bloodborne ● Child must be 3 or 4 years old by Sept. 1st Head Start eligible children of the Some Workers Who are at Risk: ● Income below the US Poverty Guidelines ligibility pathogens” means pathogenic E program and its services and assist and ● Physicians, nurses and emergency microorganisms that are ● Receive Public Assistance (SSI or TANF) encourage them to apply. room personnel ● Family is homeless Recruitment ● Special emphasis is placed on present in human blood and ● Orderlies, housekeeping personnel, ● Foster child recruiting children who have a disability, can cause disease in humans. and laundry workers ● Once child is deemed eligible, they remain eligible through Selection are homeless, or in foster care. These pathogens include ● Dentists and other dental workers the end of the succeeding program year ● Laboratory and blood bank among others hepatitis B virus ● Policies and procedures detail how information is collected Enrollment technologists and technicians from the family and how eligibility is determined. ATTENDANCE (HBV), which causes hepatitis ● Medical examiners ● Morticians ● All families are encouraged to apply - no one is ever turned ● Attendance must be tracked and analyzed. B; human immunodeficiency away. Attendance ● Teachers ● If a child is unexpectedly absent and a parent has virus (HIV), which causes AIDS; ● Law enforcement personnel, ● All families are treated with dignity and respect, and all not contacted the program within one hour of hepatitis C virus and other Firefighters, Paramedics, EMT information shared remains confidential. How does exposure occur? program start time, the program must attempt to pathogens, such as those that ● Anyone providing first-response contact the parent to ensure the child’s well-being. • Most common: needlesticks medical care ENROLLMENT cause malaria. SELECTION ● Monthly average daily attendance must not fall • Cuts from other contaminated ● Medical waste treatment employees ● The formal process for reviewing all ● The process that involves the family below 85% sharps (scalpels, broken glass, ● Home healthcare workers eligible applicants for the program in completing the necessary paperwork/procedures for the child ● Children who are at risk of missing more than 10% etc.) and ranking them according to our must be identified and provided intensive case to be ready to start the program and • Contact of mucous membranes selection criteria. management. ● 10% of the slots must be made receive services. (eye, nose, mouth) or broken (cut ● This is the family’s official acceptance ● After 2 consecutive unexplained absences, a available for children with referral must be made to the family service worker. or abraded) skin with disabilities. into the program. ● The program must maintain our ● The program promotes attendance by providing contaminated blood ● Each site must have a wait list with information about the benefits of regular the children ranked in point order. funded enrollment, which is 630. ● Once enrolled, parent participation is attendance and supporting families to promote encouraged but voluntary and is not the child’s regular attendance. as a condition of the child’s enrollment.

47 UNIVERSAL PRECAUTIONS UNIVERSAL PRECAUTIONS

1. Use Barrier Protection: Cover up any open wounds or sores 2. Wear gloves when handling bodily fluids or contaminated materials and other waste 3. Use caution when handling sharp objects, needles, and waste 4. Discard contaminated materials 5. Clean area thoroughly with disinfectant 6. Wash hands thoroughly with soap and water for at least 20 seconds 7. Wash clothing in hot water

COMMUNICABLE DISEASES CHILD ABUSE AND NEGLECT

• The law requires any person who believes that a child or person 65 years or older or an adult with disabilities is being abused, neglected, or exploited to report the circumstances to the Texas Department of Family and Protective Services (DFPS) Abuse • In order to keep all children and Hotline. staff safe, it is important that everyone is in good health. This • A person making a report is immune from civil or criminal liability, and the name of the person making the report is kept is a list of diseases more confidential. Any person who suspects abuse and does not report it can be held liable for a Class-A misdemeanor. common in the school setting. • Additional reporting requirements apply to teachers and other educational professionals. A professional must report Please make yourself aware of suspected abuse or neglect of a child within 48 hours of suspecting the child has been or may be abused or neglected. the signs and symptoms of these communicable diseases. • A professional cannot delegate this duty to another person to make the report. Other communicable diseases • For life threatening or emergency situations, call your local law enforcement agency or 911 immediately, and then make a that are common in this area report to DFPS. are Zika Virus, West Nile Virus, and the Flu. • 2 WAYS TO REPORT: • ABUSE HOTLINE: 24 HOURS A DAY, 7 DAYS A WEEK 1-800-252-5400 • SECURE INTERNET WEBSITE: https://www.txabusehotline.org

48 What is Abuse? Abuse is mental, emotional, physical, or DEFINITIONS sexual injury to a child or person 65 years or older or an adult with disabilities, or failure to prevent such injury.

What is Neglect? What is Exploitation? • Neglect of a child includes (1) failure to provide a child with food, clothing, shelter Exploitation is mis-using the and/or medical care; and/or (2) leaving a resources of a person 65 years or child in a situation where the child is at risk of older or an adult with disabilities for personal or monetary benefit. This harm. includes taking Social Security or SSI • Neglect of a person 65 years or older or an (Supplemental Security Income) adult with disabilities results in starvation, checks, abusing a joint checking dehydration, over/or under medication, account, and taking property and unsanitary living conditions, and lack of heat, other resources. running water, electricity, medical care, and personal hygiene.

SIGNS OF POSSIBLE ACTIVE SUPERVISION CHILD ABUSE AND NEGLECT

Emotional - Verbal Abuse Sexual Abuse • Aggressive or withdrawn behavior • Child tells you he/she was sexually 1. Set up the Environment • Shying away from physical contact with parents mistreated or adults • Child has physical signs such as: 2. Position Staff • Afraid to go home -Difficulty in walking or sitting -Stained or bloody underwear -Genital or rectal pain, itching, 3. Scan and Count Physical Abuse swelling, redness, or discharge • Unexplained or repeated injuries such as welts, -Bruises or other injuries in the bruises, or burns genital or rectal area 4. Listen • Injuries that are in the shape of an object (belt Child has behavioral and emotional signs buckle, electric cord, etc.) such as: • Injuries not likely to happen given the age or 5. Anticipate Children’s • Difficulty eating or sleeping ability of the child. For example - broken bones • Soiling or wetting pants or bed after in a child too young to walk or climb being potty trained Behavior • Disagreement between the child’s and the • Acting like a much younger child parent’s explanation of the injury • Excessive crying or sadness • Unreasonable explanation of the injury • Withdrawing from activities and 6. Engage and Redirect • Obvious neglect of the child (dirty, others undernourished, inappropriate clothes for the • Talking about or acting out sexual weather, lack of medical or dental care) acts beyond normal sex play for age • Fearful behavior

49 ACTIVE SUPERVISION - Region 9 Policy MEDICATION ADMINISTRATION- Region 9 Policy • Active Supervision will be utilized by all Head Start staff and Volunteers 1. Prescription medication label is checked for accuracy to include: • focused attention and intentional observation of children at all times a. Must be in the original, child-resistant container b. Clearly labeled by a pharmacist • utilizing constant vigilance to help children learn safely c. Child’s full name (first and last) • At a minimum, there will be 2 staff with the children at all times (indoor and outdoor) d. Name and dosage of medication • No Child will be left alone or unsupervised e. Date the prescription was filled and prescription number f. Name of the prescribing physician • Redundant procedures must be implemented to ensure no child is left alone (ex: g. Medication expiration date second staff person is designated to check classroom, outdoor play areas, sleeping 2. Over the counter medications are kept in the original containers and have written orders from a physician that includes areas, and vehicles) during transitions and prior to departure/return dosage and length of time to administer the medication. 3. All medication that is to be kept at room temperature must be stored in a locked cabinet. Medication that is to be • Children must be accounted for at all times refrigerated will be kept in a locked box and stored in the refrigerator. No food or drinks may be stored in the refrigerator • Staff is trained and is aware of proper procedures to take in an emergency to ensure designated for medications. staff-child ratio is maintained, and all children are always accounted for. 4. A designated staff member or nurse will administer, handle, and store child medications. • Children are only released to a parent or legal guardian, or other individual identified in 5. Physician’s instructions and written parent/guardian authorization for medication administration will be obtained. 6. An individual record of all medication dispensed will be kept and reviewed regularly with the child’s parents. writing by the parent or legal guardian. 7. Staff will record changes in a child’s behavior that have implications for drug dosage or type. Staff will assist parents in communicating this information to the child’s physician as needed. 8. Staff designated to administer medication can demonstrate proper techniques for administering, handling and storing medication and any necessary equipment needed to administer medication.

COMMUNITY COMPLAINT - Region 9 Policy SAFE SLEEPING PRACTICES

1. Align cots to where children are sleeping head to toe next to each other 1. When a parent or community member has a concern regarding a local Head Start site, the parent or community 2. Cots should be at least 3 feet apart member will be directed to the classroom teacher. 3. For children who do not sleep, you must provide an alternate activity 2. If the classroom teacher cannot resolve the issue, the parent or community member will be directed to the building principal or site manager. 3. If the building principal or site manager cannot resolve the issue, then the parent or community member will be directed to the appropriate administrative level for the local site. 4. When parent or community member has a concern regarding the Head Start program that cannot be resolved at the local site, the parent or community member will be directed to the Head Start Program Coordinator. 5. If the Head Start Coordinator cannot resolve the issue, assistance will be requested from the Region 9 Education Service Center Administrative Team, including Governing Body, to make a final decision regarding the issue. 6. All issues that require Policy Council approval will be discussed at the appropriate Policy Council meeting. 7. The Policy Council will receive training on the chain of command and the procedures for resolving concerns from parents and community members. Policy Council representatives will present the information to parents at their local parent committee meeting

50 HEALTH EMERGENCY PROCEDURES - REGION 9 POLICY STAFF MENTAL HEALTH AND WELLNESS 1. Posted are policies and plans of action for emergencies that require rapid response on the part of staff (e.g. a child choking) or immediate medical or dental attention. ● The Head Start Mental Health 2. Locations and telephone numbers of emergency response systems are posted near the classroom Consultants are licensed in counseling door or next to the phone, if the classroom has one. Emergency contact numbers include those for or social work and are available to all police, fire, ambulance, poison control, Child Protective Services, and the Center for Disease Control. staff for assistance if needed. This information is kept confidential unless 3. Up-to-date family contact information and authorization for emergency care for each child, including Wellness articles and inspirations… emergency transportation authorization, is readily available in first aid kit or portable first aid pack. you present a risk to yourself or others. Happy Teachers Practice Self Care 4. Emergency evacuation routes and other safety procedures for emergencies (e.g., fire or weather ● We encourage Head Start sites to related) are posted. participate in team building activities, Happy Teacher Revolution 5. Emergency evacuation routes and other safety procedures for emergencies are practiced regularly. such as pot luck luncheons and form after school exercise groups. Documentation will be kept of these drills. How to Make Stress Your Friend Ted Talk 6. Parents are notified by telephone, cell phone, text message or any other means necessary, in the ● The Center for Early Childhood Mental event of an emergency involving their child. Parents will be required to confirm information on file is Health Consultation has resources for current at parent meetings/conferences/home visits. staff, families, and children. Click on the picture below to explore the website. PREVENTION AND RESPONSE TO EMERGENCIES DUE TO ALLERGIC REACTIONS: REGION 9 NUTRITION POLICY: The program must post individual child food allergies prominently where staff can view wherever food is served (ie. classroom, cafeteria)

To complete your annual required trainings, click below:

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Please sign the following required annual forms and place in your personnel file: • Staff Handbook Acknowledgement • TB Screener form • Disabilities Enrollment Statement • Standards of Conduct • Communicable Disease Screener • Information Needed to Put Personnel In Child Plus

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Region 9 Education Service Center Head Start Program Staff Handbook Acknowledgement 2019-2020

• I agree to review the Staff Handbook on the Region 9 ESC website, Region 9 Head Start Website: www.esc9.net  Services  Head Start

• As a staff member of the Region 9 ESC Head Start Program, I agree to adhere to the material presented and reviewed in the Staff Handbook.

• I am aware that I have received the annual required trainings as a component of this Staff Handbook and the overall orientation of the new school year.

• I am aware that I can request a printed version of the Staff Handbook.

• I am aware that all Region 9 ESC Head Start Resources can be found on the Region 9 ESC website, www.esc9.net.

Please print me a hard copy of the staff handbook. Please provide me with a flash drive with an electronic copy of the staff handbook. I am happy viewing the information on the website directly.

Printed Name: ______

Signature: ______

Date: ______

53 54

REGION 9 HEAD START DISABILITIES ENROLLMENT STATEMENT 1302.61

A program must ensure enrolled children with disabilities are supported in this manner:

• Positive staff attitudes • Protection from discrimination • Education to staff to ensure proper care is provided • Overall accessibility to facility • Access to additional special resources to meet the needs of the child • Assistance with feeding, special toileting considerations, (including diapering or toilet training), or medication administration • Staff will ensure that children are working toward IEP goals • Services will be planned and delivered as required by the IEP • Individualization will occur and be documented • Necessary modifications will be made • Children will be able to fully participate in all program activities • Active Supervision will be used by all staff with all children at all times/routines • Outside services will be considered if elements of the IEP cannot be implemented • IEP’s are reviewed and revised as required by IDEA • To the greatest extent possible services will be provided in the child’s classroom • Collaboration with other agencies during transition process

Head Start Staff Signature

Date

2019-2020 55

Region 9 ESC Head Start Standards of Conduct (for all Staff, Substitutes, Volunteers, and Consultants) 1302.90

All staff, consultants, substitutes, and volunteers must abide by the program’s standards of conduct. These standards specify that: 1. I will respect and promote the unique identity of each child/family. 2. I will refrain from stereotyping on the basis of gender, race, ethnicity, culture, religion, sexual orientation, family composition, or disability. 3. I will adhere to the program’s policies and procedures for filing a community complaint (begins with campus principal/local administration). 4. I will follow program confidentiality policies concerning personally identifiable information about children, families, and other staff members. 5. No child will be left alone or unsupervised while under my care. 6. I will use positive methods of child guidance and will not engage in corporal punishment, emotional abuse, physical abuse, verbal abuse, or humiliation. 7. I will not bind or tie a child to restrict movement or tape a child’s mouth. 8. I will not use toilet learning/training methods that punish, demean, or humiliate a child. 9. I will not use methods of discipline that involve isolation, the use of food/physical activity as punishment or reward, or the denial of basic needs. 10. I will refrain from accepting or soliciting personal favors, gratuities, or anything of significant value. 11. I will be responsible when utilizing social media (Twitter, Facebook, Instagram, Pinterest, etc.), including posting of pictures. 12. I will utilize professionalism in language and will maintain professional boundaries. 13. I will share my skills, talents, and expertise to promote and improve the quality of the program 14. I will maintain the Head Start Child/Staff Ratio, which means a group of children supervised by two adults at all times. 15. I am aware that I have been trained on Active Supervision, and educated on reporting procedures (to parent/guardian and grantee) if a supervision incident should occur. 16. I am aware that there may be penalties for violating child/staff ratio and Active Supervision policies and procedures. 17. I am aware that policy states no use of cell phone within the classroom (emergency call is the only exception). 18. I am aware that I have been trained on (1302.21). Classrooms must have teacher and teacher assistant (or two Head Start Staff) at all times.

-By signing this statement, I am acknowledging that I have received training on the above stated Standards of Conduct and the expectations while being involved with Head Start. I am aware that there will be disciplinary action taken if I were to violate these Standards of Conduct. -All violations of the Standards of Conduct will be reported to the Head Start principal who will then report it to the Region 9 ESC Head Start Coordinator. Region 9 Head Start Coordinator will report the violation of the Standards of Conduct to the Region 9 Executive Director and determine appropriate course of action.

Signature______Date______

2019-2020 56

Communicable Disease (or Suspected Illness) Screener 2019-2020

The three most common communicable diseases in our service area are West Nile Virus, Zika Virus, and the Flu Virus. The symptoms are included below.

Do you have one or more of the following signs or symptoms? If so, please consult with your physician before agreeing to substitute or volunteer in the Head Start Program with the children and families.

o Difficult or rapid breathing o Persistent fever (over 100° F) o Severe coughing o High-pitched croupy or whooping sound after coughs o Earache o Swollen lymph glands o Sore throat or trouble swallowing o Thick nasal drainage o Runny or stuffy nose o Rash accompanied by fever (particularly on chest, neck, or back) o Rash, hives or welts that appear quickly o Severe headache and stiff neck with fever o Muscle/Body aches o Chronic Fatigue o Yellow skin and/or eyes o Pink eye o Tears, redness of eyelid lining o Unusual confusion/behavior o Severe stomach ache or nausea o Vomiting o Diarrhea (more than one abnormally loose stool) o Head lice or nits o Feeling ill, and getting worse quickly

I certify that I am in general good health and am able to work with children and families and that to my knowledge, I am not a health risk.

Signature:______

Date:______

57 INFORMATION NEEDED TO PUT PERSONNEL IN CHILD PLUS Please complete all information. If you are not sure how to answer a question, please contact Karen Yell at Region 9. You will receive an email with your Child Plus username and password. Please see the Region 9 Head Start website for assistance in using Child Plus. Name: Birthday: Gender: Male/Female Race: Hispanic? YES / NO Marital Status: Primary Language Spoken: Other languages spoken? Address (include City, State, Zip): County: Home Phone: Cell Phone: Work Email Address: Emergency Contact Name: Contact Relationship: Contact Phone: Are you a current / former / not a parent of a Head Start Child? (must circle one): Highest Level of Education: (must circle one) Masters / Bachelors / Associates / Some College / CDA Certificate / High School / GED Degree in: Certificated to teach? ie. EC-4, Sped, etc. Is the degree in Early Childhood Education? YES / NO / N/A Is the degree an Alternative Education Degree? YES NO N/A Are you currently enrolled in college: YES / NO Early Childhood Education program? YES / NO Child Development Associates Program? YES / NO Position in Head Start (circle one) : Teacher / Assistant Aid / Family Service Worker / Site Manager Other: Hired (circle one): Full Time / Part Time Site Employed: Classroom: CPR dates: to First Aid dates: to Food Handlers dates (Wichita County only) : to Date of Last Physical: Date of Last TB Test Results of TB Test______++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Completed by Region 9 Staff: date user emailed : Username: Password: Entered into E-Deca: ☐ Previous Personnel Inactivated ☐ Funding Added Effective Date______Initial Hire Date______

Update: 9/2018 58

What is ERSEA?

Eligibility – children must be 3 or 4 years old on the public school eligibility date (September 1st), 90 % low income families, homeless, families receiving public assistance, foster child, and live in our service area (Clay, Cooke, Wichita, and Montague counties). We may serve up to 10% over-income.

Recruitment – a process designed to actively identify and inform all families with Head Start eligible children of the program and its services and to encourage them to apply. Special emphasis is placed on recruiting children with disabilities, foster children, and homeless families.

Selection – a formal process for reviewing all eligible applicants for the program and ranking them according to need. 10% of the slots must be made available for children with disabilities and a waiting list must be maintained with the children ranked in point order.

Enrollment – a process that involves the family in completing the necessary paperwork/procedures for the child to be ready to start the program and receive services. This is the family’s official acceptance into the program.

Attendance – Individual child average daily attendance must not fall below 90%. Site monthly average daily attendance rate must not fall below 85%. All absences are tracked and analyzed starting within the first 60 days. After 2 consecutive unexplained absences without contact with the family, a referral to the social worker must be made and home visit will be made. If the child is not at school within the first hour of the school day, school staff will make contact with the family.

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2019-2020 Head Start Income Guidelines

Family size 100% Poverty and under b/t 100% and 130% Poverty 1 $12,490 $16,237 2 $16,910 $21,983 3 $21,330 $27,729 4 $25,750 $33,475 5 $30,170 $39,221 6 $34,590 $44,967 7 $39,010 $50,713 8 $43,430 $56,459 INCOME ELIGIBLE OVER INCOME

50 POINTS 10 POINTS

For families with more than 8 persons, add $4,420 for each additional person

Income 100% Poverty guidelines and less: 50 points Income between 100% and 130% guidelines: 10 points

Income over 130% guidelines – 0 points

Gross Annual Income Calculator (AIC): Paid twice/month – x 24 Paid every other week – x 26 Paid monthly – x 12 Paid weekly – x 52

Eligible age for 3 year olds: 3 years old on September 1, 2019 Eligible age for 4 year olds: 4 years old on September 1, 2019 Teen Parent – when current enrolling child was born, parent was 19 years old or younger

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STEPS WHEN TAKING A CHILD PLUS APPLICATION -Get all documents and copy -Complete Application Checklist with parent -ask if any person in the family has gone through Head Start (to determine if new family or existing; some parents are in Child Plus as students) How they answer determines next step:

If No to above answer: -print -click add new family -parent looks over and signs -add applicant info (take info off birth -staff signs certificate and ss card while verifying aloud -all done with parent). Be sure to check English proficiency box for everyone and add other language/proficiency if necessary. ******Remember you can hit tab to move -add adult info to the next question to speed things up. The space bar will check a box for you. -add other children info

-add family info

-add family income info

-add emergency contacts (optional)

-add enrollment info – Program Term, status will be new, and select site and classroom. NOTES FOR ALL APPLICATIONS:

-continue on same screen to enter -Double check # of people in family

application date, status, and participation with how many family members you year, answer questions, enter eligibility have entered. criteria. -PARENTAL STATUS: -hit save and preview -One parent family – can only have one primary adult – all others are -click which child is applying for enrollment “other” -Two parent family – must have a -click which enrollment record – uncheck primary and secondary adult. Print eligibility verification form

-click preview-can have parent sign on computer with mouse.

Updated 3/2019 61 If Yes to above answer (Child/Parent is - click health information tab already in Child Plus): -enter in the medical home and dental -find connected student by searching home student name -fill out primary health coverage -click on a green student - Click save -click on family information while on -click on PIR tab, highlight new participation application tab record, answer yes if family is getting TANF, -start at the top and ask about the parental SSI, WIC, SNAP, military-active or veteran. status, primary language at home, number - Click save in the household, and number in the family. (This will open up dialogue to add new -go back to the application tab family members if needed) -With child highlighted, scroll all the way -Verify/ add / edit phone numbers and down to the bottom and complete boxes address for if the child has ever been enrolled in H.S, E.H.S. or E.C.I. - change family income -click save -add any additional family members at this time. -click print application -highlight the student you are doing the -click which child is applying for enrollment application on. -click which enrollment record - uncheck -Verify all info off the birth certificate, ss Print eligibility verification form card and Language Proficiency – be sure to -click preview check the primary box. -print - click the blue “more” button next to the child’s name. Go down and click make -parent looks over and signs participant. -staff signs -select a program term (next year usually), -all done status WAITLIST, and location

-Save new application and make sure the date is correct- hit save and it will automatically take you to the enrollment tab and screen. -fill out eligibility information -hit save -go to the health tab

Updated 3/2019 62 Staff Process for new applicants/enrollments

Recruitment-begins March 1st for upcoming school year

• Posters/flyers in community • Newspaper advertisements • Billboards • Collaboration with Community Partners

Registration/Application process-refer to Child Plus cheat sheet

• Set appointments for application interview with families • Collect all required application documents • Complete Head Start Eligibility Verification form for all applicants • If family is going to be over income for Head Start, provide them with information on how/when to apply for District Pre-K. • Provide families with information on Medicaid and Summer Learning opportunities. Enter the date this information is given to families in Child Plus (this will begin next school year 2020-2021).

Selection/Screening

• Formal selection process • All applications are screened • Letters are sent to all families information them of their application status

Enrollment-child has been approved

• Complete all Head Start enrollment paperwork and DIAL 4 Parent Questionairre • Provide family with school calendar and other school information • Staff submit all Health releases to Region 9 Health Manager • Send yellow copy of Head Start Eligibility Verification form for children that are enrolled to Region 9.

Child starts first day of school

• Blue card • Health Coverage form - within 30 days-enter date into Child Plus • Staff Handbook and Pedestrain Safety - within 30 days - enter date into Child Plus

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Child/Family Notes from Enrollment

Child’s Name: ______DOB: ______Male / Female

Child/Family notes for the teacher - anything the parent wants teacher to know: ______

Legal Paperwork submitted: ☐​ Yes ☐ No​ ​ ​ If yes what kind: ☐​Custody ☐​Foster/ Adoption/ Name Change ☐​Protective orders/ other ​ ​ ​ Consent to photograph per Consent for Head Start Services form? ☐​ Yes ☐ No​ ​ ​ ​

HEALTH: ​ Food Allergy: ☐​ Yes ☐ No​ If yes: ______Food exemptions: ☐​ Yes ☐ No​ If yes: ______​ Medical concerns: ☐​ Yes ☐ No​ If yes: ______Medication at school: ☐​ Yes ☐ No​ If yes: ______​ ​ Potty Trained? ☐​ Yes ☐ No​ Notes: ______DISABILITY: ​ Disability Concern at time of application/enrollment? ☐​ Yes ☐ No​ If yes: ______​ ​ Diagnosed disability? ☐​ Yes ☐ No​ If yes: ______​ VOLUNTEER INTEREST: ​ ☐​ Working in the classroom: reading to the class, assisting at meal/snack time, working with children in centers ☐​ Helping with Field Trips ☐​ Sharing a special talent or culture with the class ☐​ Assisting the teacher with activities: cutting, copying, etc. ☐​ Policy Council ☐​ Health Services Advisory Committee : Bus Rider? ☐​ Yes ☐ ​No TRANSPORTATION ​ ​ ​ Completed by: ______************************************************************************

For staff use only: ______Copy of this attached to blue cards before child begins school. Original on file with Family Service Worker 64

HEAD START Head Start is a full-day early childhood program for 3 & 4 year olds. Applications are being taken for the 2018- 2019 school year. HEAD START Henrietta Head Start Head Start is a full-day early childhood program for 3 & 1600 East Crafton 4 year olds. Applications are being taken for the 2018- *** 2019 school year. Your child must be 3 years old by

Henrietta Head Start September 1, 2018 to apply 1600 East Crafton *** Classes are: Monday-Friday ~ 8:00-2:45 Your child must be 3 years old by *** September 1, 2018 to apply Please bring your child’s birth certificate, social security card, shot record, and Medicaid card, proof of income and Proof of Residency Classes are: Monday-Friday ~ 8:00-2:45 *** *** Head Start is valuable for the entire family. Social Please bring your child’s birth certificate, social Services ~ Parent Involvement ~ Snacks ~ Meals ~ security card, shot record, and Medicaid card, proof of Dental Services ~ Speech Services ~ Differentiated income and Proof of Residency Instruction *** Head Start is valuable for the entire family. Social Services ~ Parent Involvement ~ Snacks ~ Meals ~ Dental Services ~ Speech Services ~ Differentiated Instruction

HEAD START

65 Head Start es un programa de educacion temprana de 1600 East Crafton dia completo para 3 y 4 años de edad. Año de registro *** escolar 2017-2018 Su hijo debera tener 3 años de edad antes del será 01 de Mayo 1 de Septiembre, 2017 Clases son: Lunes-Viernes ~ 7:45-2:45 Henrietta Head Start *** 1600 East Crafton Por favor traiga certificado de nacimiento, tarjeta de seguro *** social, record de vacunas, y tarjeta de Medicaid. Su hijo debera tener 3 años de edad antes del *** 1 de Septiembre, 2017 Head Start es valioso para la Familia Entera. Servicios Sociales ~ Involucramiento de Padres ~ Refrigerios y Clases son: Lunes-Viernes ~ 7:45-2:45 Comida ~ Servicios Dentales~ Ensenanza *** Por favor traiga certificado de nacimiento, tarjeta de seguro Individualizada social, record de vacunas, y tarjeta de Medicaid. *** Head Start es valioso para la Familia Entera. Servicios Sociales ~ Involucramiento de Padres ~ Refrigerios y Comida ~ Servicios Dentales~ Ensenanza Individualizada

HEAD START Head Start es un programa de educacion temprana de dia completo para 3 y 4 años de edad. Año de registro escolar 2017-2018 será 01 de Mayo

Henrietta Head Start 66 Recruitment Log Site: School Year:

DATE ACTION

67

Region 9 Head Start Community Partnership Agreement 2019-2020

We believe a child benefits most from a comprehensive, interdisciplinary program designed to meet the needs of the whole child. If the program is to have a lasting impact upon the child's total development and the well-being of the family, the community must be involved.

This agreement defines the partnership between Head Start and

Name of Partner: Address: City, State, Zip: Phone #: Email:

To assist in providing support services in the form of: (Check all that apply)

A. Training B. In-Kind (Donations of money or volunteer services) C. Materials/Equipment D. Facilities E. Public Relations (Radio, TV, & newspaper advertisement) F. Transportation G. Entertainment (Restaurant, event passes, music services, speakers, etc) H. Treatment/Health Fairs/Supplies I. Food/Clothing/Household Necessities for families in need J. Discount services and/or merchandise K. Public assistance (Emergency, crisis, utilities, etc) L. Policy Council Representative M. Health Services Advisory Council Representative (HSAC) N. Other: ------

Explanation of Services: _

Community/Parent Representative Region 9 Representative

Date Signed Date Signed

*Place in Community Partnership Binder at the site

68

SUBSTITUTE/VOLUNTEER BINDER

Site:______

69 Substitute/Volunteer Sign-In Log

Name Date Reason Return Visit Annual Code of Communicable for Visit – Paperwork Required Conduct Disease (Sub, Vol, and Training Training Signed Screener Intern, Complete Signed (y or n) Signed Other) (y or n) (y or n) (y or n)

70

SUBSTITUTE/VOLUNTEER BINDER

Substitutes: anyone who is being paid to serve in the role of a Head Start staff member (*this does include interns getting credit for college)

Volunteers: anyone who comes in to serve in the Head Start program and tracked through In- Kind

1. Each Site will have a Substitute/Volunteer binder in the main office or classroom.

2. Each person will sign the Substitute/Volunteer Sign-In log upon arrival, every visit.

3. Each person will ensure they have signed the Substitute/Volunteer Code of Conduct and complete the Annual Required Training upon their first visit for the current school year appropriate documentation in the binder (only sign once a year).

4. Each person will ensure they have signed the Substitute/Volunteer Communicable Disease Screener upon their first visit for the current school year and it is filed in the binder (only sign once a year).

5. The binder will be randomly monitored throughout the school year.

71 Communicable Disease (or Suspected Illness) Screener 2019-2020

The three most common communicable diseases in our service area are West Nile Virus, Zika Virus, and the Flu Virus. The symptoms are included below.

Do you have one or more of the following signs or symptoms? If so, please consult with your physician before agreeing to substitute or volunteer in the Head Start Program with the children and families.

o Difficult or rapid breathing o Persistent fever (over 100° F) o Severe coughing o High-pitched croupy or whooping sound after coughs o Earache o Swollen lymph glands o Sore throat or trouble swallowing o Thick nasal drainage o Runny or stuffy nose o Rash accompanied by fever (particularly on chest, neck, or back) o Rash, hives or welts that appear quickly o Severe headache and stiff neck with fever o Muscle/Body aches o Chronic Fatigue o Yellow skin and/or eyes o Pink eye o Tears, redness of eyelid lining o Unusual confusion/behavior o Severe stomach ache or nausea o Vomiting o Diarrhea (more than one abnormally loose stool) o Head lice or nits o Feeling ill, and getting worse quickly

I certify that I am in general good health and am able to work with children and families and that to my knowledge I am not a health risk.

Signature:______

Date:______

72

Region 9 ESC Head Start Standards of Conduct (for all Staff, Substitutes, Volunteers, and Consultants) 1302.90

All staff, consultants, substitutes, and volunteers must abide by the program’s standards of conduct. These standards specify that: 1. I will respect and promote the unique identity of each child/family. 2. I will refrain from stereotyping on the basis of gender, race, ethnicity, culture, religion, sexual orientation, family composition, or disability. 3. I will adhere to the program’s policies and procedures for filing a community complaint (begins with campus principal/local administration). 4. I will follow program confidentiality policies concerning personally identifiable information about children, families, and other staff members. 5. No child will be left alone or unsupervised while under my care. 6. I will use positive methods of child guidance and will not engage in corporal punishment, emotional abuse, physical abuse, verbal abuse, or humiliation. 7. I will not bind or tie a child to restrict movement or tape a child’s mouth. 8. I will not use toilet learning/training methods that punish, demean, or humiliate a child. 9. I will not use methods of discipline that involve isolation, the use of food/physical activity as punishment or reward, or the denial of basic needs. 10. I will refrain from accepting or soliciting personal favors, gratuities, or anything of significant value. 11. I will be responsible when utilizing social media (Twitter, Facebook, Instagram, Pinterest, etc.), including posting of pictures. 12. I will utilize professionalism in language and will maintain professional boundaries. 13. I will share my skills, talents, and expertise to promote and improve the quality of the program 14. I will maintain the Head Start Child/Staff Ratio, which means a group of children supervised by two adults at all times. 15. I am aware that I have been trained on Active Supervision, and educated on reporting procedures (to parent/guardian and grantee) if a supervision incident should occur. 16. I am aware that there may be penalties for violating child/staff ratio and Active Supervision policies and procedures. 17. I am aware that policy states no use of cell phone within the classroom (emergency call is the only exception). 18. I am aware that I have been trained on (1302.21). Classrooms must have teacher and teacher assistant (or two Head Start Staff) at all times.

-By signing this statement, I am acknowledging that I have received training on the above stated Standards of Conduct and the expectations while being involved with Head Start. I am aware that there will be disciplinary action taken if I were to violate these Standards of Conduct. -All violations of the Standards of Conduct will be reported to the Head Start principal who will then report it to the Region 9 ESC Head Start Coordinator. Region 9 Head Start Coordinator will report the violation of the Standards of Conduct to the Region 9 Executive Director and determine appropriate course of action.

Signature______Date______

2019-2020 73

Region 9 Head Start Substitute/Volunteer Required Annual Training Acknowledgement

Name: circle one: volunteer substitute student I have received a copy of the Region 9 Head Start Annual Required Training, which includes information on: • Head Start/School Readiness • Head Start Early Learning Outcomes Framework • Region 9 Head Start information • Head Start Video Trainings - DIAL, Lesson Plans, Centers • Culture/Disability/Language Awareness • Confidentiality • ERSEA • Blood borne Pathogens • Universal Precautions • Communicable Diseases • Child Abuse and Neglect • Active Supervision • Medication Administration • Community Compliant policy • Safe Sleeping/Nap guidelines • Health Emergency Procedures • Posting allergy information • Staff Mental Health and Wellness

By signing below, I acknowledge that I have received this training information and understand that more information can be obtained for a campus administrator and found online at www.esc9.net/headstart

Signature Date

2019-2020 **File this page with the other signed documentation in the Substitute/Volunteer Binder**74

Parent Involvement Expectations

Parent Involvement:

Volunteering in the Head Start classroom is meant to provide parents with insight as to ‘how’ children develop, and ‘how’ to assist their child in that development. Volunteering in the classroom will provide parents an opportunity to gain self-confidence, learn to work with adults and children, get actual work experience, and give the opportunity for the parent to share with the class important family and cultural insights from their own experiences. Parent volunteers in the Head Start classroom are a foundation of the Head Start philosophy and should be vigorously encouraged by teachers and aides.

Parents are encouraged to participate in every aspect of the Head Start classroom including, (but not limited to) volunteering to help in the classroom, providing assistance in planning and implementing classroom activities, reviewing lesson plans, and assistance in self-assessment with the ESC Head Start staff. Parents shall not be expected to pay fees or make any monetary contribution to their child’s classroom experience (ex: pull-ups, wipes, supplies, nap mats, etc….) Parent volunteers are expected to adhere to school policies and Head Start Standards of Conduct. Parents should always be made to feel welcome in the Head Start classroom and never denied participation based on education, social status, sex, or race. Parent meetings are to be held monthly. Parent meeting trainings shall be provided which cover nutrition, crisis management, child development, literacy, health and safety, and other topics of interest to parents. Parents shall be asked for input as to trainings they desire to have. Parents shall be invited to attend parenting classes conducted regularly with a research- based curriculum. Parents shall be invited to all Head Start trainings and conferences during the year, unless space is restricted. Parents are expected to be trained on Active Supervision and implement the steps when on campus and/or with children.

Interpreter in Head Start Classroom:

Each Head Start Classroom shall have someone available who can translate for non-English speaking families in parent meetings, trainings, in the classroom if necessary, and for parent conferences. It is preferable that one of the Head Start staff speak languages other than English in each classroom. However, if this is not possible, each classroom shall have a parent volunteer or other ISD staff member who can be readily available at all times to translate for non–English speaking families and children.

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(site) ______Head Start Parent Committee Meeting Sign in sheet Event: Date:

Adult Name Male/Female Child’s name

77

(site)______Head Start Parent Committee Meeting Agenda/Minutes Date:

1. Call Meeting to order by:

2. Minutes from last meeting: Date of last meeting:

3. Important upcoming dates:

4. Policy Council Update: Date of last Policy Council Meeting: Name of Parent representative: Date voted: Name of Community representative: Date voted:

5. Parent Input for Curriculum/Activities:

• Education:

• Nutrition:

6. Parent Training Topic: Presenter’s Name:

Child Abuse Transition Mental Health Community Resources Safety Health Education Nutrition Education Family Literacy Education: Child Growth & Development Financial Literacy Fluoride Education Father Involvement Activity

7. Family Involvement Activity:

8. Questions & Answers

9. Additional Information

10. Meeting Adjourned

Signature of Head Start Staff Date A copy of this is sent home to parents not in attendance

78 2019-2020 2018-2019 Classroom Schedule Please post this schedule in the classroom

Classroom: < No Site > • < No Classroom > Classroom Teacher: Teacher's work schedule: Lunch/Break: Conference: Assistant/Aid Name: Para's work schedule Lunch/Break: Conference: Primary Language Spoken in the Classroom: Perdominant Age of Children: 0 # of Children enrolled: 0 Classroom Square Footage: Total # of Children allowed in the classroom: 0 Outdoor Square Footage: Total # of Children allowed on the playground: 0

By checking this box, it is confirmed that this classroom is in session at least 7 hours per day. Nap time: 45 minutes 1 hour 1.5 hours 2 hours

Additional Notes: Initials: cc As the responsible classroom staff member, I will ensure that Active Supervision is implemented throughout the day, including outside time. Time: Activity: Classroom Staff:

79 How to enter a CLASSROOM SCHEDULE in Child Plus

1. Click Management tab, classroom Schedule, Add Classroom schedule

2. Complete all the boxes and click save

3. To print, enter report # CS – Classroom Schedule. Select your site, then print

80 How to enter a SITE REPORT in Child Plus

1. Click Management tab, Site Report, Add Site Report

2. Complete all the boxes and click save

3. To print, enter report # SR – Site Report. Select your site, then print

81 Region 9 Head Start Site Report

Month: June Year: 2019 Site: FReport is complete Enrollment

# of students Enrolled: # of students on waiting list: Disability Services

# of students receiving services: # of students with pending referrals: Family Involvement Parent Training Topic: Additional Topic:

# of parents in attendance: 0 # of referrals to Child Welfare agency: Classroom Monthly Theme

Field Trips/Special Visitors

Nutrition Activities

Completed by: Date: 6/13/2019 12:00:00 AM

82

Region 9 ESC Head Start Daily Classroom Health Check Recommendations

Parents will be informed children are not to attend school with any of the following symptoms: Fever over 100° Severe Cough Eye infection Unusual Skin Rash Bleeding Open Wounds Head Lice Vomiting/Diarrhea

If Head Start staff notices any of these, parents may be asked to pick up their child. If their child is sent home, they must stay home until they are symptom free for 24 hours or cleared by the appropriate Head Start staff.

The parent must take a child who has recovered from a communicable disease or illness or who has been treated for head lice to a designated staff member before returning to class.

In case of emergencies:

• The Head Start staff will notify parents concerning any accident involving their child. • In the event of a serious accident or injury, the staff will notify parents immediately and secure emergency medical treatment for the child

83 Daily Playground Checklist HS Site: Please post visibly in the classroom Month : ______1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Year: ______

Riding toys secured

Hazardous materials

discarded Ground cover is at a consistent level (grass, dirt, rocks, mats, concrete)

Sidewalks clear

Trash is removed Playground equipment maintained to prevent injury to children Concrete/Mats are well maintained (no cracks/holes larger than 1”) Fences are well maintained,

void of holes and sharp edges Need for Maintenance

repairs? Y/N Monitored by: (initials) Carbon Monoxide Detector checked on the first day of the month: ☐ Is it in working order: ☐ Yes ☐ No Smoke Detectors checked monthly (if applicable): ☐ ☐ N/A Is it in working order: ☐ Yes ☐ No

Concerns: Date:______Area of concern:______Work order submitted to maintenance: ☐Yes ☐No Submitted by: ______Date:______Area of concern:______Work order submitted to maintenance: ☐Yes ☐No Submitted by: ______Previous areas of concerns corrected? ☐ Yes ☐ No If not, new work order submitted: ☐ Yes ☐ No

Signature of person responsible for checklist: 2019-2020 84

Weekly Cleaning Schedule for Classrooms Please post visibly in the classroom

Wash sheets and/or blankets. Spray cots with disinfectant. Clean chairs and tables with disinfectant. Spray disinfectant on large plastic blocks, wooden blocks, Legos, dollhouse, etc. Ensure carpets are vacuumed daily. Ensure bathrooms are cleaned daily.

Month: Week 1: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 2: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 3: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 4: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 5: Cots Sheets Blankets Chairs Manipulatives Initials: Date:

Month: Week 1: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 2: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 3: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 4: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 5: Cots Sheets Blankets Chairs Manipulatives Initials: Date:

Month: Week 1: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 2: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 3: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 4: Cots Sheets Blankets Chairs Manipulatives Initials: Date: Week 5: Cots Sheets Blankets Chairs Manipulatives Initials: Date:

2019-2020

85 InKind Information & Ideas

Only items or personnel that are paid out of local or state funds can be counted as Non-Federal Share.

Documentation of how percentage is figured. To be figured as of 9/15/XX and 11/15/XX.

Principal -- % of Head Start students Secretary -- % of Head Start students Counselor -- % of Head Start students Librarian -- % of Head Start students Nurse -- % of Head Start students Registrar -- % of Head Start students Janitor –- based on square footage Janitor Supplies -- based on square footage Utilities-- based on square footage Property Insurance -- based on square footage Rent -- based on Independent Appraisal Classroom Volunteer – Must provide a service that is necessary to the operation of the Head Start program at no cost to the district -- All volunteers must sign a code of conduct

Things that DO count Parent officers time spent a parent meetings. Read to class Read to child at home if this activity is in the teacher's lesson plan Teacher will designate books monthly in the lesson plan that will qualify for Family Non- Federal Share activity for that month. Help with lunch and clean up Help with classroom activities – cut out, glue, etc Take blankets home to wash Things that DO NOT count Come eat lunch with child Come to classroom parties

Documentation The volunteer’s sign in sheets MUST include: Volunteer’s Name The date the volunteer provided services The volunteer’s supervisor’s signature The volunteer’s signature The volunteer’s activity The rate applied to this activity Total valuation for the time period Any activities (i.e. reading activity) must be documented on the volunteer sign in sheet. The teacher will follow up before signing.

1 of 2 86 Classroom Donations –Value of such items can counted only if the program would have had to purchase them in order to implement the program objectives. Donations of supplies to be used at gifts, prizes, and awards are not allowable. Things that DO count Books School supplies Food used in classroom Clothing for dress up or emergency Things that DO NOT count Items for classrooms parties Items for personal use thatthat gogo homehome (i.e.(i.e. food,food, clothing,clothing, etc.)etc.) Documentation The donation sheet MUST include: Name of person or group donating The date of donation Person’s or group’s signature Supervisor’s signature Item donated Value of item donated

REMEMBER: Cash Match is counted as Non-Fedeeral Share when it is expended - not received. Donated tickets for field trips must be in lesson plan to count as Non-Federal Share.

2 of 2 87

In-kind Tip Sheet

o Volunteer Sheets need to be submitted Monthly (Do not combine months on one sheet) o Parents/volunteers must sign the form - No initials. Do not use white out or pencil. o Print Child’s name and Parent’s name at the top Volunteers name must be same as signature. o Staff must sign on the bottom (We cannot count if there are missing signatures) o You must check if it is a home or school event o Round time up to the nearest quarter ( .25, .50, .75, 1.0) o Standard wage is $12.00 an hour (Policy Council $40.00) o Total time and Amount at the bottom (Example: 6 hours X 12.00= 72.00) o Adding-Check all addition (Totaling hours than multiplying by $12.00 is easiest way) o You must have a receipt for donated items to count (Items cannot be purchased with SNAP) o Please refer to website for: “Things that can be used for Non-Federal Share” or ask Karen Yell if you are unsure if the activity counts as in-kind. o In order to count family nights or meetings as in-kind the parent needs to be helping or doing an activity with children. They cannot just be receiving information. o List it as family night activity or classroom activity for meetings so we know they are participating. o If you are doing PATT-Mats or Reading logs please remember it is your responsibility to know what the activity and the amount of time was. EXAMPLE: If you are turning in PATT- MAT 4 hours for Jan. you need to keep a copy at the site of what the parent said they did. One way to do this is a calendar they can sign and parents can initial/date which ones they did. o * At this time it is not mandatory to have in-kind in Child Plus - UNLESS it is a Father Involvement Activity. Please add In-Kind in Child Plus under the father’s name- if this is a father figure activity- the father (MALE) figure must sign the form for it to count. If he is not listed in Child Plus in the family, please flag with a sticky note and Karen will fix. th o Volunteer sheets must be sent to Karen Yell by the 15 of every month (please check with you district if you need to turn in to office prior to 15th.

If you think of in-kind as money (a check) you must have the correct amounts, names, and formal signatures. In-kind is considered federal money for Head Start, so we have to treat these forms as money.

Updated 7/24/19

88 Head Start Site:

IN-KIND/NON-FEDERAL SHARE VOLUNTEER/DONATION SHEET

Name of Volunteer/Nombre de Voluntario :

Name of Child / Nombre de Nino: Relationship to Student / Parentesco al Nino:

Teacher / Maestra : Month/ Mes : Year / Ano:

Father Total Signature of volunteer Description of time or items Hourly or Total Cost for Total Cost for Involvement Casa Date Hours for each date Escuela donated Unit Rate Time items donated Fecha Horas Firma del Voluntario para cada Activity Descripcion de tiempo o cosas de Cantidad por hora Canidad Total Cuesto Total para Actividades del Totales fecha donacion o por donacion para el Tiempo cosas donadas

Padre Home School School

2019-2020 Head Start Personnel's Signature / Firma del Personal de Head Start : Base Volunteer Rate - $12.00 Copy to Region 9 ESC 89

Disability Process Flow Chart

Formal Evaluation Recruitment of Children with Disabilities 1. Teacher makes in-house referral to specialist/committee 1. Letters to agencies of children with 2. Disability Tracking Form (use to track child all year) disabilities. 3. Committee/SST Meeting to discuss concerns/actions 2. Canvassing targeted neighborhood with multi-disciplinary team (speak with Sp Ed Dept/Co-Op) 3. Ex-parents 4. Referral to Disabilities Coordinator/Diag/Therapist 5. Testing to determine eligibility (Special Education)

Does not meet If child meets eligibility eligibility

IEP Individualized Program Enrollment of Students

1. Take applications 1. ARD committee meeting (parent, admin. evaluator, general ed teacher, special ed 2. Screen applicants (when possible) Concern identified-add teacher, and/or SLP) child to disability 3. Enroll student into Head Start 2. Development of IEP tracking form 3. Modifications for the classroom

Comprehensive Screening Screening of students within 45 days Ongoing Assessment

1. Vision and Hearing (nurses) 1. DIAL 4 testing (teachers) 2. Developmental 2. DECA Outcomes (teachers) (teachers and specialists) 3. Ongoing observations (teachers) 4. Head Start Outcomes/ 3. Behavioral and Emotional No concern identified (Teacher and/or Mental Health Coord.) Pre-K Guidelines 4. Speech and Language 5. CIRCLE (CLI) Progress Monitoring (Teacher and/or Speech Therapist) 90

Disability Tracking in Child Plus

Add Concern – • Date identified = date of concern/In House referral • Select appropriate category • LEA • Status • Staff – person making referral • Notes- state whether the concern was from the teacher or parent • Save

Add Activities: • Date of SST/Committee meeting (if applicable) – document RTI recommendations in notes section • Date of Referral for evaluation • Date of Parental consent (copy of this must be in the child file, Section 7) • Date of Evaluation – choose status eligible, not eligible, parent refused, or awaiting feedback

91

• If eligible: go to IEP tab . Add IEP – date, type, staff, LEA, disability diagnosis, received services

o Concern tab: click Close concern - highlight open concern, click close concern – enter date, closed reason, staff, notes

• If not eligible – close concern - highlight open concern, click close concern – enter date, closed reason, staff, notes

92 This is how it looks when completed in Child Plus: Concerns Tab:

IEP Tab:

93 Monitoring: • Data must be updated by the 5th of each month • Monitoring will occur through Child Plus – you do not need to send in a report • You can print Child Plus 3530 – Disability History – to keep with your lesson plans

94 Mental Health Services Flow Chart

STAFF MENTAL HEALTH CHILD/CLASSROOM MENTAL HEALTH FAMILY MENTAL HEALTH

Head Start Staff MH issue Mental Health Coordinator completes Classroom Family MH issue MH Observation Tool within the first 90 days of MHC will meet with staff when Staff and/or Family can make a school and reviews DECA Classroom Group Profile requested to offer support and referral to the MHC for a family guidance. Documentation of this (sign and document strategies). MHC also speaks mental health issue service will be on the Mental at parent meetings to educate families on Health Assistance for Staff log available Head Start mental health services.

MHC will arrange a meeting with the family to discuss needs, MHC will make appropriate Mental Health Coordinator ongoing scheduled concerns, and set goals

referrals and follow up classroom visits. throughout the rest of the program term Parent/Teacher/MHC has concerns MHC will make appropriate referrals and follow up throughout the rest of the program term Discuss concerns and child’s DECA results; MHC completes Individual Mental Health Observation, develops Conscious Discipline Behavioral Contract w/ recommendations and schedule follow up date. Continued concerns – referral* to MHC and formulate Individual MHC follow up; discuss Positive Guidance Plan with teacher, progress and/or concerns and parent/guardian. Continue Behavioral Contract and follow up throughout the Strategies effective Strategies not effective rest of the program term. Ongoing concerns with multiple Follow up and modify plan as needed throughout children or classroom as a whole, the rest of the program term. complete Classroom Mental Health Observation form. 95 2019-2020 *once a referral is made to the MHC, within 7 days of the referral, contact with the teacher and parent will occur to establish an appointment date and time for follow up

Social/Emotional Books to support Classroom Mental Health

Allie’s Basketball Dream by Barbara E. Barber and Darryl Ligasan Bunny Cakes by Rosemary Wells Can’t You Sleep Little Bear? by Martin Waddell and Barbara Firth Cleversticks by Bernard Ashley and Derek Brazell I Can’t Wait by Elizabeth Crary and Marina Megale I Want It by Elizabeth Crary Lucky Song by Vera B. Williams Mean Soup by Betsy Everitt Mommy, Don’t Go by Elizabeth Crary and Marina Megale No, David! by David Shannon Owl Babies by Martin Waddell, Andrea B. Bermudez, and Patrick Benson Runaway Bunny by Margaret Wise Brown The Carrot Seed by Ruth Krauss When Sophie Gets Angry – Really, Really Angry by Molly Bang Llama Llama Time to Share by Anna Dewdney The Way I Feel by Janan Cain Just Helping My Dad by Mercer Mayer My Heart Fills With Happiness by Monique Gray Smith Dolphin’s Big Leap! by Kimberly Weinberger When Lions Roar by Robie H. Harris The Pout-Pout Fish by Deborah Diesen The Good-Pie Party by Liz Garton Scanlon HOME TWEET HOME by Courtney Dicmas Shoot for the Moon by Corinne Humphrey There’s No Such Thing as LITTLE by LeUyen Pham SADLY EVER AFTER? by Elise Allen THE BEST SHOW & SHARE by Mercer Mayer JUST A MESS by Mercer Mayer Monkey Manners “EXCUSE ME” by Lisa Kerr Engine Nine, Feelin’ Fine! by Bill Scollon Which Shoes Would You Choose? by Betsy R. Rosenthal It’s Great to Work Together by Jordan Collins and Stuart Lynch It’s Great to Share by Jordan Collins and Stuart Lynch GET HAPPY by Malachy Doyle Maisy Goes to Preschool by Lucy Cousins The Bravest Fish Saves the Day! by Matt Buckingham GOOD JOB, BEAR! by Carrie Weston and Tim Warnes Scaredy Squirrel at the beach by Melanie Watt The 12 Days of Kindergarten by Jenna Lettice 96 Clifford Goes to Kindergarten by Norman Bridwell Good Job, Ajay by Stuart J. Murphy Pete the Cat and His Four Groovy Buttons by Eric Litwin Pete the Cat and His Magic Sunglasses by Kimberly & James Dean Pete the Cat Rocking in My School Shoes by Eric Litwin Mighty Dads by Joan Holub The Ant and the Big Bad Bully Goat by Andrew Fusek Peters I Love My Hair by Anne Matheson I am So AWESOME! by Joe Fitzpatrick the Fall of Freddie the Leaf by Leo Buscaglia, Ph.D. Brave Bart by Caroline H. Sheppard, MSW The Giving Tree by Shel Silverstein The Next Place by Warren Hanson The Bravest Fish Saves the Day! by Matt Buckingham It’s Great to Keep Calm by Jordan Collins and Stuart Lynch Happy in Our Skin by Fran Manushkin Grumpy Bird by Jeremy Tankard What Does It Mean To Be Kind? by Rana DiOrio Escuchando a Mi Cuerpo por Gabi Garcia Listening to My Body by Gabi Garcia Zach Apologizes by William Mulcahy Hands Are Not for Hitting by Martine Agassi, Ph.D. My Turtle and Me by Owen Bernstein it’s tough to lose your balloon by Jarrett J. Krosoczka SHADES OF BLACK by Sandra L. Pinkney Inside Outside Who We Are by Steve Tiller And then… by Alborozo I Am Enough by Grace Byers Should I Share My Ice Cream? by Mo Willems A Color of His Own by Leo Lionni MY MANY COLORED DAYS by Dr. Seuss A You’re Adorable by Buddy Kaye, Fred Wise, and Sidney Lippman I Love You with All My Heart by Noris Kern ABC I Like Me! by Nancy Carlson How Have I Grown by Mary Reid No, David! by David Shannon The Grouchy Ladybug by Eric Carle Night Shift Daddy by Eileen Spinelli You and Me Together by Barbara Kerley On the Day You Were Born by Debra Frasier Our Granny by Margaret Wild Kiss Good Night by Amy Hest Owen by Kevin Henkes Everybody Has Feelings by Charles E. Avery Full, Full, Full of Love by Trish Cooke

97 Classroom Mental Health (CMH) 1x weekly

• Brain Smart Start • Unite • Commitment • Disengage Stress • Connect • Mental Health Books • Dr. Bailey- I Love You Rituals • EDeca Strategies

98 Targeted Mental Health (TMH) 1x weekly (for child with IPGP)

• Children with an Individual Positive Guidance Plan will have their initials along with “TMH” (targeted mental health) to document specific strategies for the individual child. • TMH (visual chart, preferential seating, fidgets, per IPGP) • written in lesson plans with child’s initials/#/non- identify manner

99 In-Kind (I) 1x weekly

• Literacy Based-weekly • Reading Logs, Back Pack Buddies (take home backpacks), Bookworm kits, PATT(Parents Are Teachers Too) Mat • supporting documentation must be on in-kind form *Please don’t put washing blankets on lesson plans. This goes on in-kind form.

100 Individual Education Plan (IEP) 1x weekly (if child has a plan)

• Child Initials/Number: non-identifying manner • Refer to IEP and choose one goal • Examples: vocabulary, two to three word sentences, remain on task with less reminders • Consult with therapist for assistance with which goal to focus on.

101 Academic Transitions (T) 1x weekly

• Document at least one transition activity that correlates with the curriculum or theme • Ie. nursery rhyme of the week, name syllable counting, rhyming words, flapping arms like bugs, airplane, quiet as a mouse, if you have pockets.

102 Nutrition (N) 1x monthly

• Must correlate to curriculum and theme • Food Bank activities can be counted if correlated to the theme.

103 Parent Input to Curriculum (PIC) 1x monthly

• Tell parents upcoming theme and solicit information from them at parent meetings. • Must correlate to curriculum and theme • Could be nutritional, hands on activity or experience • Examples: The Enormous Turnip book - parent suggested making turnip soup • This is also documented on the Parent Meeting Agenda/Minutes form

104 Family Activity (F) 1x Monthly

• Based off school readiness goals (teacher needs to verbalize school readiness goals.) • Must correlate with curriculum/theme • Activities sent home or in class for parents to do with children. • Does not have to be tangible ie. scavenger hunt using letter of child’s first name, CLI at home activities, Conscious Discipline take home activities.

105 Small Groups 3 x daily - per child • Lesson must be from Frog Street or CLI. • Must have: 1 Math, 1 Literacy, and 1 teacher choice. • Groups are formed using data (CLI, DIAL, DECA) for individualization. • Example: Two groups before lunch/nap, one after • No more than 5-6 children per group. • No longer then 7-10 minutes (minimize teacher talk, student/child led). • Groups will be written on lesson plan using non- identifying information -or- attach CLI groups to lesson plan. • Groups need to be updated after each assessment period or as goals are met based on child’s need.106 Lesson Plan Supplemental Information (complete and staple to lesson plan) Theme: All centers include reading and writing materials All center materials reflect the theme and are changed at least monthly

Literacy Group (Small Group #1) Literacy Activity: Literacy Activity: Literacy Activity: Literacy Activity: Topic: District Initiatives: CLI or Frog Street (circle one) CLI or Frog Street (circle one) Mon: CLI or Frog Street (circle one) CLI or Frog Street (circle one) (Haggerty, Seidlitz, ELL, 1. 1. 1. 1. Waterford, etc..) Tues: 2. 2. 2. 2. 3. 3. Wed: 3. 3. 4. 4. 4. 4. Thurs: 5. 5. 5. 5. 6. 6. Fri: 6. 6. Math Group (Small Group #2) Math Activity: Math Activity: Math Activity: Math Activity: Topic: CLI or Frog Street (circle one) CLI or Frog Street (circle one) Mon: CLI or Frog Street (circle one) CLI or Frog Street (circle one) 1. 1. 1. 1. Tues: 2, 2. 2. 2. 3. 3. Wed: 3. 3. 4. 4. 4. 4. Thurs: 5. 5. 5. 5. 6. 6. Fri: 6. 6. Optional Group (Small Group #3) Optional Activity: Optional Activity: Optional Activity: Optional Activity: Topic: Mon: CLI or Frog Street (circle one) CLI or Frog Street (circle one) CLI or Frog Street (circle one) CLI or Frog Street (circle one) 1. 1. 1. 1. Tues: 2. 2. 2. 2. 3. 3. Wed: 3. 3. 4. 4. 4. 4. Thurs: 5. 5. 5. 5. 6. 6. Fri: 6. 6.

WEEKLY: MONTHLY: Classroom Mental Health (CMH): Nutrition (N):

Targeted Mental Health (TMH) (kids w/IPGP):

In-Kind (I): Parent Input to Curriculum (PIC):

Individualized Education Program (IEP): Family Activity (F): Academic Transitions (T): 107 Head Start 7 Super Centers

Must have: 1. Creativity Station - Gwynn 2. Construction - Chavez 3. Writer’s Corner – Duncan 4. Pretend & Learn – Cauthen 5. ABC - Hollingsworth 6. Library & Listening (& Safe Place) – Scarborough 7. Math & Science - Junek Safe Place - Scarborough

Optional: 1. Technology 2. Fine Motor 3. Math 4. Science 5. Sensory

108

2019-2020 CIRCLE Progress Monitoring Assessment Windows: Week 1: Phonological Awareness, Book Wave 1 – Fall 9/23/19 – 10/11/19 and Print Knowledge Observables week of 10/14 if needed Week 2: Rapid Letter Naming, Rapid Wave 2 – Winter 1/13/20 – 2/11/20 Vocabulary Observables week of 2/3 if needed Week 3: Math/Science/Social Studies Wave 3 – Spring 4/13/20 – 5/1/20 Observables week of 5/4 if needed Week 4: Observables

Required Assessments Social/Emotional Behavior (all): -Rapid Letter Naming -Positive Social Behaviors -Rapid Vocabulary -Classroom Community and Safety -Emotion and Behavior Regulation Phonological Awareness (all): -Self-Care -Syllabication -Approaches to Learning -Onset–Rime -Early Writing Skills -Alliteration -Rhyming I Approaches to Learning (all): -Initiative and Curiosity Math(all) : -Flexibility -Rote Counting -Art/Creativity and Dramatic Play -Shape Name -Number Discrimination Physical Development and Health: -Number Naming -Fine and Visual Motor -Gross Motor -Shape Discrimination -Health Status -Counting Sets

-Operations Reports – instructions on how to print are on the R9 -Book and Print Knowledge Head Start Webpage: www.esc9.net/services/headstart -Science – can be completed anytime during window -Social Studies – can be completed anytime during window Class Completion Report – to make sure all children have been assessed in all areas. HEAD START DOMAINS Social & Emotional Development Class Level Summary Report – report used Approaches to Learning Language & Literacy for individualization and small groups. Cognition Student Summary Report – print for each Perceptual, Motor, and Physical Development child and file in student binder after each *If aRequired child enrolls Observables during an assessment window, child needs wave. to be assessed during that window timeframe. *If a child enrolls in between assessment windows, assess Parent Report – print for each parent child at next wave.

109

110 111 112 113

Three Year Old 1st Frog Street Press Focus and Theme Holidays Optional Themes Scope and Sequence Semester

Theme 1 Week 1 Focus: Phonological Awareness, Letter Knowledge, Physical Attributes Colors Physical Me Shapes Awesome Me Week 2 Focus: Emotions, Sentence Segmentation, Oral Expression, Color Five Senses Feeling Me Feelings Aug. 15-Sept. 13 Week 3 Focus: Social Skills, Interactions, Shapes, Oral Language Community Helpers Social Me Nursery Rhymes Week 4 Focus: Listening, Positional Words, Sense of Wonder, Curiosity Fairy Tales Curious Me Make Choices

Theme 2 Week 1 Focus: Rhyme Awareness, Sizes & Sounds, Family Roles, Relationships Healthy Choices Immediate Family Extended Family Healthy Habits My Family and Friends Week 2 Focus: Sentence Segmentation, Colors & Shapes, Listening, Belonging Problem Solving My Relatives Dr. Seuss Sept. 16 - Oct. 11 Week 3 Focus: Oral Communication, Vocabulary, Spatial Relationships Texas Pets Earth Changes Week 4 Focus: Classification, Safety, Health, Community Helpers, Comprehension Seasons My Community Nurturing Earth

Theme 3 Week 1 Focus: Syllable Segmentation, Classify by Color, Vocabulary, Attributes Color Color, Shape and Week 2 Focus: Shape Recognition & Classification, Listening, Drawing Conclusions Size Shape Week 3 Focus: Classify by Size, Set Grouping, Describing, Comparing Halloween/ Oct. 14-Nov. 8 Size Real/Make Week 4 Focus: Classification by Multiple Attributes, Vocabulary, Expression Believe Multiple Attributes

Theme 4 Week 1 Focus: Safety Rules, Syllable/Sentence Segmentation, AB Patterns Thanksgiving Safe Me Safe and Healthy Me Week 2 Focus: Healthy Choices, Rhyme Awareness, AB Patterns, Self-Care Skills Healthy Me Nov.11 -Dec. 19 Week 3 Focus: Food Group Choices, ABC Patterns, Vocabulary, Good Nutrition Eating Well Week 4 Focus: Exercise, Self-Esteem, AAB Patterns, Oral Communication Christmas Active Me Supplemental Resources: CIRCLE Activities, PreK Math Minutes, Developing Talkers, Heggerty Phonemic Awareness, Waterford Smart Start, Florida Center for Reading Research Activities, Science Resource Center Kits, Handwriting Without Tears, Abrams Letter People, Frog Street Sing and Read Series (Colors, Shapes, Numerals and Alphabet) Frog Street Step Up to Math and Step Up to Literacy

Not all classrooms have the above materials. They have been provided at different times to various classrooms.

114 Bilingual classrooms may receive supplemental materials from the Foreign Language Department

Three Year Old 2nd Frog Street Press Focus and Theme Holidays Optional Themes Scope and Sequence Semester

Theme 5 Week 1 Focus: Syllable Segmentation and Rhyming, AB, ABC, and AAB Patterns Colors Hen Tales Shapes Favorite Tales and Week 2 Focus: Vocabulary, Vertical, Horizontal, and Circular Patterns Five Senses Rhymes Mouse Tales Feelings Week 3 Focus:One-to-One Correspondence, Story Sequencing, Listening, Predicting Outcomes Community Helpers Jan. 7 - Jan. 31 Tales of Three Martin Luther King Nursery Rhymes Week 4 Focus: Expressive Vocabulary, One-to-One Correspondence, Nursery Rhymes 100th Day of School Fairy Tales “Jack Rhymes” Groundhog Day Make Choices

Theme 6 Week 1 Focus: Alliteration, Using Imagination for Creativity, One-to-One Correspondence Healthy Choices Things Kids Do Healthy Habits Creative Me Week 2 Focus: Syllable Segmentation, Recycling, One-to-One Correspondence, Puppet Play Valentine’s Day Problem Solving Recycled Treasures President’s Day Dr. Seuss Feb. 3 - Feb. 28 Week 3 Focus: Problem-Solving, Phonological Awareness, Experimenting, Data-Analysis Texas Experimenting Earth Changes Week 4 Focus: Alliteration, Matching, Construction, Oral Expression, Creating Sets Seasons Designing and Building Nurturing Earth

Theme 7 Week 1 Focus: Phonological Awareness, Vocabulary, Order, Size and Sequence, Gross Motor Places Kids Go On The Go Week 2 Focus: Vocabulary, Oral Language, Comprehension, Position Words, Spatial Sense, Patterns Wheels Mar. 2 - Apr. 3 Week 3 Focus: Vocabulary, Listening, Order and Sequence, Size and Position, Air Travel Wings Week 4 Focus: Phonological Awareness, Order Sets by Quantity, Water Travel, Listening Water

Theme 8 Week 1 Focus: Vocabulary, Written Expression, Numeration 1-3, Alliteration Crawling Critters Amazing Critters Week 2 Focus: Oral Expression, Vocabulary, Phonological Awareness, Numeration 1-4 Easter Flying Critters Theme 9 Week 3 Focus: Syllable/Sentence Segmentation, Alliteration, Numeration 1-5, Listening Hopping Critters Animals Week 4 Focus: Vocabulary, Oral Expression, Numeration 1-5, Matching Numbers Cinco De Mayo Scaly and Slithering Critters

115 April 6 - May 21 Week 1 Focus: Phonological Awareness, Numeration: Zero (Empty Set), Listening Mother’s Day Zoo Animals Week 2 Focus: Phonological Awareness(Onomatopoeia), Story Telling, Numeration 6-9 Farm Animals Week 3 Focus: Vocabulary, Rhyming, Addition and Subtraction Ocean Animals Week 4 Focus: Oral Language, Review Numeration Concepts (Counting, Sets, Recognition End of School Circus Animals

116

Early Learning 4’s 1st Frog Street Press Focus and Theme Holidays Optional Themes Scope and Sequence Semester

Theme 1 Week 1 Focus: Oral Language, Listening, Attributes Colors This Way to PreK Shapes My School and Me Week 2 Focus: Vocabulary, Phonological Awareness, Position Words Five Senses Physical Me Feelings Aug. 15 - Sept. 13 Week 3 Focus: Listening, Rhyming, Vocabulary, Attributes Community Helpers My Senses Nursery Rhymes Week 4 Focus: Problem Solving, Oral Language, Measuring, Attributes Fairy Tales I Think I Feel Make Choices

Theme 2 Week 1 Focus: Oral Language, Vocabulary, P.A., Counting (One-to-One) Healthy Choices Families Healthy Habits My Family and Friends Week 2 Focus: Oral Language, Written Expression, Vocabulary, Geometry Problem Solving Families and Homes Dr. Seuss Sept. 16 - Oct. 11 Week 3 Focus: Oral Language, Written Expression, Vocabulary, Geometry Texas Friends and Pets Earth Changes Week 4 Focus: Rhyming, Vocabulary, Oral Language, Attributes, Classification Seasons Community Nurturing Earth

Theme 3 Week 1 Focus: Phonological Awareness, Vocabulary, Comparing Attributes, Measurement Ocean Big and Little Giants Week 2 Focus: Oral Language, Comprehension, Classification Nature’s Giants Oct. 14-Nov. 8 Week 3 Focus: Phonological Awareness, Vocabulary, Numeracy Halloween/ Giants Made by People Real/Make Week 4 Focus: Comprehension, Vocabulary, Patterns Believe Make-Believe Giants

Theme 4 Week 1 Focus: Oral Language, P.A., Alliteration, Vocabulary, Patterns and Numeracy Make Choices Choices - Decisions Week 2 Focus: Vocabulary, Phonological Awareness, Alliteration, Geometry Thanksgiving Healthy Choices Nov. 11-Dec. 19 Week 3 Focus: Oral Language, Vocabulary, Measurement - Time Healthy Habits Week 4 Focus: Problem Solving, Oral Language, Comparing Sets, One-to-One Christmas Problem Solving Supplemental Resources: CIRCLE Activities, Math Minutes, Developing Talkers, Heggerty Phonemic Awareness, Waterford Smart Start, Florida Center for Reading Research Activities, Science Resource Center Kits, Handwriting Without Tears, Abrams Letter People, Frog Street Sing and Read Series (Colors, Shapes, Numerals and Alphabet) Frog Street Step Up to Math and Step Up to Literacy

Not all classrooms have the above materials. They have been provided at different times to various classrooms. 117 Bilingual classrooms may receive supplemental materials from the Foreign Language Department

Early Learning 4’s 2nd Frog Street Press Focus and Theme Holidays Optional Themes Scope and Sequence Semester

Theme 5 Week 1 Focus: Rhyming, Counting, Whole-Part Relationship Colors Nursery Rhymes Shapes Stories and Rhymes Week 2 Focus: Comprehension, Dramatic Expression, Measurement, Ordering by Attributes Five Senses Traditional Tales Feelings Jan. 6 - Jan. 31 Week 3 Focus: Rhyming, Number and Operation Community Helpers Folk Tales Martin Luther King Nursery Rhymes Week 4 Focus: Problem Solving, Oral Language, Ordinal Number 100th Day of School Fairy Tales Ballads and Fables Make Choices

Theme 6 Week 1 Focus: Vocabulary, Alliteration, Geometry and Spatial Sense Groundhog Day Healthy Choices Construction Terms Healthy Habits I Build, I Create Week 2 Focus: Oral Language, Alliteration, Compound Words, Measurement, Counting Valentine’s Day Problem Solving Tools and Machines President’s Day Dr. Seuss Feb. 3 - Feb. 28 Week 3 Focus: Sentence Structure, Vocabulary, Oral Language, Classifying, Data Analysis Texas I Can Build Earth Changes Week 4 Focus: Oral Language, Phonological Awareness, Identifying and Labeling Sets Seasons I Can Create Nurturing Earth

Theme 7 Week 1 Focus: Phonological Awareness, Vocabulary, Patterns and Numeracy Ocean I Move Things that Move Week 2 Focus: Vocabulary, Oral Language, Comprehension, Position Words, Spatial Sense, Patterns Travel Mar. 2 - Apr. 3 Week 3 Focus: Vocabulary, Oral Language, Data Analysis Transportation Week 4 Focus: Oral Language, Vocabulary, Comprehension, Direction and Location Concepts Mysterious Movers

Theme 8 Week 1 Focus: Vocabulary, Written Expression, Whole-Part Relationships Easter Farm Animals Animals Week 2 Focus: Oral Language, Vocabulary, Written Expression, Number and Operation Zoo Animals Theme 9 Week 3 Focus: Vocabulary, Phonological Awareness, Oral Language, Number and Operation Bugs Changes Week 4 Focus: Oral Language, Phonological Awareness, Vocabulary, Number and Operations Cinco De Mayo More Bugs

118 April 6-May 21 Week 1 Focus: Oral Language, Writing, Geometry and Spatial Sense Mother’s Day Changes In and Around Me Week 2 Focus: Phonological Awareness, Oral Language, Patterns Earth Changes Week 3 Focus: Vocabulary, Oral Language, Data Analysis, Number and Operation Nurturing Earth Week 4 Focus: Oral Language, Self-Concept, Counting and Comparing, Measurement End of School Before and Now

119 FROG STREET THREES DEVELOPMENTAL CHECKLIST

While children ages 36-48 months develop skills in a predictable sequence, the timeline for achieving developmental milestones varies from child to child. Observe children routinely and keep this record of their progress in their portfolios.

Child’s Name: Teacher: Birth Date: / / Class/Group:

Domain #1: Approaches to Learning Emotional and Behavioral Self-Regulation Date Date Date Date P-ATL 1 Child manages emotions with increasing independence P-ATL 2 Child follows classroom rules and routines with increasing independence P-ATL 3 Child appropriately handles and takes care of classroom materials P-ATL 4 Child manages actions, words, and behavior with increasing independence

Cognitive Self-Regulation (Executive Functioning) P-ATL 5 Child demonstrates an increasing ability to control impulses P-ATL 6 Child maintains focus and sustains attention with minimal adult support P-ATL 7 Child persists in tasks P-ATL 8 Child holds information in mind and manipulates it to perform tasks P-ATL 9 Child demonstrates flexibility in thinking and behavior

Initiative and Curiosity P-ATL 10 Child demonstrates initiative and independence P-ATL 11 Child shows interest in and curiosity about the world around them

Creativity P-ATL 12 Child expresses creativity in thinking and communication P-ATL 13 Child uses imagination in play and interaction with others

Domain #2: Social and Emotional Development Relationships with Adults Date Date Date Date P-SE 1 Child engages in and maintains positive relationships and interactions with adults P-SE 2 Child engages in prosocial and cooperative behavior with adults

Relationships with Other Children P-SE 3 Child engages in and maintains positive interactions and relationships with other children P-SE 4 Child engages in cooperative play with other children P-SE 5 Child uses basic problem-solving to resolve conflicts with other children

Emotional Functioning P-SE 6 Child expresses a broad range of emotions and recognizes these emotions in self and others P-SE 7 Child expresses care and concern toward others P-SE 8 Child manages emotions with increasing independence

Sense of Identity and Belonging P-SE 9 Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests P-SE 10 Child expresses confidence in own skills and positive feelings about self P-SE 11 Child has a sense of belonging to family, community, and other groups

©2016 Frog Street Press, Inc. Developmental Checklist 47 120 Domain #3: Language and Literacy Language and Communication Attending and Understanding Date Date Date Date P-LC 1 Child attends to communication and language from others P-LC 2 Child understands and responds to increasingly complex communication and language from others

Communicating and Speaking P-LC 3 Child varies the amount of information provided to meet the demands of the situation P-LC 4 Child understands, follows, and uses appropriate social and conversational rules P-LC 5 Child expresses himself in increasingly long, detailed, and sophisticated ways

Vocabulary P-LC 6 Child understands and uses a wide variety of words for a variety of purposes P-LC 7 Child shows understanding of word categories and relationships among words

Literacy Phonological Awareness P-LIT 1 Child demonstrates awareness that spoken language is composed of smaller segments of sound

Print and Alphabet Knowledge P-LIT 2 Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print) P-LIT 3 Child identifies letters of the alphabet

Comprehension and Text Structure P-LIT 4 Child demonstrates an understanding of narrative structure through storytelling/re-telling P-LIT 5 Child asks and answers questions about a book that was read aloud

Writing P-LIT 6 Child writes for a variety of purposes using increasingly sophisticated marks

Domain #4: Cognition Mathematics Development Counting and Cardinality Date Date Date Date P-MATH 1 Child knows number names and the count sequence P-MATH 2 Child recognizes the number of objects in a small set (subitizing) P-MATH 3 Child understands the relationship between numbers and quantities P-MATH 4 Child compares numbers P-MATH 5 Child associates a quantity with written numerals up to 5 and begins to write numbers

Operations and Algebraic Thinking P-MATH 6 Child understands addition as adding to and understands subtraction as taking away from P-MATH 7 Child understands simple patterns

Measurement P-MATH 8 Child measures objects by their various attributes using standard and non-standard measurement; uses differences in attributes to make comparisons

Geometry and Spatial Sense P-MATH 9 Child identifies, describes, compares, and composes shapes P-MATH 10 Child explores the positions of objects in space

©2016 Frog Street Press, Inc. Developmental Checklist 48 121 Forerunner Skills FS-1 Child demonstrates classification FS-2 Child creates equal and unequal sets FS-3 Child demonstrates one-to-one correspondence FS-4 Child recognizes, duplicates, and extends simple patterns FS-5 Child identifies pattern core FS-6 Child demonstrates order and sequence

Scientific Reasoning Scientific Inquiry Date Date Date Date P-SCI 1 Child observes and describes observable phenomena (objects, materials, organisms, and events) P-SCI 2 Child engages in scientific talk P-SCI 3 Child compares and categorizes observable phenomena

Reasoning and Problem Solving P-SCI 4 Child asks a question, gathers information, and makes predictions P-SCI 5 Child plans and conducts investigations and experiments P-SCI 6 Child analyzes results, draws conclusions, and communicates results

Domain #5: Perceptual, Motor, and Physical Development Gross Motor Date Date Date Date P-PMP 1 Child demonstrates control, strength, and coordination of large muscles P-PMP 2 Child uses perceptual information to guide motions and interactions with objects and other people

Fine Motor P-PMP 3 Child demonstrates increasing control, strength, and coordination of small muscles

Health, Safety, and Nutrition P-PMP 4 Child demonstrates personal hygiene and self-care skills P-PMP 5 Child develops knowledge and skills that help promote nutritious food choices and eating habits P-PMP 6 Child demonstrates knowledge of personal safety practices and routines

©2016 Frog Street Press, Inc. Developmental Checklist 49 122 How to enter a ANECDOTAL NOTES in Child Plus

1. Click on a child’s name, Education tab, Approaches to Learning, Add Anecdotal Notes

2. Complete all the boxes in the note and click save.

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3. Complete notes for all other tabs: Cognition: Math and Science, Language and Communication, Perceptual, Motor, and Physical Development, and Social and Emotional Development. 4. If you need to print, click the Print All Records button

123 Head Start Early Learning Outcomes and Framework Cheat Sheet Approaches to Learning ATL-A. Emotional and Behavioral ATL-B. Cognitive Self-Regulation ATL-C. Initiative and Curiosity ATL-D. Creativity Self-Regulation (Executive Functioning) Goal ATL-1 Child manages Goal ATL-5 Child demonstrates an Goal ATL-10 Child demonstrates Goal ATL-12 Child expresses emotions with increasing increasing ability to control initiative and independence. creativity in thinking and independence. impulses. Goal ATL-11 Child shows interest in communication. Goal ATL-2 Child follows classroom Goal ATL-6 Child maintains focus and curiosity about the world Goal ATL-13 Child uses imagination rules and routines with increasing and sustains attention with around them. in play and interactions with independence. minimal support. others. Goal ALT-3 Child appropriately Goal ATL-7 Child persists in task. handles and takes care of Goal ATL-8 Child holds information classroom materials. in mind and manipulates it to Goal ATL-4 Child manages actions, perform tasks. words, and behavior with Goal ATL-9 Child demonstrates increasing independence. flexibility in thinking and behavior.

Example: ATL: 11: Child seeks answers to her questions. She willingly explores new tasks and embraces learning opportunities, such as (give specific examples). ATL-2: Child is able to control impulses (give example of impulse and how child is able to control it) in most situations, needing support occasionally. ATL-3: He manages classroom materials well. Social & Emotional Development SE-A. Relationships with adults SE-B. Relationships with other SE-C. Emotional Functioning SE-D. Sense of Identity and children belonging Goal SE-1 Child engages and Goal SE-3 Child engages in and Goal SE-6 Child expresses a broad Goal SE-9 Child recognizes self as a maintains positive relationships maintains positive interactions and range of emotions and recognizes unique individual. and interactions with adults. relationships with other children. these emotions in self and others. Goal SE-10 Child expresses Goal SE-2 Child engages in Goal SE-4 Child engages in Goal SE-7 Child expresses care and confidence in own skills and prosocial and cooperative behavior cooperative play with other concern toward others. positive feelings about self. with adults. children. Goal SE-8 Child manages with Goal SE-11 Child has sense of Goal SE-5 Child uses basic problem increasing independence. (ATL-1) belonging to family, community solving skills to resolve conflicts and other groups. with other children. Example: SE-2: Child demonstrates prosocial behaviors w/other students, showing a preference for particular children. SE-6: She shows care towards others – give example of how she shows care. SE-11: Child enjoys performing jobs within his school family. He cares for his own needs – give example of how he cares for his own needs. Language & Communication LC-A. Language Attending and Understanding. LC-B. Communicating and Speaking LC-C. Vocabulary

Goal LC-1 Child attends to communication and Goal LC-3 Child varies the amount of Goal LC-6 Child understands and uses a wide language from others. information provided to meet the demands of variety of words for a variety of purposes. Goal LC-2 Child understands and responds to the situation. Goal LC-7 Child shows understanding of word increasingly complex communication and Goal LC-4 Child understands, follows, and uses categories and relationships among words. language from others. appropriate social and conversational rules. Goal LC-5 Child expresses self in increasingly long, details, and sophisticated ways. Literacy LIT-A. Literacy: Phonological LIT-B. Print and Alphabet Knowledge LIT-C. Comprehension and Text LIT-D. Writing Awareness Structure. Goal LIT-1 Child demonstrates Goal LIT-2 Child demonstrates and Goal LIT-4 Child demonstrates an Goal LIT-6 Child writes for a awareness that spoken language is understanding of how print is used understanding of narrative variety of purposes using composed of small segments of (functions of print) and the rules structure through storytelling/re- increasingly sophisticated marks. sound. that govern how print works telling. (conventions of print). Goal LIT-5 Child asks and answers Goal LIT-3 Child identifies letters of questions about a book that was the alphabet and produces correct read aloud. sounds associated with letter. Example: LIT-3: Child uses language for a variety of purposes and expresses herself in detail. She recognizes 24 capital letters, 20 lower case letters, and 19 sounds. LIT-1: Child recognizes rhyming pairs, can count up to 3 syllables, and understands on-set rhyme. 124 LIT: 4: He recalls story details with minor help.

Cognition: Mathematics Development MATH-A. Mathematics: Counting MATH-B. Operations and MATH-C. Measurement MATH-D. Geometry and Spatial and Cardinality Algebraic Thinking Sense Goal MATH-1 Child knows Goal MATH-6 Child understands Goal MATH-8 Child measures Goal MATH-9 Child identifies, number and names and the addition as adding and objects by their various attributes describes, compares and count sequence. subtraction as taking away. using standard and non-standard composes shapes. Goal MATH-2 Child recognizes Goal MATH-7 Child understands measurements. Uses differences Goal MATH-10 Child explores the the number of objects in a small simple patterns. in attributes to make positions of objects in space. set. comparisons. Goal MATH-3 Child understands the relationship between numbers and quantities. Goal MATH-4 Child compares numbers. Goal MATH-5 Child associates a quantity with written numerals up to 5 and begins to write numbers. Cognition: Scientific Reasoning SCI-A. Scientific Reasoning: Scientific Inquiry SCI-B. Reasoning and Problem Solving Goal SCI-1 Child observes and describes observable phenomena Goal SCI-4 Child asks a question, gathers information, and makes (objects, materials, organisms, and events). predictions. Goal SCI-2 Child engages in scientific talk. Goal SCI-5 Child plans and conducts investigations and experiments. Goal SCI-3 Child compares and categorizes observable phenomena. Goal SCI-6 Child analyzes results, draws conclusions, and communicates results. Example: MATH-5: Child recognizes 8 numbers and counted to 25 – identify which specific numbers the child knows.. SCI-3: Child is able to make simple comparisons with some support. He is beginning to understand special vocabulary, such as…give examples from units of study..

Perceptual, Motor, & Physical Development PMP-A. Gross Motor PMP-B. Fine Motor PMP-C. Health, Safety, and Nutrition Goal PMP-1 Child demonstrates control, Goal 3 PMP-3 Child demonstrates increasing Goal PMP-4 Child demonstrates personal strength, and coordination of large muscles. control, strength, and coordination of small hygiene and self-care skills. Goal PMP-2 Child uses perceptual muscles. Goal PMP-5 Child develops knowledge and information to guide motions and skills that help promote nutritious food interactions with objects and other people. choices and eating habits. Goal PMP-6 Child demonstrates knowledge of personal safety practices and routines. Example: PMP-3: Child can write her first name. She is active during recess by … give specific examples. PMP-4: Child uses restroom on her own and remembers to wash her hands afterwards.

125

Region 9 ESC Head Start Nap Requirements

All Region 9 ESC Head Start classes should provide rest time for all students. The time is to begin when the last child is settled on their cot/mat and ends when the teacher wakes the first child up. All Head Start classrooms will follow the time limits as follows:

3 year olds 4 year olds/Pre-K August – October 1 hour 30 minutes 1 hour 30 minutes November - December 1 hour 30 minutes 1 hour 15 minutes Christmas Break January - March 1 hour 15 minutes 1 hour Spring Break March - May 1 hour 45 minutes

126 School/Class: Fill in dates as items are completed 45 day HEALTH requirements Highlight when entered into CP 90 day HEALTH requirements Teacher: Medicaid # or Health TB test DOB Shots due NOTES Name other insuance History needed?

127 School/Class: Fill in dates as items are completed 90 day HEALTH requirements Highlight when entered into CP Teacher: Medical Physical Blood Dental Dental Tx Ht/Wt Ht/Wt Ht/Wt Lead HMG/HCT NOTES Name Home exam Pressure Home exam needed? #1 #2 #3 Results Results

128

Head Start Health Requirement Norms

Lead WNL is below 10

Blood Pressure Always WNL unless documented by a doctor

Hemoglobin WNL is between 34% - 44%

Hematocrit WNL is between 11.1 – 15.7

BMI Anything over 100% is a concern

Updated: 10/23/09

129 School:______YEAR: ______Fill in dates as items are completed Highlight when entered into CP Teacher: ______

Classroom Name DOE DOB

(30 days) (30 days) (45 requirements DIAL date date DIAL Disability? (45 days Fall) days (45 Home Visit #1 HomeVisit #2 HomeVisit DECA/e-deca date DECA/e-deca date DIAL date (Spring) (Spring) date DIAL Parent conference#1 Parent conference#2 Parent Pedestrrian Safety date date Safety Pedestrrian TeachingStrategiesGold #1 TeachingStrategiesGold #2 TeachingStrategiesGold #3

Bus Evacuation #1

Bus Evacuation #2

Bus Evacuation #3

130 School/Class: Fill in dates as items are completed Hearing/Vision Tracking Highlight when entered into CP Teacher: HEARING VISION

HEARING VISION Rescreen Rescreen Referral Referral Rescreen Rescreen Referral Referral Name screening results results results screening results results results date #1 #2 Date follow up date #1 #2 Date follow up pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail

pass/fail pass/fail pass/fail pass/fail pass/fail pass/fail NOTES:

131 Family Services / Mental Health Tracking SITE: Teacher:

1st Home MH Date of 2nd Home Needs Follow up 90 days due Child's Name Visit / Needs Identified Transition Consent DECA Date Enrollment Visit Identified needed? date Buddy FPA Date Backpack Backpack Disability?

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21 132 **CONFIDENTIAL** MENTAL HEALTH ASSISTANCE FOR STAFF LOG YEAR: Grantee/Delegate Name Region 9 Name of Head Start Worker:

DATE ISSUE ACTION

133 Mental Health Referral Log

3 or more 3 or more MH Date of Date of Guidance Plan Referral to outside Received Child consultations consultations report Name referral observation date agency? Where? services? Plus w/ staff? w/ parent? 3620

134

Head Start Assistance Resource List

 Family Literacy  Adult Literacy  Housing  Clothing  Child Care  Family Literacy  Education - GED & ESL  Job Training  Food  Utility Assistance  Employment  Legal Aid  WIC  Medicaid  Food Stamps/TANF  Transportation  Health/Nutrition  Counseling The following documentation is needed to stay in compliance with Head Start standards: Texas Health Steps Exam Lead blood Test Hematocrit /Hemoglobin blood test Dental examination Immunizations Medical Home Dental Home 90 day health services events deadline:

These must be completed by the above stated date. If you need assistance, please let me know.

Mental Health Coordinator: Family Service Worker: Phone: Email:

The one to call when you don’t know who to call – United Way 2-1-1 135

Head Start Assistance Resource List

 Como leer y escribir para la familia  Como leer y escribir para adultos  Lugar para vivir  Ropa  Cuidado de niños  Educación (por eje. GED o Inglés como segunda idioma)  Entrenamiento para conseguir trabajo  Comida  Asistencia con los pagos de utilidad  Trabajo  Ayuda Legal / para gente con recursos limitados  WIC  Medicaid  Estampías de Comida/ TANF  Transportación  Asesoramiento (consejería)  Nutrición de la salud

La documentación que sigue es necesaria para cumplir con las metas de Head Start: El examen Texas Health Steps Examen de plomo en la sangre Examen hematocrito/hemoglobina Examen dental Inmunizaciones Examen médico en casa Examen dental en casa Hora del cierre de 90 días de servicios de salud:

Estos exámenes necesitan ser cumplidas antes de la fecha anterior. Si necesita ayuda, favor de informarme.

Coordinador de Salud Mental: Empleado de Servicios de Famililla: Teléfono: Email:

El numero para llamar cuando usted no sabe a quién llamar – United Way 2-1-1 136

Child’s Name: Teacher: Parent’s Name: Phone #: Information provided to family Emergency Job Training Crisis Assistance Substance Abuse Prevention Food Substance Abuse Treatment

Clothing Child Abuse and Neglect Services Transportation Domestic Violence Services Date Date Child Plus

Housing Assistance Child Support Assistance Follow up? Mental Health Services Health Education Literacy or Education Assistance to Families of Incarcerated English as a Second Language Parenting Education Adult Education Marriage Education

Asset Building Services

137

PIR Family Service Categories

Emergency / Car seats, Taxi vouchers, bus passes, emergency transportation Crisis Assistance (can include to and from school), legal aid (divorce, custody), childcare, utility assistance, Red Cross referrals

Food SNAP (Food Stamps)-Emergency food boxes Clothing

Transportation

Housing Assistance

Mental Health Services STAR, Helen Farabee, Big Brother/Big Sisters, Student mentoring, resiliency supports Literacy or Education

English as a second language Region 9 ESL program

Adult Education GED, College, Technical Schools, American Commercial College

Job Training Employment referrals Substance Abuse Prevention/Treatment

Child Abuse and Neglect CPS referrals, Teen Shelter, Presbyterian Children’s Services, Services Patsy’s House

Domestic Violence Services First Step

Child Support Assistance Attorney General’s Office, TANF, Legal Aid

NAP program, Lice treatment, Medicaid transportation, Health Education (including Medicaid/CHIP applications, Medication education, Nutrition Prenatal) education, SSI, Early Childhood Intervention programs (ECI), Dental/Medical homes, Hygiene, Adopt-a-Box, WIC Assistance to families of incarcerated TANF, Counseling

Educating parents on the following: Attendance, household Parenting Education cleaning supplies, budgeting, library activities, positive behavior supports

Marriage Education Referrals for marriage counseling, Twogether in Texas Initiative participation Financial education, opening savings/checking accounts, debt Asset Building Services counseling

Updated: 2/1/17 138 BOO-BOO Report

Child’s name:

Date:

Today, got hurt while playing

We treated the hurt area by . Now I am all better!!

Head Start Staff Signature

BOO-BOO Report

Child’s name:

Date:

Today, got hurt while playing

We treated the hurt area by . Now I am all better!!

Head Start Staff Signature

139

Head Start Site:

Child’s Name: Date of Birth: Parent/Guardian Name: Date: The above named child’s 90 day deadline is:

The following documentation is needed to stay in compliance with Head Start standards: Texas Health Steps Exam Lead blood Test Hematocrit /Hemoglobin blood test Dental examination Immunizations Medical Home Dental Home

Notes:

Head Start Site:

Child’s Name: Date of Birth: Parent/Guardian Name: Date: The above named child’s 90 day deadline is:

The following documentation is needed to stay in compliance with Head Start standards: Texas Health Steps Exam Lead blood Test Hematocrit /Hemoglobin blood test Dental examination Immunizations Medical Home Dental Home

Notes:

140

Head Start

Health events summary for:

Next Texas Health Steps Exam due: Doctor:

Next Dental Exam due: Dentist:

Head Start

Health events summary for:

Next Texas Health Steps Exam due: Doctor:

Next Dental Exam due: Dentist:

Head Start

Health events summary for:

Next Texas Health Steps Exam due: Doctor:

Next Dental Exam due: Dentist:

141 Form # EF14-14463 Page # 1 of 4 (08/2014)

Authorization to Release Laboratory Results to Patient or Patient’s Legally Authorized Representative (Authorization to Disclose Protected Health Information)

This authorization complies with the requirements of §164.508 of the HIPAA Privacy Standards (45 CFR, Parts 160 and 164). Requester must present current valid government-issued photo identification and other required documentation confirming legally authorized representative status at the time of request. If all fields are not complete, results may not be provided.

Patient Information:

Name: Last Name First Name Middle Initial

Address: (Street Number, Post Office Box, Route Number) (City) (State) (Zip Code)

Phone number: ( ) -

Date of Birth: Social Security Number*:

*If requesting Newborn Screening laboratory results, use mother’s Social Security Number.

Requestor Information:

If the Individual whose laboratory results are requested is under the age of 18 or has a legally authorized representative (LAR) as defined below, the Individual’s parent or LAR must complete the following and submit a copy of the documentation establishing the LAR’s relationship to the Individual:

Region 9 ESC Head Start / parent name: (Name of Person / Entity authorized to receive Individual’s information)

301 Loop 11 Wichita Falls TX 76307 (Street Number, Post Office Box, Route Number) (City) (State) (Zip Code)

Phone number: ( 940 ) 397 - 8234

"Legally Authorized Representative (LAR)" (check the applicable relationship): ____X A parent or legal guardian if the Individual is a minor; ____A legal guardian if the Individual has been adjudicated incompetent to manage the Individual’s personal affairs; ____An agent of the Individual authorized under a Medical Power of Attorney; ____An agent of the Individual authorized under a Durable, Statutory or non-medical Power of Attorney, limited to certain powers over benefits from certain governmental programs, including without limitation Medicaid, as defined by Texas Estates Code §752.112, effective Jan. 1, 2014. ____An attorney ad litem appointed for the Individual; ____A guardian ad litem appointed for the Individual; ____A personal representative or statutory beneficiary if the Individual is deceased (If an individual is deceased, their personal representative must be the executor, independent executor, administrator, independent administrator, or temporary administrator of the estate); ____An attorney retained by the Individual or by another person listed herein; or ____To a state-designated protection and advocacy system (such as the Department of Family and Protective Services) to the extent that such disclosure is required by law and the disclosure complies with the requirements of that law. 142 Form # EF14-14463 Page # 2 of 4 (08/2014)

Patient Name: Requestor’s Phone Number: ( 940 ) 397- 8234

Lab Result Information:

Facility/Provider Collecting Specimen: unknown (Specify the Individual, Physician, Hospital, Clinic, Attorney, Counselor, School, Governmental entity, etc.)

Address of Facility/Provider: unknown (Street Number, Post Office Box, Route Number) (City) (State) (Zip Code)

Specific Month/Year of Test: unknown

I authorize the Department of State Health Services to disclose the following specific laboratory results to the Individual or LAR.

Yes ( X ) No ( ) Laboratory results. Indicate specific tests: Lead, Hematocrit, and Hemoglobin

If requesting HIV test results, indicate CDC Number and alias provided (if applicable):

N/A

I understand that: 1) I may revoke this authorization in writing by contacting the DSHS office or program that obtained the authorization; 2) this authorization will not affect treatment, payment, enrollment, or eligibility for benefits; and 3) information disclosed as a result of this authorization could be subject to re-disclosure as authorized by law.

EXPIRATION DATE: This authorization will expire on the date that DSHS either discloses the requested laboratory results to Individual or LAR or determines that it is unable to fulfill the request.

This form ( ) was read by me ( ) was read to me and I understand its purpose and content. All blanks were completed or struck through before I signed the form. I hereby certify that all information provided on this form is true and correct. I understand that submitting false information on a government form in Texas is a criminal offense under Texas Penal Code Sec. 37.10.

Signature of Individual, Parent of Individual, if minor, or LAR of Individual Date signed

Print/Type Name of Individual, Parent, or LAR. State authority to act on behalf of the individual. Attach photo identification and documents to support authority (e.g., birth certificate, guardianship order, medical power of attorney).

If the Individual or LAR is physically unable to sign and gives verbal authorization, the undersigned two witnesses attest that they witnessed such verbal consent:

Print/Type Name of Witness

Signature of Witness Date signed

143 Form # EF14-14463 Page # 3 of 4 (08/2014)

Patient Name: Requestor’s Phone Number: ( 940 ) 397-8234

If the Individual, Parent or LAR is not present or is physically unable to sign, the undersigned additional witness attests that the Individual, Parent or LAR verbally gave Authorization to Release Laboratory Results.

Print/Type Name of Witness

Signature of Witness Date signed

Please check the format you prefer: ☐x facsimile - include fax number: ( 940 ) 767 - 3836 ☐ mail to above address

PRIVACY NOTIFICATION: With few exceptions, you have the right to request and be informed about information that the State of Texas collects about you. You are entitled to receive and review the information upon request. You also have the right to ask the state agency to correct any information that is determined to be incorrect. See http://www.dshs.state.tx.us/ for more information.

144 Formulario #EF14-14463A Página 1 de 4 (Agosto de 2014)

Autorización para revelar resultados de laboratorio al paciente o al representante legalmente autorizado del paciente (Autorización para dar a conocer información de salud protegida)

Esta autorización cumple los requisitos de las Normas de Privacidad de la HIPAA (45 CFR, partes 160 y 164), sección 164.508. El solicitante debe presentar una identificación con fotografía vigente y válida emitida por el gobierno y la demás documentación necesaria que confirme su calidad de representante legalmente autorizado en el momento de la solicitud. Si no se llenan todos los campos, es probable que no se provean los resultados.

Información del paciente:

Nombre: Apellido Primer nombre Inicial del 2.o nombre

Domicilio: (Calle y número, apartado postal, número de ruta) (Ciudad) (Estado) (Código postal)

Número telefónico: ( ) -

Fecha de nacimiento: Número del Seguro Social*:

*Si está solicitando los resultados de laboratorio de las Pruebas de Detección Temprana a Recién Nacidos, use el número del Seguro Social de la madre.

Información del solicitante:

Si el Individuo cuyos resultados de pruebas de laboratorio se solicitan es menor de 18 años de edad o tiene un representante legalmente autorizado (LAR) según se define más abajo, el padre o la madre o el LAR del Individuo deben proporcionar los datos siguientes y presentar una copia de la documentación que indique cuál es la relación del LAR con el Individuo:

(Nombre de la persona o entidad autorizada para recibir la información del Individuo)

(Calle y número, apartado postal, número de ruta) (Ciudad) (Estado) (Código postal)

Número telefónico: ( ) -

"Representante legalmente autorizado (LAR)" (marque la relación que corresponda): ____El padre o madre o tutor legal, si el Individuo es menor de edad; ____El tutor legal, si el Individuo ha sido declarado incompetente para manejar los asuntos personales del Individuo; ____Un representante del Individuo autorizado mediante una carta poder médica; ____Un representante del Individuo autorizado mediante una carta poder duradera, legal o no médica, limitada a ciertos poderes sobre prestaciones de ciertos programas gubernamentales, incluido entre otros el Medicaid, según lo define el Código de Herencias de Texas, sección 752.112, en vigor a partir del 1 de enero de 2014. ____Un abogado ad litem designado por la corte para el Individuo; ____Un tutor ad litem designado por la corte para el Individuo; ____Un representante personal o beneficiario legal si el Individuo ha fallecido (si un individuo ha fallecido, su representante personal debe ser el albacea, el albacea independiente, el administrador, el administrador independiente o el administrador provisional de la herencia); ____Un abogado contratado por el Individuo o por otra persona cuyo nombre figure aquí; o ____Para un sistema de protección y defensa designado por el estado (como el Departamento de Servicios Familiares y de Protección de Texas), en la medida en que esta revelación sea requerida por la ley y la revelación cumpla los requisitos de esa ley.

145 Formulario #EF14-14463A Página 2 de 4 (Agosto de 2014)

Nombre del paciente: Número telefónico del solicitante ( 940 ) 397- 8234

Información del resultado de laboratorio:

Centro o proveedor que recoge la muestra: unknown (Especifique el nombre del individuo, médico, hospital, clínica, abogado, terapeuta, escuela, entidad gubernamental, etc.) Domicilio del centro o del proveedor: unknown (Calle y número, apartado postal, número de ruta) (Ciudad) (Estado) (Código postal)

Mes y año específicos de la prueba: unknown

Autorizo al Departamento Estatal de Servicios de Salud a que revele los siguientes resultados de laboratorio específicos al Individuo o al LAR.

Sí ( X ) No ( ) Resultados de laboratorio. Indique las pruebas específicas: Lead, Hematocrit, and Hemoglobin

Si se solicitan resultados de la prueba del HIV, indique el número de CDC y el alias proporcionado (de ser aplicable): N/A

Entiendo que: 1) puedo revocar esta autorización por escrito contactando a la oficina o al programa del DSHS que obtuvo la autorización; 2) esta autorización no afectará el tratamiento, el pago, la inscripción ni el derecho a la participación con respecto a las prestaciones; y 3) la información revelada a partir de esta autorización podría estar sujeta a nuevas revelaciones según autorice la ley.

FECHA DE VENCIMIENTO: Esta autorización vence en la fecha en que el DSHS o bien revele los resultados de laboratorio solicitados al Individuo o al LAR, o bien determine que no puede satisfacer la solicitud.

Leí (__) o me leyeron (__) este formulario y entiendo su propósito y su contenido. Todos los espacios en blanco se rellenaron o se tacharon antes de que yo firmara el formulario. Certifico por este medio que toda la información que he proporcionado en este formulario es verídica y correcta. Entiendo que presentar información falsa en un formulario gubernamental en Texas constituye un delito según el Código Penal de Texas, sección 37.10.

Firma del Individuo, del padre o madre del Individuo, si es menor de edad, Fecha de la firma o del LAR del Individuo

Escriba en letra de molde o teclee el nombre del Individuo, del padre o madre, o del LAR. Indique cuál es su autoridad para actuar en representación del individuo. Adjunte identificación con fotografía y los documentos que respalden dicha autoridad (por ejemplo, acta de nacimiento, orden de tutela, carta poder médica).

Si el individuo o el LAR está físicamente incapacitado para firmar y da su autorización verbal, los dos testigos abajo firmantes dan fe de que atestiguaron dicha autorización verbal:

Escriba en letra de molde o teclee el nombre del testigo

Firma del testigo Fecha de la firma 146 Formulario #EF14-14463A Página 3 de 4 (Agosto de 2014)

Nombre del paciente: Número telefónico del solicitante ( 940 ) 397- 8234

Si el Individuo, el padre o madre o el LAR no está presente o está físicamente incapacitado para firmar, el testigo adicional abajo firmante atestigua que el Individuo, el padre o madre o el LAR dio su autorización verbal para revelar los resultados de laboratorio.

Escriba en letra de molde o teclee el nombre del testigo

Firma del testigo Fecha de la firma

Por favor, marque el formato de su preferencia: ☐x fax; incluya el número de fax: ( 940 ) 767 - 3836 ☐ por correo postal al domicilio arriba mencionado

NOTIFICACIÓN SOBRE LA PRIVACIDAD: Tiene derecho, con pocas excepciones, a pedir y a ser notificado o notificada sobre la información que el estado de Texas reúne sobre usted. Tiene derecho a recibir y revisar la información al así pedirlo. También tiene derecho a pedirle a la agencia estatal que corrija cualquier información que se determine que es incorrecta. Consulte http://www.dshs.state.tx.us/ para informarse más.

147

Request for Head Start Payment for Required Services

Child’s Name: ______

Site/Classroom: ______

Requesting payment for: ☐ Physical exam ☐ Dental exam ☐ Lead ☐ H/H Other: ______

Reason for Request: ☐ No insurance ☐ Insurance does not cover HS requirement Other: ______

List All Resources Pursued (including district/local funds): ______

______

______

______

Service to be provided by: Estimated Cost: ______

This information has been presented to the school district’s business manager and confirmed that funds are available for payment of the above stated services.

In the event that the ISD has utilized all funds, Region 9 will be contacted for assistance.

By signing below, I verify that Head Start / Region 9 is the payor of last resort for these required serviced.

Requested by: Date: ______

2019-2020 Copy to Region 9 if Region 9 funds are paying Copy to ISD business office if local ISD funds are paying 148

CLASSROOM VISIT LOG YEAR: Grantee/Delegate Name Region 9 Name of Head Start Worker: Center: Teacher: Classroom Observation completed: Service Date area COMMENTS

ERSEA MH FS Other ERSEA MH FS Other ERSEA MH FS Other ERSEA MH FS Other ERSEA MH FS Other ERSEA MH FS Other ERSEA MH FS Other ERSEA MH FS Other

149

First Aid Kit Inventory Checklist Site/Classroom:

First Aid kits should be checked 3 times per year in conjunction with the Health/Safety Checklist. Fill in the date in the top box, √ each box when checking/restocking, then initial the bottom box.

DATE: DATE: DATE: ITEM

Band-Aids (assorted sizes)

Cotton Balls

CPR Face shield

Disposable gloves Gauze pads (assorted sizes) Roll Gauze

Safety pins

Scissors

Sterile wipes

Tape

Tongue depressors

Triangle Bandage

Tweezers Visible and out of reach of children

INITIALS OF STAFF CONDUCTING CHECK

150 2019-2020

Head Start Snack Options

1302.44 Child Nutrition - (iii) Serve three- to five-year-olds meals and snacks that conform to USDA requirements in 7 CFR parts 210, 220, and 226, and are high in nutrients and low in fat, sugar, and salt;

General guidance - Serve all snacks with water unless providing 100% juice or milk - Choose at least one snack item, two if affordable of different food groups (grain and fruit, dairy and grain, fruit and dairy) - Limit snacks with added sugar and high in fat - When identifying whole grains, first ingredient in label should say “whole” wheat/grain/oats, etc.

Snack suggestions - Whole Grain Gold Fish - Whole Grain Crackers - Fruit and Grain Bar - Whole Grain Cereal – 6g of sugar or less (Cheerios) - Pretzels - Trail Mix (can be homemade with cereal, raisins, gold fish, pretzels, etc.) - Rice Cakes - Graham Crackers - Yogurt - Cheese Square/Cubes - Low fat milk - Fruit Cup in 100% juice or lite syrup - Fresh Fruit - 100% juice - Applesauce - Dried fruit (raisins, etc.)

Field Trip Meal Options Ham/turkey and cheese sandwich (whole wheat bread) Ham/turkey, cheese, whole grain crackers (kind of like homemade lunchable) Ham/turkey and cheese roll up and serve whole grain crackers, gold fish, or dry cereal with it Chicken/ham/turkey and cheese wrap with whole grain tortilla (could add veggies) Peanut butter and jelly on whole wheat bread (if site serves peanut butter) Cheese stick, yogurt, and whole grain crackers, gold fish, cereal, etc.

Carrot sticks Grape tomatoes Banana Apple, sliced Clementine/orange slices Fruit Cup Applesauce cup/pouch Berries Milk (if able to keep cold) Water 100% juice box (could have this and serve milk at the snack that day) 2019-2020 151 Ongoing Monitoring Plan 2019-2020 Ongoing Monitoring Plan

The purpose of the Ongoing Monitoring Plan is to:

• Ensure the high quality delivery of services that meet the goals and objectives of the program • Ensure compliance of Head Start Performance Standards and Head Start Act • Ensure high quality services to children and families in the Region 9 ESC Head Start service area.

Long-Range Goal and Short-Term Program Objectives

The primary goal of this Head Start program is to provide the opportunity for children and families to obtain success developmentally, academically, economically, and socially. This goal will be addressed by the following long-range goals:

• Enhance children’s growth and development. • Strengthen families as the primary nurturers of their children. • Provide children and families with educational, health and nutritional services. • Link children and their families to needed community services. • Ensure well-managed programs that involve parents in decision making. • Ensure our approach to education is developmentally and linguistically appropriate in order to prepare children for school readiness. • Ensure the Grantee and Head Start sites spend funds in an allocable, reasonable, and allowable method according to the Head Start Standards.

Short-term program objectives were identified based on identified needs of families, the program, and ongoing areas of achievement. The goals and objectives reviewed by the Head Start Partners and approved by both the Policy Council and Region 9 ESC Board of Directors are:

• Policy Council and Governing Body will receive accurate and regular information about program planning, policies, and Head Start agency operations – including line-item budgets and monthly financial credit card statements. • Fiscal monitoring will assist districts in providing an increase in timeliness and accuracy of documentation submitted. • Eligibility documentation will be thorough and accurate, and reflective of 100% eligible enrollment, while maintaining a wait list. • Monitoring to continue to ensure that when the majority of children speak the same language, at least one staff member in the classroom (interacting regularly) with the children will speak their language. • Head Start staff has a Criminal History Record Check completed before documented hire date/date to report.

152 • Attendance procedures will be consistent and promote communication with families and Head Start staff to ensure accuracy of tracking, documentation, and referrals. • Daily playground checklist will be utilized to ensure play areas are safe. • Child will have a current well child exam and dental exam on file, including any follow-up needed to demonstrate physical well-being for learning. • Staff will have accurate tracking of 90-day health requirements and the medical records request process. • Families will obtain available health coverage and continue to be educated on Medicaid requirements. • Active Supervision will be implemented in all routines, settings, transitions, and utilized by all adults (staff, parents, substitutes, volunteers, etc..) with all children at all times. • By mid-year, at least 10% of total enrollment will reflect services to children with disabilities • Parent meetings will be held at each site monthly to promote consistency in parent involvement. • Parent involvement activities will be intentional and consistently scheduled, while geared toward meeting the Head Start Standards and Requirements • CLI data will reflect educational goals being met in the areas of Science, Mathematics, Social Studies, and Creative Arts. • CLASS data will sustain and/or increase in all areas to meet or exceed the national average. • CLASS scores will reflect an increase in the area of Instructional Support. • Ensure our approach to education is developmentally and linguistically appropriate in order to prepare children for school readiness.

Ongoing Monitoring in all Program Areas

• Program Governance (Governing Body, Policy Council, Parent Committees, & Training) • Program Operations (ERSEA, Program Structure, Education & Child Development, Health, Mental Health, Nutrition, Family & Community Engagement, Disabilities, Transition, Human Resources, & Program Management) • Financial and Administrative Requirements (In-Kind, Confidentiality, Reporting, Facilities, & Transportation) • Federal Administrative Procedures (Monitoring, DRS, & CLASS)

The 3 Region 9 ESC Head Start staff (Coordinator and Manager/Monitors) monitor the above mentioned areas to ensure tasks and responsibilities are completed within timelines and according to the requirements provided in the Head Start Performance Standards & Head Start Act. The Region 9 Program Design and Management Ongoing Monitoring policy and procedure outlines the Standard by which the program implements the Ongoing Monitoring Plan.

153 Ongoing Monitoring Plan 2019-2020 Calendar Month Area Monitored Monitor August Classroom Environment • Education Manager/Monitor Safe Environment Routines and Procedures • ERSEA Manager/ Monitor ERSEA Enrollment Eligibility 45/90 Day Requirements • Head Start Coordinator Personnel Active Supervision Child Plus Monthly Reports September Classroom Environment • Education Manager/Monitor Safe Environment Disabilities Professional Development Plans ERSEA • ERSEA Manager/ Monitor Child Health Records Enrollment Eligibility Transportation Health Services Nutrition 45/90 Day Requirements • Head Start Coordinator Child Plus Monthly Reports October Education/CLASS • Education Manager/Monitor CLI Progress Monitoring Disabilities ERSEA • ERSEA Manager/ Monitor Child Health Records Health Services Nutrition 45/90 Day Requirements • Fiscal Manager/Monitor Financial Reports • Head Start Coordinator Child Plus Monthly Reports November Education/CLASS • Education Manager/Monitor Disabilities Health Services • ERSEA Manager/Monitor Nutrition Mental Health Family Community Services

154 Parent Involvement 45/90 Day Requirements • Fiscal Manager/Monitor Fiscal • Head Start Coordinator Child Plus Monthly Reports January Education/CLASS • Education Manager/Monitor Safe Environment Transportation • ERSEA Manager/Monitor Personnel • Head Start Coordinator Human Resources Active Supervision Child Plus Monthly Reports February Education/CLASS • Education Manager/Monitor CLI Progress Monitoring Disabilities ERSEA Enrollment • ERSEA Manager/Monitor Eligibility Recruitment Health Services 45/90 Day Requirements Personnel • Head Start Coordinator Human Resources Child Plus Monthly Reports March Education/CLASS • Education Manager/Monitor Fiscal • Fiscal Monitor ERSEA • ERSEA Manager/Monitor Child Plus Monthly Reports • Head Start Coordinator April Education/CLASS • Education Manager/Monitor Safe Environment Family Services • ERSEA Manager/Monitor Mental Health Health Services 45/90 Day Requirements • Head Start Coordinator Child Plus Monthly Reports May CLASS/Education • Education Manager/Monitor CLI Progress Monitoring Parent Involvement • ERSEA Manager/Monitor ERSEA Child Plus Monthly Reports • Head Start Coordinator June & July School Not in Session

155 Monitoring Schedule 2019-2020

Name of Monitoring tool Completed by When Active Supervision Monitoring Tools Head Start Coordinator Fall

Early Learning Curriculum Fidelity Education Manager/Monitor Fall/Winter Monitoring Tool Health Services Monitoring Tool ERSEA Manager/Monitor Fall

Nutrition Monitoring Tool ERSEA Manager/Monitor Fall

Transportation Monitoring Tool ERSEA Manager/Monitor Fall

Quality Control Coaching (QCC) Quality Control Coach (QCC) Fall, Ongoing

CLASS Education Manager/Monitor Fall, Spring

Safe Environments/Health & Safety Quality Control Coach (QCC) Fall, Winter, Spring Monitoring Tool Disabilities Monitoring Tool Education Manager/Monitor Winter

ERSEA Monitoring Tool ERSEA Manager/Monitor Spring

Family and Community Engagement ERSEA Manager/Monitor Spring Monitoring Tool Parent Committee/Involvement ERSEA Manager/Monitor Spring Checklist Community Partnership Monitoring ERSEA Manager/Monitor Spring

Professional Development Plan Education Manager/Monitor Fall

Enrollment Reports: Eligibility, Head Start Coordinator Monthly Enrollment, Disability, Waitlist, Language, CACFP, USDA, Fiscal Reports Coaching Education Manager/Monitor Montly Quality Control Coach CLI Progress Monitoring/Anecdotal Education Manager/Monitor Monthly Notes

156 Head Start Continuation Grant Fiscal Fiscal Manager/Monitor Monthly Monitoring Report Language Supports in the Classroom Head Start Coordinator Monthly

Site Reports Head Start Coordinator Monthly

Child File Monitoring Checklist ERSEA Manager/Monitor Ongoing

Health Services 45 and 90 Day Data ERSEA Manager/Monitor Ongoing

Human Resource Monitoring Head Start Coordinator Ongoing

157

ISD/Campus Staff Date

On-going Monitoring Report: Plan of Action

To:

The following areas were monitored today:

☐ Child Development & Education ☐ Safe Environments ☐ ERSEA ☐ compliant ☐ non-compliant ☐ compliant ☐ non-compliant ☐ compliant ☐ non-compliant

☐ Nutrition Services ☐ Active Supervision ☐ Health Services ☐ compliant ☐ non-compliant ☐ ☐ ☐ compliant ☐ non-compliant compliant non-compliant

☐ Disabilities Services ☐ Child File ☐ Mental Health Services ☐ compliant ☐ non-compliant ☐ compliant ☐ non-compliant ☐ compliant ☐ non-compliant

☐ CLASS ☐ Transportation Services ☐ Parent, Family & Community ☐ met minimum requirements ☐ compliant ☐ non-compliant Engagement ☐ see plan of action ☐ compliant ☐ non-compliant

Areas of Strength:

Corrected on Site:

Friendly Reminder:

Plan of Action:

Corrections due:

Staff Signature Manager/Monitor

ESC Monitor (White) Staff (Yellow) Administrator/Site Manager (Pink) 158 ACTIVE SUPERVISION - Admin MONITORING TOOL 2019-2020 (completed at the beginning of each school year (Fall) by campus principal/site facilitator)

DISTRICT: DATE:

Active Supervision Compliance Indicator 1302.47 Safety Practices 1302.21 Center-based Option YES NO

I verify that our systems ensure that no child is left alone, ensures 1. children are released only to authorized adults, and ensures children are supervised by two staff members at all times. Staff members, including substitutes, volunteers, nurse, family service, 2. mental health, etc., are aware of systems in place to ensure two adults are with the children at all times. I verify that our Head Start classroom(s) utilize systems upon arrival and dismissal of students, requiring a staff member to be stationed at 3. each identified classroom door to ensure children are properly supervised and released to authorized individuals. Classroom system includes consistent procedures of children being 4. signed in and out each day. I verify that our District utilizes systems to promote safe effective 5. arrival and dismissal procedures at the entrance of the building. I verify that Head Start staff will participate in training (and support) provided by Region 9 ESC on these topics: Active Supervision Policies and Procedures 6. Emergency Procedures Reporting Procedures Standards of Conduct Annual Required Trainings (which includes Safety Training) I verify that all classroom staff, including substitutes, are aware of 7. procedures to account for children during all transitions (including face to name counting). I verify that the annual Pedestrian Safety Training for parents 8. incorporates their role in Active Supervision. I verify that systems are in place to ensure Active Supervision is 9. utilized in all systems keeping children safe at all times. I am aware that cell phone use in the classroom is for emergencies 10. only. Active counting and supervision procedures are prevalent and 11. redundant in our school setting. ACTION PLAN: (Briefly explain specific Active Supervision Strategies currently being utilized at your campus during high traffic times - ex: playgrounds, arrival/dismissal, transitions)

Verified by: Date:

159

ACTIVE SUPERVISION – Classroom/Staff MONITORING TOOL 2019-2020 (completed at the beginning of each school year (Fall)-submit to HS Coordinator)

Classroom/Teacher: DATE:

Active Supervision Compliance Indicator 1302.47 Safety Practices 1302.21 Center-based Option YES NO

I verify that our systems ensure that no child is left alone, ensures 1. children are released only to authorized adults, and ensures children are supervised by two staff members at all times. All staff, including substitutes, volunteers, nurse, family service, mental 2. health, etc., are aware of systems in place to ensure two adults are with the children at all times. I verify that our Head Start classroom(s) utilize systems upon arrival and dismissal of students, requiring a staff member to be stationed at 3. each identified classroom door to ensure children are properly supervised and released to authorized individuals. Classroom system includes consistent procedures of children being 4. signed in and out each day. I verify that all classroom staff, including myself and substitutes, are 5. aware of procedures to account for children during transitions (including face to name counting). All staff move around the playground supervising, counting, and 6. interacting with the children. I verify that systems are in place to ensure Active Supervision is 7. utilized in all systems keeping children safe at all times. I am aware that cell phone use in the classroom is for emergencies 8. only. I am aware that children are to be counted when staff transition in and 9. out of the room. Active counting and supervision procedures are prevalent and 10. redundant in our school setting.

ACTION PLAN: (Briefly explain specific Active Supervision Strategies currently being utilized at your campus during high traffic times - ex: playgrounds, arrival/dismissal, transitions)

Head Start Staff: Date:

**Active Supervision at a Glance & Active Supervision: Six Strategies to Keep Children Safe posters must be displayed in each classroom and around the transition areas of the building.

160 SAFE ENVIRONMENTS/HEALTH & SAFETY MONITORING TOOL 2019-2020 1302.47 Safety Practices/Caring for Our Children (completed 3 times annually: Fall/Winter/Spring – teacher(staff)/volunteer)

SITE: TEACHER: ______DATE: __

Corrected onsite NO CLASSROOMS/SAFETY YES Sanitation and hygiene procedures for diapering/toileting have 1. been adopted that adequately protect the health and safety of children served by the program and staff – posted in the area. The diaper-changing/toileting area is located away from areas 2. used for preparing food, cooking, eating, or children’s activities. Diapers/pull-ups are double bagged and disposed of in a safe 3. and sanitary manner. Toilet training equipment is available for children being toilet 4. trained. (ex: step stools, smaller toilet seats, no pottty chairs) Staff, volunteers, and children wash their hands with soap and running water after diapering/toilet use, before food-related 5. activities, whenever hands are contaminated with blood or other bodily fluids, and after handling pets or other animals. All food service vendors are licensed in accordance with state 6. and local laws. Bathroom facilities are clean, in good repair, and easily 7. reached by children. Bathroom facilities are separated from areas used for cooking, 8. eating, or children’s activities. Garbage and trash are stored and disposed of in a safe, 9. sanitary manner, in trash cans with lids. Staff and volunteers also wash their hands with soap and running water before and after giving medications, before and 10. after treating or bandaging a wound, and after assisting a child with toilet use. Cots are at least 3 feet apart from each other or children are 11. alternated head to foot when spacing in not available. 12. Gloves are readily available. Nonporous gloves are worn by staff/volunteers when in contact 13. with blood or other bodily fluids. Spilled body fluids, tools, and equipment used for clean-up are 14. immediately disinfected. Blood-contaminated materials are disposed of in a plastic bag with a secure tie. Staff promotes effective oral health hygiene (tooth brushing) at 15. least once a day, using toothpaste with fluoride.

161 Toys, materials, and furniture are safe, durable, and in good 16. condition (e.g., materials free of sharp edges and loose pieces, balloons and/or plastic bags not used, no choking hazards). Staffing patterns support regulations regarding class size 17. (3 year olds – 17, 4 year olds - 20) Two staff members are with the children at all times. 18.

Active Supervision will be utilized at all times, indoor and 19. outdoor. Staff is aware of proper reporting procedures if an Active 20. Supervision incident should occur. 21. The classroom is clean and free from pests. 22. The classroom is uncluttered. Classroom is free from firearms or other weapons that are 23. accessible to children 24. Food is handled and prepared ensuring basic food sanitation. The facility has working fire extinguishers that are readily available to staff and kept safe through an ongoing system of 25. preventative maintenance. (inspected date: ______) The facility has working smoke detectors that are readily available to staff and kept safe through an ongoing system of 26. preventative maintenance. (inspected date: ______) In the absence of a school wide internal smoke detector system (ex: portables), battery powered smoke 27. detectors/carbon monoxide detectors are installed and checked monthly to ensure they work properly.

Windows and glass doors are constructed, adapted, or 28. adjusted to prevent injury to children. Electrical plugs accessible to children are covered. 29.

The heating/cooling system is insulated to protect children and 30. staff from potential burns. (Note: Look at pipes and/or radiators.) Flammable and other dangerous materials/poisons are stored 31. in locked cabinets or facilities separate from medications and food and accessible only to authorized persons. Cleaning supplies are locked up when not in use (when in doubt check the label to see if it says to keep out of reach of 32. children).

Appropriate licenses (CPR/First Aid, water/sewage, 33. food/sanitation, fire codes, and vendor/contractor licenses) are not expired and posted.

162 Corrected Facility Layout and Environment onsite Indoor and outdoor premises are cleaned daily and kept free of undesirable and hazardous materials and conditions, and 1. logs/documentation are kept current to reflect daily on-site monitoring. There is at least 35 sq. ft. of usable indoor space per child (not 2. including bathrooms, halls, kitchen, staff rooms, and storage places), floor plan is visibly posted in each classroom. Facilities enable the safe and effective participation of children 3. with disabilities. 4. Rooms are well lit. The environment is free from pollutants, hazards and toxins that are accessible to children and could 5. endanger children’s safety (ex: hand sanitizer, cleaning supplies) The environment is designed to prevent child injury and free from hazards, including choking, strangulation, electrical, 6. drowning, appliances and all other safety hazards (ex: stoves, refrigerator, microwaves, uncovered outlets). Corrected Emergencies onsite Emergency procedures are posted (ex: fire, tornado, or other weather related emergencies), and logs are up-to-date to 1. reflect ongoing drills/practice (bus evacuation and emergencies). Exits are clearly visible and marked (illuminated when needed) 2. so the path to safety outside is unmistakable. Emergency evacuation routes are posted and practiced 3. regularly. Emergency lighting is available. Batteries in flashlights are 4. checked. Telephone numbers of emergency response systems (e.g., 5. 911, Fire, Police, Poison Control) are clearly posted. Current (up-to-date) family contact information including 6. consent for emergency care is readily available (blue cards). A well-supplied, age appropriate First-Aid kit is accessible to 7. staff and out of reach of children. 8. First Aid kits are restocked after use. 9. First Aid kit location will be marked in the classroom. Directions are posted showing proper procedures for 10. administering first aid/CPR. Corrected Medication Administration onsite All medications are properly labeled (i.e., name of child/staff, 1. name of medication, dosage, name/number of pharmacy/physician) and stored (refrigerated if needed).

163 Medications are stored under lock and key and out of reach of 2. children. Corrected Outdoors onsite There is at least 75 sq. ft. of usable outdoor space per child, 1. and diagram is visibly posted in each classroom.

The playground equipment and surfaces are maintained to 2. minimize injury to children. The grantee and site provide maintenance, repair, safety, and 3. security of all HS facilities and equipment. 4. Fences will be intact and void of holes and spaces. Sidewalks and tricycle tracks will be maintained and repaired 5. to ensure the safety of children (no holes or cracks over 1” wide/deep). The outdoor play area is arranged so no child can leave the 6. premises or get into unsafe or unsupervised areas.

Children en route to play areas are not exposed to vehicular 7. traffic without supervision. 8. Daily playground checklist is in place and up-to-date. Concerns found previously on daily playground checklist are 9. corrected or re-reported as non-compliance Items to be visibly posted in the classroom: Active Supervision Poster Food Handlers License (must be current) CPR/First Aid Certificate (must be current) Indoor Square Footage of Classroom(s) Playground Square Footage (post one per site/playground) Emergency Procedures (fire/weather related emergencies) EXIT signs at all exits (major exit must be illuminated) Emergency evacuation routes Emergency telephone numbers (fire, police, poison control) CPR/First Aid procedures Fire, Tornado, and Bus Evacuation drill sheet Classroom (Teacher/Paraprofessional) Schedule  Mental Health Schedule (for parents to view) Student Daily Visual Picture Schedule Daily Playground Checklist (post one per site/playground) Daily/Weekly Cleaning Logs  Wear Gloves When Poster  Diapering Procedures (near the diapering area)  Parent Resource Board

Completed by Date:

164

FIRE DRILLS Completed each month children are in school) Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: TORNADO DRILLS (# of times specified by local ISD policy) Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: BUS EVACUATION DRILLS (3 per year) 1. Date: Front - Start: End: # of Participating Children: Back – Start: End: # of Participating Children: Split – Start: End: # of Participating Children: 2. Date: Front - Start: End: # of Participating Children: Back – Start: End: # of Participating Children: Split – Start: End: # of Participating Children: 3. Date: Front - Start: End: # of Participating Children: Back – Start: End: # of Participating Children: Split – Start: End: # of Participating Children: LOCK DOWN DRILLS (# of times specified by local ISD policy) Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children: Date: Start: End: # of Participating Children:

Completed by Date:

165 Early Learning Curriculum Fidelity Monitoring Tool (Head Start: completed 1 time annually, Fall/Winter - Education Manager) 2019-2020

Site:______Teacher: ______Date:______This form was created to maintain curriculum fidelity and identify areas of needed support in the implementation of Head Start Early Learning Outcomes Framework, High Quality Pre-K, CIRCLE Foundations, Frog Street Press (FSP) Curriculum, Early Learning Supplemental Programs and WFISD initiatives. THIS IS NOT AN EVALUATION!

Head Start Only: The responsible classroom staff ensure that Active Supervision is implemented throughout the day. Two adults are with the children at all times.

Classroom Environment Observed Needs Support (YES) (NO)

Classroom has well-established areas for conducting large group activities, small group activities, pairs, and individual learning opportunities (watch child traffic patterns)

Rules are visually displayed and stated in a positive manner

Classroom has seven super centers and these centers have well established clearly defined boundaries; shelves in centers and materials are labeled (with picture, English & Spanish)

Classroom has an easily defined center management system

Books linked to the current theme or topic are accessible

Children have access to a variety of writing materials in each center

Children’s work and learning (not teacher made) is displayed including current theme related work, documented in lesson plan

**Home/Attendance chart is a part of the daily routine

Classroom has a safe place accessible to students

Letter wall is eye-level, interactive and includes children’s names and theme vocabulary

Cultural Diversity is evident in classroom materials (posters, pictures, books, & manipulatives)

Daily Picture Schedule is displayed (eye level) and followed/interactive (correlates to posted Classroom Schedule) 166 **Names and picture cards are displayed in 5-7 places. (Name first: picture last)

Age appropriate classroom furniture and materials support each child’s interests, development, and learning

Children and family pictures more evident than commercial pictures/posters.

Balance of adult /child initiated activities.

Redundant procedures are in place, and observed, to ensure no child is left unsupervised (Active Supervision).

Social Emotional Development (Conscious Discipline (CD) must be evident) Observed Needs support (YES) (NO)

**Students must be greeted at the door as they enter the classroom first thing in the morning

Each child makes a daily commitment (CD) about his/her behavior or social contract is evident (CKH)

Each child connects with others in partner activities (CD)

Everyone in the classroom works to keep the classroom safe (CD)

Duration of activities are appropriate for children’s attention span

Clearly defined rules and routines

Smooth cognitive transitions are evident

**Each child has a job and Helper Chart is displayed (CD)

Positive Teacher-Child Interactions

Greeting Circle and other Large Group Times Observed Needs Support (YES) (NO)

Brain Smart Start: Unite, Disengage Stress, Connect, Commit

Morning Message includes modeled, shared and interactive writing (eye level), includes a phonological awareness skill, book and print skill and letter identification skills each day

Occurs 2-3 times per day (does not last longer than 30 minutes, content must be curriculum based)

Child interaction is evident and children are active learners 167 Activities are varied to maintain student engagement; includes music and movement

Teacher thinks aloud (self-talk) during shared reading and writing lessons

Lesson is framed in a developmentally appropriate, child-friendly manner and the FSP focus is included in the framing of the lesson.

Curriculum is implemented daily, with recommended materials in FSP.

Staff makes adaptations/modifications as specified in the curriculum for students (Dual Language Learners, Students with Disabilities) as needed

**At least three read alouds daily occur and teach specific skills and vocabulary

Small Group Instruction Observed Needs Support (YES) (NO)

Learning Goals are the PreK Guidelines and/or Head Start Early Learning Outcomes Framework (includes CLASS Feedback)

Occurs during Learning Centers; children must participate in three small groups (7-10 min) daily (every kid)

Multi-level individualized activities meet the needs of each child (differentiated instruction utilizing assessment data)

Teacher monitors understanding and provides appropriate feedback, scaffolding children’s understanding in small groups, centers, and lessons through reflection questions

Learning Centers Observed Needs Support (YES) (NO)

Learning Centers occur daily with purposeful hands-on activities (1.5 hours in full day)

Includes child-directed play; children must be able to choose from at least 7 centers that are developmentally appropriate and matches lesson plans (materials must be rotated to reflect current FSP theme)

Centers are developmentally appropriate (no worksheets) learning opportunities with children who are engaged in conversations with peers and adults

168 Writing Implements and books are found in each center (related to FSP theme)

At a minimum, centers must be supplied with supplies for number of children allowed in center, plus half that number (ex: 4=6, 5=8, 6=9 etc…)

7 REQUIRED CENTERS: (Head Start only)

1. Creativity Station: Children use a variety of art materials to explore senses and create representations

2. Construction Zone: Children use blocks to construct towers, bridges, and roads and then engage in dramatic play with their creations Materials include: a variety of wood blocks, other types of builders, theme-related (people, animals, cars, traffic signs, etc)

3. Writer’s Corner: Children draw and write with a variety of writing implements and papers.

4. Pretend and Learn: Children participate in dramatic play with ample props; needs to be changed at least monthly to promote language development

**5. ABC Center: Children engage in naming letters in their first names and then naming other letters of the alphabet Materials Include: 1st Semester: name activities, visual discrimination activities (matching upper to upper, lower to lower, upper to lower); theme related materials, letter formation (HWT resources, lakeshore builders, pattern block letters, alphabet puzzles, alphabet books 2nd Semester: phonemic awareness activities, letter formation (Learning Resources Letter Construction), sight word building strategies

6. Library and Listening Center: Children engage in reading and retelling stories; books in library reflect theme Materials Include: FSP Story folders, retelling props

7. **THESE TWO MAY BE COMBINED OR SEPARATE: Math Center: Math experiences engage children in problem solving activities Materials include: numbers, shapes, counting, patterns, theme related manipulatives, measurement, puzzles,

Science Center: Science experiences invite children to practice process skill and learn science content Materials include: color mixing, five senses, sensory opportunities, life-cycles, seasonal activities, weather, science related books

Safe Place: children can go to this center to change their inner state from upset to composed in order to optimize learning, the centerpiece of the CD/self-regulation program

169 OPTIONAL CENTERS:

Technology: children freely explore touch screens loaded with a wide variety of developmentally appropriate interactive media experiences that are well designed and enhance feelings of success, children explore and feel comfortable using iPads, computers, tablets, and other devices

Fine Motor Center: Activities support muscle development for strength and control necessary for future writing; can be incorporated into other centers

Sensory: center filled with materials and objects to stimulate the senses ex: shredded paper, water beads, water, sand, etc....

Gross Motor Center: Activities allow children to develop strength and balance

Lesson Plans (must reflect FSP scope and sequence) Observed Needs Support (YES) (NO)

Lesson plans show instructional goals (teacher can verbalize them)

Lesson plans have intentional individualized instruction for the whole class, small group, transitions, and individual children

Lesson plans reflect children being placed in groups as a result of assessment data

Lesson plans are easily accessible and used to guide teacher and paraprofessional

Lesson plan components: - Classroom Mental Health Activity (CMH) (1x weekly) *Social Emotional Book Suggestions (R9 website) -Targeted Mental Health Activity (TMH) (1x weekly for child with IPGP) - In-Kind (I) (literacy based-1x weekly) (ex: reading logs, backpack buddies, bookworm kits, PATT mat activities, etc…) Supporting documentation must be on in-kind form. - IEP (child’s initials/number-non identifying manner) (1x weekly) - Academic Transitions (T) (1x weekly) - Nutrition Activity (curriculum/theme based) (N) – (1x monthly) - Parent Input to Curriculum from Parent Meetings (curriculum based) (PIC) – (1x monthly) - Family Activity (school readiness goal based) (F) – (1x monthly) - Small Groups (child’s initials/number-non identifying manner- re-evaluate at assessment time) **on lesson plan, Region9 form, or use stapled CLI report** (daily - every child is in 3 small groups daily (ex: 2 before lunch/nap and 1 group after) – no more than 5/6 children per group – one group will be math focused, one group will be literacy focused – all groups will be formed utilizing data for individualization)

170

WFISD District Initiatives (WFISD only) Observed Needs Support (YES) (NO)

Balanced Literacy: Read Alouds, Shared Reading, Modeled, Shared, Interactive, Guided, and Independent Writing

Guided Math: Number Talks; Numeracy Rich Environment includes math center with a variety of manipulatives, math words on letter wall including colors, shapes, and numerals, journals include math activities,

Seidlitz Strategies: Children are encouraged to respond with complete sentences, QSSSA

Family Engagement Observed Needs Support (YES) (NO)

Newsletter is sent home at least monthly

Activities to include family meetings, parent/child take-home activities or electronic portfolios

Classroom is able to make the connection to the CD Parenting Classes/Curriculum (home to school connection).

171 172

REGION 9 HEAD START ERSEA MONITORING TOOL 2019-2020 (completed 1 time annually: spring – ERSEA Manager Monthly monitoring kept with HS Coordinator)

MONITOR:

SITE: DATE:

1302 – Subpart A: # of students in the classroom: TOTAL: 3 year olds: 4 year olds: Predominant age of children in the classroom (must be maintained all year): Language spoken by majority of the children in the classroom: If more than ½ of the children in the classroom speak Spanish, is there a classroom staff member that speaks Spanish? YES NO

1302:12 - Eligibility YES NO Children served are 3 or 4 on date used to determine eligibility for 1. public school, September 1st. Program has a system to ensure that staff follows federal enrollment 2. and eligibility requirements. 3. Documentation is present to reflect how eligibility is determined. Staff is able to describe documents that are reviewed to determine 4. eligibility. Eligibility is clearly documented for families who report zero-income, 5. homeless status, or self-declared income. Child’s file has a signed statement (by appropriate Head Start staff) 6. stating that the child is eligible to participate in the program. Signed statements indicate which documents were reviewed to 7. determine eligibility (ex: Tax Form 1040, W-2, pay stubs/envelopes, or employers’ written statements). Child’s folder has documentation to reflect which income category in 8. which the child was enrolled. Has the program enrolled children who are outside the defined income 9. eligibility requirements or who are not categorically eligible?

1302:13 - Recruitment YES NO 1. Can staff discuss when recruitment is initiated each year? Can staff describe the ongoing recruitment process used to actively 2. recruit Head Start eligible children? Does program staff describe and document the systematic ways it 3. locates eligible families for the program.

173 How does program ensure the number of applications received is 4. greater than the number of available enrollment opportunities for the upcoming year? Staff is able to describe and document wait list is sufficient to fill 5. enrollment vacancies throughout the enrollment year. Program staff can describe and has documentation to support efforts to 6. actively locate and recruit children with disabilities for the program. 7. Collaboration is evident with the LEA and/or Part C (ECI) Agency. Documents and materials are evident of efforts to the programs 8. commitment to enrolling and serving children with disabilities. Staff can describe program’s plans and procedures for recruitment, 9. including efforts to solicit applications and timelines involved. Specific types of transportation assistance is offered and made clear to 10. all families in the program’s recruitment efforts/announcements.

1302:14 - Selection YES NO Program staff can describe process for developing selection criteria, 1. including who is involved in the process. Staff can describe when the selection process is updated to ensure 2. families with the most need are being served. Selection is a formal process and all applications are systematically 3. considered for enrollment, criteria considered includes income, age, points, and other factors as determined by the program. The program has developed a written selection system and criteria that 4. is applied to all applications. Program is able to reflect that priority is given to low income and 5. categorically eligible families prior to serving children whose family income falls above the poverty line. Children who receive public assistance, foster children, and homeless 6. children are given priority in the selection system. Enrollment process and procedures reflect that proper outreach occurs 7. before enrolling children above the poverty line. Enrollment process ensures that a selection meeting occurs before 8. children are offered an enrollment opportunity.

1302:15 - Enrollment YES NO What percentage are children with disabilities of the program’s actual 1. enrollment? Does the program have any examples of children with disabilities that 2. were denied enrollment or transitioned to another program because Head Start was not an appropriate placement? 3. Does the actual enrollment figure include 10% children with disabilities? If actual enrollment by mid-year does not reflect 10% of children with 4. disabilities does the grantee have the appropriate waiver? The program has a process for developing a ranked wait list and wait 5. list is kept current at all times.

174 Program is able to use wait list to ensure children ranked according to 6. selection criteria enter the program as vacancies occur. The program has documentation to support monthly enrollment data to 7. OHS. 8. The program is at its full funded enrollment. The program enrolls children who are categorically eligible as 9. determined by income eligibility requirements and or homeless, foster child, receiving public assistance. Documentation is in place to support the enrollment of an over income 10. child, if the need arises and decision includes ERSEA manager.

1302:16 - Attendance YES NO 1. How is absenteeism documented and tracked? Is absenteeism analyzed and does the process support resolving 2. absenteeism problems? Does documentation reflect support given to families whose 3. attendance falls below the Head Start recommended 85%, due to unexcused or undocumented absences? Does documentation reflect that contact is made within one (1) hour of 4. a child not showing up for school, and that a home visit is made after two (2) consecutive no-show/no-contact days? Children with four (4) or more consecutive absences have 5. documented efforts to assist children in attaining regular attendance. Children with five (5) tardies have received a referral to the Family 6. Service Worker for appropriate follow-up and documentation. Children with five (5) unexcused absences have received a referral to 7. the Family Service Worker for appropriate follow-up and documentation. Ongoing procedures for the program reflect that parents are not 8. required to pay any fees as a condition of their child’s enrollment or participation in the program.

COMMENTS:

Completed by: Date:

175 Quality Control Coaching Tool 2019-2020 (completed at initial site visit-with ongoing follow-up)

Site: ______Teacher:______Para:______Classroom Age: 3 or 4

 In compliance  Out of compliance DATE Not monitored / Not observed

EDUCATION Primary Language in the classroom: One classroom staff speaks the same language as the majority? Teacher tracking DIAL/DECA/Pedestrian Safety on new students.

CHILD HEALTH AND SAFETY

Health tracking up to date. Hand washing…….. Staff, volunteers, and children wash their hands with soap and running water, after toileting, handling animals, contaminated with bodily fluids, bandaging a wound and before food preparation or activities. Gloves are readily available. They are used when: in contact with blood or bodily fluids, handling foods, assisting with brushing teeth, toileting, diapering, etc…... (Dispose of fluids in plastic bag with secure tie. Disinfect when bodily fluids are spilled.) MENTAL HEALTH

Coordinators schedule posted and visible to staff and families?

MHC adheres to schedule? Visits on a regular basis?

Physical activity is not used as a reward or punishment. ERSEA

Ratio maintained (3’s – 17 & 4’s – 20). Documentation of absenteeism up to date? 176 Waitlist in place?

Recruitment documentation shows available transportation options? PARENT ENGAGEMENT Current program year parent committee meetings and minutes up to date. Documentation reflects input into the curriculum. Documentation reflects Policy Council Reps were elected. Parent Curriculum/Parenting Classes in place. Parent Resource Board Visibly Posted CLASSROOM ENVIRONMENT

Shelves and materials labeled to support clean-up and children’s independence. (Picture - Spanish & English) Arrangement of room supports the active learning environment needed for developmentally appropriate practice. The classroom is clean and uncluttered. Lesson plans are up-to-date and reflect: groups, individualization for IEP, CMH (Classroom Mental Health), & TMH (Targeted Mental Health). Documentation includes: F (Family), I (In-Kind), T (Transitions), N (Nutrition), & PIC (Parent Input Into Curriculum).

SAFE ENVIRONMENTS

Are children safe from the hazards posed by appliances (such as stoves, refrigerators, or microwaves)? All accessible electrical outlets covered and maintained to prevent shock. Garbage and trash stored, covered (with lid) and disposed of in a safe sanitary manner. Two staff observed to be with the children at all times Staff can verbalize how to maintain staff ratio (2 adults with children), if an emergency were to arise Active Supervision strategies are utilized at all times. 177 Face to Name procedure in place Daily playground checklist is up-to-date. Playground equipment and surfaces maintained to prevent injury to children. • Concrete will be well maintained (no cracks/holes larger than 1”) • Fences are well maintained, void of holes and sharp edges • Indoor and outdoor premises are kept free of undesirable and hazardous materials and conditions. Room has been sprayed with fire spray this school year. First aid kits are well supplied, kept out of the reach of children, items in kit are within the expiration date, and are readily available to staff. Fire Extinguisher and Smoke Detector chart/inspection is up-to-date. Cleaning supplies are locked up when not in use (when in doubt check the label to see if it says to keep out of reach of children).

DAILY ROUTINE The climate is POSITIVE and RESPECTFUL.

Balance of adult /child initiated activities. Pacing –developmentally appropriate-no long wait times for students, transitions/ materials are planned and ready. Instruction and activities are within appropriate time lines. (15-20 minutes). Behavior management is proactive with clear expectations.

Worksheets/Dittos are not utilized for daily learning.

There is a variety of grouping opportunities available throughout the daily routine for students (large group, small group, pairs and alone).

DISABILITIES

178 Discussion held with teacher to ensure children are supported appropriately and IEP goals are being addressed. # of referrals in the special education process______

Disability Tracking Form in place/current.

IEP’s in Child Plus.

NUTRITION

Children brush their teeth daily.

Toothbrushes are changed out monthly. Children and assigned classroom staff eat together family style, and share the menu to the extent possible. The staff sits with children during meals and snacks, while trying new foods, modeling language, sharing conversation, and encouraging social interaction. Children are encouraged to try new foods and not forced to eat. Food is not used as a reward or punishment. Individual child food allergies must be posted prominently in areas where children are served food for staff to view. Observations: □ Centers Reflect Themes □ Books/Writing Materials in Centers □ Safe Place □ In-kind Process (monthly) □ Policy Council Rep Attending Meetings □ Room/Playground Measurements/Appropriate Ratio (35 sq ft/75sq ft)

□ Follow-Up to Monitoring Issues □ Safety in Environment/Playground □ Volunteer Binder □ Child File Filing Current

□ Nap Time Appropriate Referrals made appropriately: □ Mental Health □ Attendance □ Disability

Identified Training Needs:______179 Items to be posted in the classroom:

Active Supervision Poster

Food Handlers License (must be current)

CPR/First Aid Certificate (must be current)

Indoor Square Footage of Classroom(s)

Playground Square Footage (post one per site/playground)

Emergency Procedures (fire/weather related emergencies)

EXIT signs at all exits (major exit must be illuminated)

Emergency evacuation routes

Emergency telephone numbers (fire, police, poison control) Required Centers Labeled Writings Reading Theme CPR/First Aid procedures Creativity Station Fire, Tornado, and Bus Evacuation drill sheet Construction Classroom (Teacher/Paraprofessional) Schedule Writers Corner Mental Health Schedule Pretend & Learn Student Daily Visual Picture Schedule ABC Daily Playground Checklist (post one per site/playground) Library/Listening Daily/Weekly Cleaning Logs Math and Science Wear Gloves When Poster Centers (at a minimum, must be supplied with supplies for number of Diapering Procedures children allowed in center, plus half that number ex: 4=6, 5=8, 6=9 etc…) Parent Resource Board (at least 1 per site)

Classroom has Community Resource Directory (Blue Book/Binder) 180

ONGOING PLAN OF ACTION:

Quality Control Coach: ______181

REGION 9 HEAD START MENTAL HEALTH 1302.45 MONITORING TOOL 2019-2020 (completed 1 time annually: spring – ERSEA Manager)

MONITOR:

SITE: DATE:

Mental Health Services YES NO Services are being provided, or supervised, by a licensed or certified mental 1. health professional. Staff has training or experience related to serving young children and their 2. families. Staff has resume or vitae documenting training, experience, expertise, and 3. qualifications and licensure. Program has determined who is formally assigned to manage mental health 4. services at each site/classroom. 5. Parental Consent for mental health consultation is obtained at enrollment.

6. Teachers are able to effectively and timely identify mental health problems. Staff provides training to assist program staff and parents to identify and 7. address mental health/behavioral concerns. Mental health staff provides regularly scheduled visits, with ongoing 8. expertise and oversight, to promote timely identification and intervention. Schedule of sufficient frequency is implemented consistently across 9. program, and is visibly posted in each classroom. 10. Staff interacts/consults with the program staff and families on-site. Staff is educated on process for identifying mental health/behavioral 11. concerns about a child. 12. Staff utilizes the Mental Health Concern Process (flow chart). Works with staff to complete documentation to identify children who might 13. require formal evaluation. Positive behavior supports are evident in the classroom (Conscious 14. Discipline). A Safe Place is established in the classroom and effectively utilized. 15.

Mental health resources are available to assist with getting services for 16. children, families, and program staff (additional evidence in Community partnerships).

182 Mental health documentation in lesson plan (promoting: effective classroom management, positive learning environments, implementing strategies, etc…) identifies and supports children with mental health and social/ 17. emotional concerns. Lesson plan components:  Classroom Mental Health Activity (CMH) (1x weekly)  Targeted Mental Health Activity (TMH) (1x weekly for child with IPGP) Classroom observations are used to address teacher and individual child 18. needs, create physical and cultural environments, promote positive mental health and social/emotional functioning. Other staff meet children’s mental health and social/emotional 19. needs through strategies that include observation and consultation. Communication occurs with parents about concerns or observations of their 20. child. Includes parents and teaching staff in developing, participating, and 21. implementing the Individual Positive Guidance Plan. Educates parents/staff on appropriate responses to the child’s behavior, 22. including what is typical behavior, including referrals for help if necessary. Discussions occur with families about how to create nurturing supportive 23. environments and relationships. Educate families about a variety of Positive Behavior Supports to be utilized 24. at home and in classroom. Educating parents/staff on mental health topics/identifying concerns and 25. issues including internalizing problems, appearing withdrawn, externalizing problems, challenging behaviors. Assist with referrals for help if necessary. Educates parents on Conscious Discipline parenting classes as a method 26. of promoting mental wellness. Documentation is maintained when parents have been referred to 27. community mental health resources and received appropriate services to support needs. Assists with the implementation of the policy to limit suspension and prohibit 28. expulsion as described in §1302.17. Assists with staff mental health, educating them on resources in their 29. community and making mental health and wellness information available to them regarding issues that may affect their job performance. Provides the staff with regular opportunities to learn about mental health, 30. wellness, and health education.

COMMENTS:

Completed by: Date:

183 Classroom Mental Health Observation Tool Due within 90 day of the start of the school year

Site: Teacher: Date of Observation(s): Mental Health Coordinator:

Classroom / Indoor Environment: YES NO Within the first 15 minutes of the day, the teacher conducts the morning greeting circle. Parents and children are greeted upon arrival, and acknowledged upon departure. Children’s projects and artwork are prominently displayed at student’s eye level within the classroom. Lesson plans are easily accessible for review, reflecting individualization for all children, at least 1 mental health activity per week, and includes activities from DECA results. If applicable, lesson plan contains targeted mental health for children who have Individual Positive Guidance Plans in place (or IPGP is attached to the lesson plan). # of referrals:_____ # of IPGP Plans: ______Daily Classroom Behavior Tracking positive and visual for the children to see. Teacher voice / noise level is appropriate to activity. The classroom has books, dolls, posters, food, clothing and other materials which reflect a diversity of language and culture, disabilities, family lifestyles, bright colors, and/or socially appropriate themes. The classroom has a variety of materials to encourage children to explore and express their feelings (art materials, music, movement, dolls, books, puppets, etc.) The classroom has a safe place with materials that is private but still visible to teachers. Daily Commitments are made and utilized. Conscious Discipline techniques are utilized by teachers and children throughout the day.

Classroom Management: YES NO The daily schedule is followed and picture schedule is posted at children’s level and utilized. Instructions to the children are clear, age appropriate and non-threatening. Children receive encouragement from teachers while practicing the problem solving approach (active listening, negotiation, setting limits, modifying the environment, affirmations, facilitation, removing and sitting apart). Children are provided opportunities to assist teachers or classmates in the classroom. Staff takes advantage of teachable moments throughout the day. Staff is actively involved in conversation with children during breakfast, lunch and snack. Interaction between children and teachers reflect respect, dignity and acceptance and staff do not bargain, threaten, intimidate children or use sarcasm. Staff assist children in practicing skills when needed (tying shoes, buttoning coat, etc). Staff actively engage with children during outdoor activities and use organized and un-organized play to teach concepts such as team work, cooperation, and problem solving. Teachers provide opportunities for children to take turns in the selection of activities and learning centers. The staff present clear transition signals to the children, allowing enough time and minimal effort to move from one activity to another. A clock is in the classroom and is visible to staff for classroom management. Overall, the classroom elicits a positive sense of mental wellness and safety to families, staff and visitors.

2019-2020 184

Teaching Team Dynamics: YES NO Teachers demonstrate a positive rapport with each other and other adults in the classroom, such as volunteers and other guests. Teachers demonstrate organization and team work. Both teachers are consistent in the use of positive guidance and classroom management.

What system is being used for positive reinforcement?

What is the daily/ongoing system used for exchanging information with families about their children?

Mental Health Collaboration with school or outside agencies:

Classroom strengths:

Plan:

DECA reviewed with teachers and classroom strategies discussed - Date:

This document has been reviewed with Head Start teaching staff and a copy has been given to the principal.

Mental Health Coordinator signature Teacher Signature

2019-2020 185

Classroom Mental Health Observation Form

Head Start Site: Teacher: Date of Observation: Total Minutes Observed: DECA Classroom

Observed during: Meals Nap Circle Centers Transition Outside Other: Observation Summary:

Classroom Strengths:

Recommendations / Strategies:

Follow up date:

Mental Health Coordinator Signature Classroom Teacher Signature 186 2019-2020 Keep copy with Classroom MH Observation Tool

REGION 9 HEAD START TRANSPORTATION MONITORING TOOL 2019-2020 Subpart F 1303.70 – 1303.75 (completed 1 time annually: spring – ERSEA Manager)

MONITOR:

SITE: DATE:

Transportation Services YES NO How often is a pre-trip inspection of the vehicle conducted? 1. What happens if something does not pass the pre-trip inspection?

2. Was a background check conducted when you were hired? Does each bus driver have a valid commercial driver's license (CDL)? 3. (with passenger endorsement) 4. Are vehicles equipped with reverse beepers? Are vehicles equipped with height- and weight-appropriate restraint 5. systems? Expiration Date:______Does the vehicle providing transportation services have a seat belt cutter 6. and sign indicating its location? Does the vehicle providing transportation services have a well-stocked 7. first aid kit and sign indicating its location? Is the vehicle equipped with a two-way communication system to call for 8. assistance? Is there a back-up plan if the two-way communication system is not working (e.g., in drop zones)? Is there a fire extinguisher on the bus and is it fully charged (check the 9. gauge and sign indicating its location)? Does the program have a waiver for the bus monitor requirement (Electra 10. and Petrolia)? At least one bus monitor is onboard the vehicle at all times for the districts 11. without a waiver (Wichita Falls ISD)? How are substitute monitors provided when the regular bus monitor is 12. absent? The time a child is in transit to and from the program does not exceed one 13. hour What is the average time each child is on the bus, each way? Which child 14. has the longest trip on the bus? How long is it?

Drivers use alternate routes in the case of hazardous conditions that 15. could affect the safety of the children who are being transported (such as ice or water build up, natural gas line breaks, or emergency road closing). Bus monitors and drivers complete pre- and post- trip vehicle checks to 16. ensure no child is ever left on a vehicle.

187 17. Can staff verbalize how they ensure no child is ever left on the vehicle? Active Supervision is utilized at all times. Staff is aware of proper 18. reporting procedures if an incident should occur. How do you know the people to whom each child can be released when he or she exits the bus (ex: parent, legal guardian, or individual 19. designated in writing by parent/legal guardian)?

What process do you follow if no parent is at a stop to meet a child exiting 20. the bus? Emergency occurs?

21. Are accidents reported in accordance with applicable State requirements? How are families notified if a child is onboard a bus when an accident 22. occurs?

Vehicles used for child transportation are registered and inspected per 23. local, state, Tribal and federal regulations. Bus routes are planned to ensure: -Curbside pick-up and drop off -When possible, stops are located to eliminate the need for children to cross the street or highway to board or leave the vehicle - An adult escorts children across the street to board or leave the vehicle (if curbside pick-up or drop off is impossible) 24. -Children are escorted as they board and exit vehicles -Vehicles are not loaded beyond maximum passenger capacity at any time -Drivers do not back up or make U-turns (except when necessary for safety reasons or because of physical barriers) -Stops are located to minimize traffic disruptions and to afford the driver a good field of view in front of and behind the vehicle Do the drivers receive a combination of classroom instruction (including refresher training annually) and behind-the-wheel instruction sufficient to enable each driver to: -Enable the driver to operate the vehicle in a safe and efficient manner -Safely run a fixed route, including loading and unloading children -Administer basic first aid 25. -Handle emergency situations, including vehicle evacuation -Operate any special equipment, such as wheelchair lifts, assistance devices or special occupant restraints -Conduct routine maintenance and safety checks of the vehicle -Maintain accurate records as necessary -Stopping at railroad crossings and performing other specialized driving maneuvers Does the program must ensure the annual evaluation of each driver (and bus monitor) of a vehicle used to provide such services includes an on- 26. board observation of road performance to operate the vehicle in a safe and efficient manner Before bus monitors assigned to vehicles used to provide such services begin their duties, are they trained (annually) on: 27. -child boarding and exiting procedure -use of child restraint systems -completion of any required paperwork 188 -child pick-up and release procedures -pre and post-trip vehicle check -Handle emergency situations, including vehicle evacuation -Operate any special equipment, such as wheelchair lifts, assistance devices or special occupant restraints - -Maintain accurate records as necessary -Transportation services for children with disabilities Drivers and monitors must also receive the Annual Required Training for 28. all Head Start staff, in accordance with 1302.47 (b)(4), including CPR and First Aid. Does the transportation comply with the Americans with Disabilities Act of 29. 1990? Transportation services for children with disabilities in compliance with 30. their IEP?

The specific types of assistance being offered must be made clear to all 31. prospective families in the program's recruitment announcements.

When transportation services are not offered, reasonable assistance is 32. provided to families to and from activities.

COMMENTS:

Completed by: ______Date: ______

189

REGION 9 HEAD START DISABILITIES MONITORING TOOL 2019-2020 (completed 1 time annually: winter – Ed Manager Monthly monitoring kept with HS coordinator)

MONITOR:

SITE: DATE:

Subpart F: 1302.60-1302.63 YES NO

The program hires staff or consultants who have training, experience, and 1. qualifications in securing and individualizing needed services for children with disabilities. The program designates staff or consultant to coordinate services for 2. children with disabilities. The program ensures that the program management functions for 3. disabilities services are formally assigned to and adopted by staff within the program. The Disabilities Coordinator ensures that health, dental and nutrition needs 4. of children with disabilities are communicated and met, and that follow-up occurs. 5. The Disabilities Coordinator ensures that nutrition needs of children with disabilities are communicated and that follow-up occurs. 6. The Disabilities Coordinator is made aware of special health, nutrition or mental health services needs of a child with disabilities. The Disabilities Coordinator coordinates with the Mental Health 7. Coordinator to ensure that mental health needs of children with disabilities are communicated, and that follow-up occurs. 8. Current agreements exist with LEAs and other agencies in the service area serving preschool age children with disabilities. The agreements specify an array of services that would enable children 9. with disabilities and their families to fully participate in the program. 10. Has a disabilities service plan been developed and updated annually? Is the Disabilities Services Plan a working document that guides the 11. program to identify, plan and implement Head Start services to enrolled children with disabilities? 12. Do children with disabilities receive the full range of services? Coordinated screening, assessment, and referral process is in place for all 13. children, identifying children suspected of having a disability as soon as the need becomes evident, while partnering with LEA and/or Part C? Documentation and/or tracking reveals timely referrals and further 14. evaluation, if needed.

190 What is the date the child’s disability was identified? 15. What is the date of referral for evaluation? What is the date of evaluation by the LEA or Part C agency? 16. What is the date parental consent was obtained? 17. Does the file contain an Individualized Education Program (IEP)? Is the IEP current? What is the date the IEP was created? What is the date the IEP was last updated? 18. Was the IEP created before special education and related services were provided? Was the parent/guardian involved in the IEP process? Are children with disabilities integrated into the classroom, family child care 19. home or socialization learning setting?

20. Does the teacher implement the IEP in the learning setting?

Does documentation/lesson plan reflect IEP outcomes being supported in 21. the classroom? Do the facilities adequately provide for children with disabilities to ensure 22. their safety, comfort, and participation? The program ensures that parents are: (1) fully informed of their rights under IDEA (2) informed of all screenings and referrals for evaluation (3) supported in their role as decision-makers for their child 23. (4) identifying and accessing resources needed to address their children’s special needs (5) able to provide consent prior to evaluation procedures (6) respected with confidentiality (7) encouraged to participate in IEP process What are the program's transition practices for toddlers with disabilities 24. leaving EHS and entering Head Start? The records of Head Start children with disabilities, including IEPs are 25. transferred to the appropriate programs. Transition planning occurs for children with disabilities leaving Head Start 26. for public school, or other placement. The program has specific outreach activities to actively locate and recruit 27. families of children with disabilities. The program collaborates with the LEA and community partners to locate 28. children with severe disabilities or who have previously been identified as having disabilities. The program ensures that no child is denied placement based on a 29. disability or its severity. The program enrolls children with disabilities, including children with more 30. significant disabilities. Does the actual program enrollment include 10 percent children with 31. disabilities, by the annually established mid-year date?

191 COMMENTS:

Completed by: Date:

192

REGION 9 HEAD START HEALTH SERVICES MONITORING TOOL 2019-2020 (completed 1 time annually: fall – ERSEA Manager Monthly monitoring kept with HS Coordinator)

MONITOR:

SITE: DATE:

Subpart D: 1302.40-1302.47 YES NO Services are overseen by staff member with training and experience in 1. public health. Have training or experience related to serving young children and their 2. families. Have a resume or vitae documenting training, experience, and 3. qualifications. 4. Determined who is formally assigned to manage health services. Program has established procedures for tracking the provision of health 5. care services. Program determines whether child has an ongoing source of continuous 6. accessible health care. Program engages parents in obtaining determination of whether a child is 7. up to date on primary and preventative health care. Program implements procedures for identifying new/recurring medical, 8. dental, developmental concerns, referrals made quickly. Online tracking (Google spreadsheet) is in place, up to date, reflecting 9. communication with parents, releases sent to Health Manager, and prompting conversations with families. 10. Information entered into tracking system matches information in child file. Ensure parent is educated on obtaining a medical/dental home and 11. assisted in scheduling necessary follow-up. Child files reflect ongoing source of medical/dental care within 90 days of 12. entry into the program. Child files have documentation of efforts to bring the child up to date on 13. primary and preventative health care (including dental), and makes efforts to keep the child up to date. In collaboration with the parent, program performs required linguistically 14. and age appropriate screenings to identify concerns regarding children within 45 days of entry. Program ensures children with known, observable, or suspected health, 15. oral, or developmental problems receives follow up, further testing, and treatment from an appropriate health care professional. Program establishes systems of ongoing communication with parents of 16. children with identified health needs, facilitates follow up and appropriate referrals. 193 Program involves and consults with parents immediately when health or 17. developmental problems are identified or suspected. Parents are notified, as appropriate, in the case of an emergency 18. involving their child. Program informs parents and obtains authorization prior to all health 19. procedures. 20. Results of health procedures provided and explained to parents. Documentation is maintained when parents refuse to give authorization 21. for health services. System is in place for notifying families of unplanned or unexpected 22. school closures. Parents are educated about health procedures/screenings and their 23. importance. Program obtains information from parents about their child’s health and 24. safety needs, identifies and plans for accommodations, and informs appropriate staff. Staff is trained and informed in accordance with the program’s 25. confidentiality policy. Program ensures that a child with a short-term injury/illness is temporarily 26. excluded from program activities, as appropriate. Children are not denied admission solely because of their health care 27. needs or medication requirements, unless reasonable accommodations cannot be made.

COMMENTS:

Completed by: Date:

194

REGION 9 HEAD START NUTRITION MONITORING TOOL 2019-2020 (completed 1 time annually: fall – ERSEA Manager)

MONITOR:

SITE: DATE:

1302.43 Oral Health Practices

1302.44 Child Nutrition 1302.91 Staff Qualifications 1302.47 Safety Practices YES NO Management functions for nutritional services are formally 1. assigned to and adopted by a staff person. The program is supported by a content expert who is a registered 2. dietician or nutritionist with appropriate qualifications/experience. Staff and families work together to ensure that nutrition services 3. are culturally and developmentally appropriate. Staff identifies (Child Nutrition Assessment) each child’s nutritional needs, family eating patterns, cultural preferences, 4. special dietary requirements (including children with disabilities), and nutrition-related concerns. The program’s nutrition services are designed and implemented to meet the nutritional needs of each child and offer a variety of 5. foods that consider cultural preferences and broaden children’s food experiences. Do any children in the classroom have a reported food allergy 6. according to the Child Nutrition Assessment? Individual child food allergies are prominently posted in the room 7. for staff to view wherever food is served. Meal and snack periods are appropriately scheduled and 8. adjusted to meet individual needs of children. Children who have not received breakfast prior to arrival will be 9. provided a nourishing breakfast. Parents and/or community partners are involved in planning and 10. evaluating nutrition services. Each child receives meals and snacks that follow recommended 11. allowances to meet a child's daily nutritional needs, and provide at least two-thirds of each child’s daily nutritional needs 12. Foods served comply with USDA requirements. The program ensures food served is high in nutrients and low in 13. fat, sugar, and salt.

195

14. Can the staff describe procedures for tooth brushing?

15. Teeth are brushed with toothpaste containing fluoride once daily. Can the staff describe ways that oral hygiene is promoted in the 16. classroom (other than brushing teeth - ex: presenters)?

17. During meal time, do children have adequate time to eat?

18. Are slower eaters given enough time to finish their food?

Children and classroom staff, including volunteers, eat together 19. family style and share the same menu to the extent possible.

Staff uses mealtime as an opportunity to share/model language, 20. initiate conversation, promote social interaction, and to introduce nutritious foods. New foods are introduced and children are encouraged to try 20. them. Staff is open and encouraging with children when they refuse a 21. food and continue to educate them on foods, promoting trying the food again in the future. Staff can verify that food is not used as a reward or punishment 22. for children’s behavior? Safe drinking water is available to the children during the program 23. day. How are food-related experiences (cooking activities, shopping, 24. etc.) integrated into classroom planning?

25. Menu is provided in Spanish.

26. Dietary accommodations are made appropriately (individualized).

COMMENTS:

Completed by: Date:

196

REGION 9 HEAD START FAMILY AND COMMUNITY ENGAGEMENT MONITORING TOOL 2019-2020 (completed 1 time annually: spring – ERSEA Manager)

MONITOR:

SITE: DATE:

NO Subpart E: 1302.50-1302.53 YES Services being provided by an area expert with training and experience in 1. social service related field. Parent involvement services are supported by staff with training and 2. experience in helping parents become advocates. Have a resume or vitae documenting training, experience, and 3. qualifications. Program ensures program management for family & community and parent 4. involvement are formally assigned to appropriate staff member. Partnering with parents to establish mutual trust, respect, and ongoing 5. interactions between staff & families, while supporting them in understanding the importance of parent involvement. Staff is familiar with the backgrounds of families/children; communication is 6. respectful of each family’s cultural, ethnic, and linguistic diversity. 7. Interpreters offered and utilized when necessary. A strength-based family-driven collaborative partnership- building process is 8. in place. Families set goals and discuss strengths/needs in the Family Partnership Agreement process. Family Partnership Agreement takes into account any pre-existing plans 9. developed between the family and other programs. Parent involvement in transition activities and parent is assisted in 10. becoming their child’s advocate. Program provides directly, or through referrals, resources and services 11. responsive to families’ interests, needs, and goals. Emergency or crisis assistance is provided as needed in areas such as 12. food, housing, clothing, and transportation. Tracking system is established to ensure families are supported in meeting 13. their goals, and have access to community resources/services. Program staff provides follow-up to determine timeliness and effectiveness 14. of services/referrals received. Activities are planned at varying times during the day/week to encourage 15. parent participation.

197 Activities and education topics are varied to meet the needs of the variety of families served and their needs (fathers, grandparents, incarcerated, mental 16. health, health, child abuse, substance abuse, medical, dental, nutrition, advocacy,…). 17. Activities are respectful of diversity. Program staff, in partnership with families, completes no less than two 18. home visits and two parent conferences each enrollment year. The program provides, either directly or through referrals, opportunities for parents and children to participate in literacy services, increasing family 19. access to materials, services, and activities critical to family literacy development. (Imagination Library, Literacy Council) Program provides opportunities for parents to enhance their parenting skills 20. and fully understand the educational and developmental needs of their children. Parents are given the opportunity to participate in health, oral health, 21. nutrition, active supervision, and mental health educational activities and to increase their knowledge in these areas. Parents are involved in the development of the curriculum and are able to 22. communicate with the teachers/staff regarding decisions related to their child’s education. 23. Parents have opportunities to visit the program and observe their child. Parents are given opportunities to participate in the program as employees 24. or volunteers.

25. Parent resource board is visible and up to date.

Program has taken affirmative steps to establish ongoing collaborative 26. community partnerships. Program has established and maintained a Health Services Advisory 27. Committee (HSAC). Program has procedures to support successful transitions for enrolled 28. children both into and out of Head Start, and engages parents in the process by encouraging their continued involvement/decision making. Programs coordinate with other agencies, encouraging communication and 29. appropriate meetings through the transition process. 30. Staff participates in transition related training.

COMMENTS:

Completed by: Date:

198

Community Partnership Checklist (completed one time in the Spring)

Site: Date:

1302.53: A program must establish necessary collaborative relationships and partnerships, with community organizations that may include:

☐ (i) Health care providers (mental health professionals, Medicaid/managed care networks, dentists, nutritional service providers, prenatal and postnatal support, and substance abuse treatment providers, other health professionals

☐ (ii) Agencies that provide services to children with disabilities, elementary schools, state preschool providers, and providers of child care services

☐ (iii) Family preservation/support services and child protective services

☐ (iv) Educational and cultural institutions (libraries, museums, etc.)

☐ (v) Temporary Assistance for Needy Families, nutrition assistance agencies, workforce development, adult or family literacy, adult education, and post-secondary education institutions, financial institutions, family financial stability agencies

☐ (vi) Housing assistance agencies (support for the homeless)

☐ (vii) Domestic violence prevention and support providers

☐ (viii) Other organizations or businesses that may provide support and resources to families

☐ Partnerships on file at Region 9

199 Child File Monitoring Checklist

Not applicable / Not due yet Form present but has errors/has been flagged Not in chart highlighted dates do not match Child Plus

1st or second year student?

Child File labeled correctly / 2019-2020 Folder Checklist

Date of birth printed on child file label

Date child was screened/accepted? (found on Group Selection form)

SECTION ONE: Enrollment Table of Contents Inspection of Confidential Records

Change of Status *

Child Plus Application form: Family Information, Income, & Contacts signed

Child's Primary Language as listed on Child Plus Application

Child Plus Application form: Applicant & Family Member Information

Head Start Eligibility Verification - signed and completed / Eligibility category

Applicant Eligibility & Enrollment Info. -or-Individual Systematic Selection Form

Points giving for Disabliity?

Income source documentation used - Income, Homeless, Foster, No income

Notification letter *

Acknowledgement of Parent Handbook signature form

Date of birth on birth certificate -must match child file label

Copy of Social Security card

Copy of Photo ID

Proof of Residency

Legal Documents*

Optional/Other Forms

200 1 Child File Monitoring Checklist

Not applicable / Not due yet Form present but has errors/has been flagged Not in chart highlighted dates do not match Child Plus

SECTION TWO: Health Table of Contents

Consent for Head Start Services

Health Coverage Form - and - copy/type of insurance card

Child Health History date

Child Nutrition Assessment date

Release of Information-Dental - name of dentist

Dental exams / dates

Release of Information-Physical - name of doctor

Physical exam / dates

Head Start / WIC Permission for Release and Exchange of Information

Hemoglobin/Hematocrit screening date and results

Lead screening date and results

Vision date and results or screener

Hearing date and results or screener

Immunization record

Risk Assessment for Lead Exposure: Parent Questionnaire

Questions About Your Child & TB

BMI Letter w/Growth Charts*

In House Referral* Accident Report*

Any delays/problems? (check h/v, physical, dental, labs)

If YES, documentation of follow-up and plan

201 2 Child File Monitoring Checklist

Not applicable / Not due yet Form present but has errors/has been flagged Not in chart highlighted dates do not match Child Plus

SECTION THREE: Social Services Table of Contents Progress Notes

Center-based Family Partnership Agreement

Family Partnership Agreement, Goals, and Outcomes Assmt date - Fall/Spring

Head Start Family Goals - date and signed by staff and parent

In House Referral *

Permission for Release and Exchange of Information *

Optional/Other Forms

SECTION FOUR: Parent Involvement Table of Contents

Parent Education and Interest Questionnaire

Parent Communication Log

Child Tardy/Attendance Logs

Attendance Documentation / Referral?

Notes from parent/guardian *

Tardy/Absent Acknowledgement *

Tardy/Absent Notification Letter *

Need for Transportation/Enrollment *

Optional/Other Forms *

202 3 Child File Monitoring Checklist

Not applicable / Not due yet Form present but has errors/has been flagged Not in chart highlighted dates do not match Child Plus

SECTION FIVE: Education Table of Contents

DIAL 4 report / date

DIAL 4 Parent Questionnaire

DECA report / date

Head Start Work Samples

Anecdotal Notes - filed at the end of the school year

CLI Progress Monitoring Reports - WAVE 1,2,3

Home Visit/Parent Conference form - filed at the end of the school year

Transition Plan date

Field Trip Permission forms

In House Referral *

Any delays/problems? (check DIAL, DECA, GOLD)

If YES, documentation of follow-up and plan

Optional/Other Forms

203 4 Child File Monitoring Checklist

Not applicable / Not due yet Form present but has errors/has been flagged Not in chart highlighted dates do not match Child Plus

SECTION SIX: Mental Health Table of Contents

Parental Consent for Mental Health/Behavioral Services - date signed

Progress Notes*

In House Referral *

Individual Mental Health Observations *

Positive Guidance Plan and follow up *

Permission for Release and Exchange of Information *

Optional/Other Forms

SECTION SEVEN: Special Education Table of Contents

In House Referral *

IFSP/IEP/Section 504 Plans or Disclaimer *

Parent Permission *

SST Documentation *

ARD *

Optional/Other Forms

COMMON ERRORS - please check all files for these errors

204 5 Parent Committee/Involvement Monitoring 641(a)(2)(J) (Completed one time in the Spring) Parent Parent meeting Proof of Evidence of Date of site Parent flyers Site/Campus Site/Campus Other Site training agendas, correspondance Family visit sent home Newsletters Calendars documentation tracking sheet minutes, sign in Spanish Literacy in sheets

Bowie

Burkburnett

City View

Electra

Gainesville

Henrietta

Nocona

Petrolia

Wichita Falls

205

10 WAYS TO KEEP CHILDREN SAFE When dropping off and picking up from school…

Sign your child in and out of the classroom every day Always supervise your child during drop off and pick up Do not talk on your cell phone or have other distractions Be aware of where your child is at all times Hold your child's hand when walking in and out of school Do not leave your car running Look all ways when crossing the street Do not leave your child unattended in your car or inside/outside the building Make sure all children wear seatbelts and are in appropriate child restraint systems Ensure school has your current contact information in case of emergency

206

Seguridad Primero

10 MANERAS DE MANTENER A SUS HIJOS SEGUROS

Cuando deje y recoja a su hijo...

Inscribe a su hijo/a en la llegada y salida de la clase Siempre supervise a su hijo/a durante la bajada y recogida No habla en su teléfono celular o sea distraído Tenga en cuenta dónde está su hijo/a todo el tiempo Sostenga la mano de su hijo/a al caminar dentro y fuera de la escuela Apague el motor de su coche Mira todas maneras al cruzar la calle No deje a su niño solo en su coche o en el interior/exterior del edificio Asegúrese que todos los niños usen el cinturón de seguridad y utiliza los sistemas de retención infantil adecuados Asegúrese que la escuela tenga su información de contacto correcta en caso de emergencia

207 ACTIVE SUPERVISION SIX STRATEGIES TO KEEP CHILDREN SAFE

Set Up the Environment Position Staff

Scan and Count Listen

Anticipate Children’s Behavior Engage and Redirect

Everyone has a responsibility to keep children safe! To learn more about Active Supervision visit the OHS website http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/safety-injury-prevention/active-supervision.html

208 This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning. Winter 2015 209 Wash Your Hands

1.Rub soap all over your hands. Make a lot of lather and bubbles. 2.Rub all over, under, and between fingers.

3.Rinse your hands under running water. 4.Use a clean towel or a paper towel to dry your hands.

5.Put the used paper www.childhealthonline.org towel in the trash can. 210

Wear Gloves When….

Wear gloves when  handling foods  assiting children with brushing teeth  assisting with toileting, diapering, etc.  contact with bodily fluids

Always wash your hands before putting on gloves

Change your gloves anytime you would need to wash your hands.  After touching your body  After using the toilet  After eating or drinking  After handling dirty equipment or utensils  After handling raw food  After any other activities that contaminate your gloves Remove your gloves from the inside out before washing your hands. 211 Safe and Healthy Diapering to reduce the spread of germs Keep a hand on the child for safety at all times!

1. PREPARE • Cover the diaper changing surface with disposable liner. • If you will use diaper cream, dispense it onto a tissue now. • Bring your supplies (e.g., clean diaper, wipes, diaper cream, gloves, plastic or waterproof bag for soiled clothing, extra clothes) to the diapering area.

2. CLEAN CHILD • Place the child on diapering surface and unfasten diaper. • Clean the child’s diaper area with disposable wipes. Always wipe front to back! • Keep soiled diaper/clothing away from any surfaces that cannot be easily cleaned. Securely bag soiled clothing.

3. REMOVE TRASH • Place used wipes in the soiled diaper. • Discard the soiled diaper and wipes in the trash can. • Remove and discard gloves, if used.

4. REPLACE DIAPER • Slide a fresh diaper under the child. • Apply diaper cream, if needed, with a tissue or a freshly gloved finger. • Fasten the diaper and dress the child.

5. WASH CHILD’S HANDS • Use soap and water to wash the child’s hands thoroughly. • Return the child to a supervised area.

6. CLEAN UP • Remove liner from the changing surface and discard in the trash can. • Wipe up any visible soil with damp paper towels or a baby wipe. • Wet the entire surface with disinfectant; make sure you read and follow the directions on the disinfecting spray, fluid or wipe. Choose disinfectant appropriate for the surface material.

7. WASH YOUR HANDS • Wash your hands thoroughly with soap and water.

212 CS251744 DECA & Head Start Devereux Early Childhood Assessment Program as it relates to Head Start Performance Standards

The Devereux Early Childhood Assessment (DECA) Program is a strength-based system designed to promote resilience in children ages 2-5. Through the program, early childhood professionals and families learn specific strategies to support young children's social and emotional development, thus enhancing the overall quality of early childhood programs.

Head Start Devereux Early Childhood Performance Standards Assessment (DECA) Program 1304.20 (b) (1) (b) The DECA is a standardized, valid Screening for developmental, and reliable instrument for children sensory, and behavioral concerns. ages 2-5 that measures child (1) In collaboration with each child's protective factors as well as screens parent, and within 45 calendar days of for behavioral concerns. The DECA, the child's entry into the program, to be completed by both staff and grantee and delegate agencies must parents, provides a tool to better perform or obtain linguistically and understand a child's behavioral and age appropriate screening procedures social strengths and needs as well as to identify concerns regarding a determine when further assessment is child's developmental, sensory (visual necessary. and auditory), behavioral, motor, language, social, cognitive, Having been normed on a perceptual and emotional skills (see representative sample of children in 45 CFR 1308.6 (b) (3) for additional the United States, the instrument is information). To the greatest extent sensitive to children's cultural possible, these screening procedures backgrounds. The instrument is must be sensitive to the child's available in English and Spanish. cultural background. Requests for versions in other languages should be forwarded to Devereux, see contact information at the end of this document. 1304.20 (b) (2) (2) The scoring mechanism of the DECA Grantee and delegate agencies must is one source of information that may obtain direct guidance from a mental be relayed to a mental health health or child development professional or child development professional on how to use the specialist, when appropriate, and with findings to address identified needs. parental consent. Available to program staff is electronic access to an early childhood/mental health specialist. This service provides staff with immediate feedback and helps

213 facilitate the referral process. In addition, ongoing technical support is offered through Devereux for on-site or distance learning updates and question/answer sessions. 1304.20 (b) (3) (3) The Devereux model emphasizes that Grantee and delegate agencies must both staff and parents administer the utilize multiple sources of information DECA and then jointly develop on all aspects of each child's consistent plans for the home and development and behavior, including school environments that promote input from family members, teachers, children's resilience, based on and other relevant staff who are multiple sources of information. Step familiar with the child's typical one in the DECA Program helps behavior. teachers understand why and how to collect information on children. 1304.20 (d) The Devereux model guides Ongoing care. classroom personnel in conducting (d) In addition to assuring children's observations that are accurate, participation in a schedule of well objective, and complete. The DECA child care, as described in section Program is supported by training from 1304.20 (a) of this part, grantee and Early Childhood Specialists on how to delegate agencies must implement conduct quality running records ongoing procedures by which Early observations. Step five of the DECA Head Start and Head Start staff can Program, evaluate progress, indicates identify any new or recurring medical, that the program is ongoing and dental, or developmental concerns so should be used to gather information that they may quickly make for measurable outcomes and appropriate referrals. These accountability procedures must include: periodic observations and recordings, as appropriate, of individual children's progress, changes in physical appearance (e.g., signs of injury or illness) and emotional and behavioral patterns. In addition, these procedures must include observations from parents and staff. 1304.20 (e) (1) (e) The DECA Program encourages and Involving parents. supports teachers in their outreach (1) Consult with parents immediately efforts to involve parents in the when child health or developmental assessment and planning procedures problems are suspected or identified; for their children. 1304.20 (e) (3) (3) The parent guide, a rich DECA Talk with parents about how to Program resource, offers parents

214 familiarize their children in a information about appropriate social developmentally appropriate way and and emotional development. The in advance about all of the parent guide is easy-to-read, written procedures they will receive while on a 6th-grade reading level, and enrolled in the program; offers specific suggestions for parents to encourage their child's development. 1304.20 (f) (1) (f) The DECA Program is a strength- Individualization of the program. based system that incorporates (1) Grantee and delegate agencies insights from parents and classroom must use the information from the staff regarding every child's social screenings for developmental, and emotional strengths and sensory, and behavioral concerns, the concerns. This information is ongoing observations, medical and gathered from multiple sources dental evaluations and treatments, including assessment and and insights from the child's parents observation, and is used for daily and to help staff and parents determine weekly planning to meet children's how the program can best respond to individual needs. each child's individual characteristics, strengths and needs. 1304.21 (a) (1) (iii) (iii) The classroom guide is another Provide an environment of DECA Program resource. Five acceptance that supports and chapters are devoted to setting up a respects gender, culture, language, quality program environment to ethnicity and family composition; promote children's resilience. Through a developmentally appropriate environment, specific strategies are offered for encouraging attachment, self-control and initiative in individual children and groups of children. 1304.21 (a) (1) (iv) (iv) The classroom guide contains a Provide a balanced daily program of chapter specifically devoted to using child-initiated and adult-directed activities and experiences to promote activities, including individual and resilience in children. Through small group activities; and developmentally appropriate activities and experiences, specific strategies are offered for encouraging attachment, self-control and initiative in individual children and groups of children. 1304.21 (a) (2) (ii) The DECA Program is supported by (ii) Provide opportunities to increase observations that are accurate, their child observation skills and to objective and complete. Children and

215 share assessments with staff that will staff will both benefit from these help plan the learning experiences; quality observations and insights into children's behaviors, strengths, likes and dislikes. Training for the DECA Program includes an intensive module on improving child observation skills. 1304.21 (a) (3) (I) (A) The primary focus of the DECA (A) Grantee and delegate agencies Program is to promote protective must support social and emotional factors in preschoolers. These development by: Encouraging protective factors will help the child development which enhances each grow into a resilient adult. One of the child's strengths by: Building trust; three protective factors that the DECA Program will assess in children and work to build is: Attachment, or, the mutual, strong, and long-lasting relationship between a child and significant adults such as parents, family members, and teachers. 1304.21 (a) (3) (I) (B) The second protective factor the (B) Fostering independence; DECA Program will assess and build in children is: Initiative, or, a child's ability to use independent thoughts or actions to meet his or her needs. 1304.21 (a) (3) (I) (C) The third protective factor the DECA (C) Encouraging self-control by Program will assess and build in setting clear, consistent limits, and children is: having realistic expectations; Self-control, or, the ability to experience a range of feelings and express them using the words and actions that society considers appropriate. 1304.21 (a) (3) (I) (D) The classroom guide contains a (D) Encouraging respect for the chapter that focuses specifically on feelings and rights of others; and supportive interactions between the teacher and the children, as well as between the children themselves. Through developmentally appropriate supportive interactions, specific strategies are offered for encouraging attachment, self-control and initiative in individual children and groups of

216 children. 1304.21 (a) (3) (I) (E) The classroom guide contains a (E) Supporting and respecting the chapter devoted to strengthening home language, culture, and family partnerships with families. Through composition of each child in ways that appropriate involvement of families, support the child's health and well- specific strategies are offered for being; encouraging attachment, self-control and initiative in individual children and groups of children. 1304.21 (a) (3) (ii) The classroom guide contains a (ii) Planning for routines and chapter that focuses on the daily transitions so that they occur in a program. Through a developmentally timely, predictable and unrushed appropriate daily program, specific manner according to each child's strategies are offered for encouraging needs. attachment, self-control and initiative in individual children and groups of children by planning for routines and transitions. 1304.21 (a) (4) (I) The classroom guide offers strategies (I) Supporting each child's learning, to guide teachers in how they will using various strategies including allow children to learn and develop experimentation, inquiry, observation, through play and positive interactions play, and exploration; with adults and other children. 1304.21(c) (1) (iv) The focus of the DECA Program is to (iv) Ensures that the program promote healthy social and emotional environment helps children develop development in children and to help emotional security and facility in foster resilience. The classroom guide social relationships; offers strategies that are specifically designed to help children develop healthy attachment, an important factor in a child's development of emotional security. 1304.21 (c) (1) (v) & (vi) The classroom guide offers guidance (v) Enhances each child's that will help teachers understand the understanding of self as an individual importance of children developing and as a member of a group; sense-of-self, as well as specific (vi) Provides each child with strategies to foster this growth. opportunities for success to help Opportunities are discussed to allow develop feelings of competence, self- children to explore and express their esteem, and positive attitudes toward feelings, as well as experience a learning; sense of belonging, both in small- group and large-group activities. 1304.21 (c) (2) In the DECA Program, individual child

217 (2) Staff must use a variety of observations and classroom strategies to promote and support observations are encouraged children's learning and developmental throughout the program year. Results progress based on the observations are used to plan for individuals and and ongoing assessment of each for the classroom. child. 1304.24 (a) (1) (I) Because the DECA is completed by (a) Mental Health Services (1) both parents and staff, Grantee and delegate agencies must communication about the child can be work collaboratively with parents for accomplished through completing and issues related to parents education discussing its results. This by: communication can occur through (I) Soliciting parental information, both formal and informal methods. observations, and concerns about their child's mental health. 1304.24 (a) (1) (ii) Observation and collecting (ii) Sharing staff observations of their information about children and their child and discussing and anticipating environment is a key step in the with parents their child's behavior and DECA Program. Staff learns the development, including separation importance of appropriate and attachment issues. observation, how to share this information with families, and how to use these observations to plan with families to promote children's attachment, self-control and initiative. The parent guide includes a chapter on how to foster attachment in preschoolers. 1304.24 (a) (1) (iii) The parent guide includes positive (iii) Discussing and identifying with techniques of guidance for parents parents appropriate responses to their and staff to increase a child's child's behaviors attachment, self-control and initiative. Rather than focus on negative behaviors, the model identifies protective factors that parents and teachers can support and enhance together. 1304.24 (a) (1) (iv) DECA Program resources are (iv) Discussing how to strengthen designed to assist staff and parents in nurturing, supportive environments helping children develop attachment, and relationships in the home and at self-control and initiative by focusing the program on the areas of environment, daily routine, supportive interactions, partnerships with families, and

218 activities and experiences. 1304.24 (a) (1) (v) The parent guide includes activities (v) Helping parents to better that assist parents in learning about understand mental health issues and promoting children's resilience. With teacher's involvement in the DECA Program, staff will be better prepared to discuss these sensitive mental health issues with parents. 1304.24 (a) (1) (vi) Through a culturally competent (vi) Supporting parents participation in approach, the Devereux model any needed mental health emphasizes to staff the importance of interventions communicating with parents about mental health issues and providing parents with information about partnering with staff and other mental health resources to promote children's social and emotional development. Regularly scheduled family activities are strongly encouraged in the Devereux model. 1304.24 (a) (2) The DECA Program may be used as (2) Grantee and delegate agencies one source of information to must secure the services of mental recommend the referral of a child to a health professionals on a schedule of mental health specialist. The model sufficient frequency to enable the also provides electronic access to an timely and effective identification of early childhood/mental health and intervention in family and staff specialist. This access will provide concerns about child's mental health support to the staff until an on-site mental health professional is available. In addition, the electronic technical assistance will guide staff and parents in their efforts to secure the assistance of a mental health professional in their community. 1304.24 (a) (3) (I) The Devereux model supports and (3) Mental health program services enhances regularly scheduled on-site must include a regular schedule of mental health consultation. on-site mental health consultation involving the mental health The DECA produces two types of professional, program staff, and profiles, an individual profile and a parents on how to: classroom profile. Based on these (I) Design and implement program profiles generated by the assessment, practices responsive to the identified teachers implement strategies that behavioral and mental health are specifically geared to address the

219 concerns of an individual child or needs of the individual child as well group of children as the entire class. 1304.24 (a) (3) (ii) The Devereux model provides staff (ii) Promote children's mental and parent education on mental wellness by providing group and health through the Strategies and individual staff and parent education electronic technical assistance. While on mental health issues this does not take the place of an on- site mental health specialist, it provides feedback to staff and parents regarding their immediate concerns. 1304.24 (a) (3) (iii) The DECA includes a behavioral (iii) Assist in providing special help for concerns screener which can serve children with atypical behavior or as information for teachers and development parents about a child's atypical behavior. This screen alone should not be used to make a decision about a child's behavior, but should serve as a guide regarding the need for further assessment. Devereux is nearing completion of a full assessment of behavioral concerns and protective factors. This assessment, the DECA-Clinical or DECA-C is due to be published in spring 2002. In addition, the Observation Journal, a reproducible DECA resource, offers rich planning forms, including several devoted to helping children change challenging behaviors. 1304.40 (a) (4) & (5) The DECA Program encourages and (4) & (5) A variety of opportunities supports parent involvement must be created by grantee and throughout the program design. The delegate agencies for interaction with DECA Program is also available in parents throughout the year. Meetings Spanish to help support even more and interactions with families must be families. respectful of each family's diversity and cultural and ethnic background. 1304.40 (e) (1) The DECA should be completed by (e) (1) Grantee and delegate both the parent and the teacher. The agencies must provide opportunities results are then coupled with to include parents in the development classroom observations and other of the programs curriculum and pertinent family information to help

220 approach to child development and plan for the children. The design of education. the Devereux model incorporates parents as key members of the planning team. 1304.40 (e) (3) The DECA Program encourages Grantee and delegate agencies must parent involvement at many different provide opportunities for parents to levels. Parents are key members of enhance their parenting skills, their child's planning team. Parental knowledge, and understanding of the input is encouraged in the program educational and developmental needs design, including the environment, the and activities of their children and to activities and experiences, and the share concerns about their children daily program. with program staff. 1304.40 (f) (1) The DECA Program serves as a (f) (1) Grantee and delegate agencies mental health education program must provide medical, dental, complete with assessment, strategies nutrition, and mental health education and planning forms for children and programs for program staff, parents, classrooms. and families. 1304.40 (f) (4) (I) (ii) & (iii) The parent guide was designed to be (4) (I) Grantee and delegate agencies incorporated into parent trainings and must ensure that the mental health parent activities designed to promote education program provides, at a the mental health of children and of minimum: parents. The DECA Program helps (I) A variety of group opportunities for open the lines of communication parents and program staff to identify between staff and parents regarding and discuss issues related to mental healthy social and emotional health development and modeling. Parents (ii) Individual opportunities for parents and staff alike are also encouraged to to discuss mental health issues reflect upon their own protective related to their child and family with factors as a way to plan for their own program staff; positive mental health. (iii) The active involvement of parents in planning and implementing any mental health interventions for their children. 1304.40 (h) (3) (ii) The parent guide helps give parents Assist parents to communicate with the terminology to use as well as teachers and other school personnel ideas to explore in planning for their so that parents can participate in children. Because parents and decisions related to their children's teacher complete the same education. assessment, parental input is a key part of their child's programming.

221 1304.41 (a) (2) (ii) (vii) & (viii) Communication will be facilitated by Grantee and delegate agencies must the results of this standardized, take affirmative steps to establish reliable, and valid, strength-based ongoing collaborative relationships assessment. Results may be shared, with community organizations to as needed, and with parental promote the access of children and permission, with other community families to community services that agencies involved in planning and are responsive to their needs, and to supporting the child and his or her ensure that Early Head Start and family. Child care staff, elementary Head Start programs respond to school personnel, and mental health community needs, including: providers may choose to use DECA (ii) Mental health providers. results to support the growing (vii) Local elementary schools and strengths of the child. The opportunity other educational and cultural for consistency across programs is institutions, such as libraries and increased. museums, for both children and families; (viii) Providers of child care services 1304.52 (I) One of the essential sets of DECA Grantee and delegate agencies must, Program forms, the Reflective at a minimum, perform annual Checklists, help administrative staff to performance reviews of each Early assess the developmental Head Start and Head Start staff appropriateness of classroom member and use the results of these environments, daily programs, reviews to identify staff training and activities and experiences, supportive professional needs, modify staff interactions, and partnerships with performance agreements, as families. By administrators and necessary, and assist each staff teachers completing the Reflective member in improving his or her skills Checklists together, communication and professional competencies. and facilitation of professional growth are fostered. 1304.52 (j) (3) Participation in the DECA Program Grantee and delegate agencies must provides the unique opportunity for make mental health and wellness staff to reflect on their own protective information available to staff with factors. Being aware of their own concerns that may affect their job strengths and concerns can help staff performance. become more mentally healthy and thus reflect a more positive and nurturing environment for children. 1304.53 (a) (1) & (3) An entire chapter devoted to (1) Grantee and delegate agencies environment will serve as a vital must provide a physical environment reference to classroom and and facilities conducive to learning administrative personnel. Through a and reflective of the different stages developmentally appropriate

222 of development of each child. environment, specific strategies are (3) The center space provided by offered for encouraging attachment, grantee and delegate agencies must self-control and initiative in individual be organized into functional areas children and groups of children. that can be recognized by the children and that allow for individual activities and social interactions. 1304.53 (b) (1) (I) (ii) (iii) (iv) (v) (vi) Several chapters in the classroom & (vii) guide offer specific strategies that (b) Grantee and delegate agencies allow children to learn and develop must provide and arrange sufficient through play and positive interactions equipment, toys, materials, and with adults and other children. furniture to meet the needs and Guidelines for planning incorporate facilitate the participation of children cultural and ethnic sensitivity and and adults. Equipment, toys, inclusion, materials and activities for materials, and furniture owned or children of varying developmental operated by the grantee or delegate levels, and proper use, clean-up, and agency must be: storage of equipment. Both new and (I) Supportive of the specific seasoned teachers alike will benefit educational objectives of the local from the rich strategies designed to program; make the classroom developmentally (ii) Supportive of the local cultural and appropriate, fun and supportive of ethnic backgrounds of the children; social and emotional growth. (iii) Age-appropriate, safe, and supportive of the abilities and developmental level of each child served, with adaptations, if necessary, for children with disabilities; (iv) Accessible, attractive, and inviting to children; (v) Designed to provide a variety of learning experiences and to encourage each child to experiment and explore; (vi) Safe, durable, and kept in good condition; (vii) Stored in a safe and orderly fashion when not in use. 1308.6 (a) (1) & (2) The DECA Program is to be The disabilities coordinator must be completed by parents and teachers involved with other program staff for ALL children in the classroom. throughout the full process of Each child's individual strengths and assessment of children, which has needs in the areas of attachment, three steps: initiative, self-control, and behavior

223 (1) All children enrolled in Head Start concerns will be discovered. Children are screened as the first step in the with low protective factors who might assessment process; have previously slipped though the (2) Staff also carry out on-going cracks will be identified and developmental assessment for all incorporated in the planning process, enrolled children throughout the year even when they lack behavioral to determine progress and plan concerns. This aspect of the DECA program activities. makes the assessment unique in comparison with other instruments that assess social and emotional health. It is a tool to help identify children early in order to prevent future social and emotional problems. 1308.6 (d) The area of social/emotional Developmental assessment, the development is an area in which second step, is the collecting of information must be collected information on each child's throughout the program year. In functioning in these areas: gross and addition to social and emotional fine motor, perceptual discrimination, health, a behavioral concerns cognition, attention skills, self-help, screener will assist in the social and receptive skills, and identification of children at-risk? expressive language. 1308.8 (a) & (b) Utilizing the DECA as one source of (a) An emotional/behavioral disorder information, in addition to information is a condition in which a child's gathered through quality observations behavioral or emotional responses and other sources, will contribute to are so different from those of the the decision for referral for further generally accepted, age-appropriate evaluation. The DECA-Clinical norms of children with the same version (or DECA-C) is due to be ethnic or cultural background as to published in spring 2002, and will result in significant impairment in serve as a follow-up assessment for social relationships, self-care, children scoring in the concern range educational progress or classroom on the DECA behavioral concerns behavior. screener. (b) The eligibility decision must be based on multiple sources of data, including assessment of the child's behavioral or emotional functioning in multiple settings. 1308.19(d) & (e) The strength-based assessment tool, (d) If Head Start develops the IEP, the the DECA, will provide information IEP must take into consideration the regarding a child's strengths in the child's unique needs, strengths, areas of attachment, initiative, and developmental potential and the self-control. This information will be

224 family strengths and circumstances key in planning for children who have as well as their child's disabilities. been identified as children with (e) The IEP must include: (1) A special needs. statement about the child's present level of functioning in the social- emotional, motor, communication, self-help, and cognitive areas of development, and the identification of needs in those areas requiring specific programming. 1308.19 (j) (2) The DECA Program strongly Grantee and their delegates must encourages programs to include make vigorous efforts to involve parents as a key part of the planning parents in the IEP process. The team for all children, including grantee must: children for whom an IEP has been (2) make every effort to assure that developed. parents understand the purpose and proceedings and that they are encouraged to provide information about their child and their desires for the child's program;

For more information, please contact Linda Likins, National Project Director for the Devereux Early Childhood Initiative, at (610) 542-3095.

225

TIP: Use this Crosswalk in conjunction with the Rubric Progress Assessments found on the website.

Conscious Discipline® CLASS Domains, Dimensions and Indicators Powers, Skills and School Emotional Support Classroom Organization Instructional Support Family Components (Structures) Positive Teacher Regard for Behavior Productivity Instructional Concept Quality of Language Climate Sensitivity Student Manageme Learning Development Feedback Modeling Perspectives nt Formats

Parallel Talk Communication

and and ended Questions ended spect

- Scaffolding - Relationships Redirection FeedbackLoops Proactive Positive Affect Student Interest Creating Integration Address Problems Address Re Awareness Responsiveness Clear Expectations Clear Student Behavior Routines Student Comfort Preparation Transitions Student Expression Providing Information Analysis & Reasoning Analysis

Self Frequent Conversation Effective Facilitation Repetition and Extension and Repetition Clarity of Learning Learning of Clarity Objectives Prompting Thought Processes Thought Prompting Positive Encouragement & Affirmation Flexibility and Student Focus Leadership & Autonomy for Support AdvancedLanguage Maximizing Learning Time Learning Maximizing Connections to the Real World Open Variety of Modalities & Materials Movement of Restriction Power of Perception Composure ● ● ● Safe Place ● ● ● Friends and Family Board ● ● ● ● ● ● Brain Smart Start ● ● ● ● Safekeeper Ritual ● ● ● ● ● Greeting/Goodbye Ritual ● ● ● ● Kindness Tree ● ● ● ● ● ● ● ● ● Power of Attention Adult Assertiveness ● ● ● ●

226 Relationships Relationships Relationships Relationships

Teaching Assertiveness ● ● ● ● ● ● to Children Visual Routines ● ● ● ● Visual Daily Schedule ● ● ● Time Machine ● ● ● ● ● ● Transition Rituals ● ● ● ● ● Social Stories ● ● ● ● ● Power of Unity Encouragement ● ● ● ● I Love You Rituals ● ● ● ● ● ● Ways to be Helpful ● ● ● ● ● ● Meaningful Jobs ● ● ● Power of Free Will Choices ● ● ● ● Picture Rule Cards ● ● ● Power of Acceptance Empathy ● ● We Care Center ● ● ● ● ● ● Power of Love Positive Intent ● ● ● ● ● ● Celebration Center ● ● ● ● Wish Well Board ● ● ● ● ● ● ● ● Absent Child ● ● ● ● Power of Intention Consequences ● ● ● ● Class Meeting ● ● ● ● ● ● ● ● ● ● ●

227

Head Start ELOF &Texas Pre-K Guidelines Alignment

Prekindergarten Guidelines Early Learning Outcomes Framework Social and Emotional Development Domain I.A.1. Child is aware of where own body is in space and respects personal boundaries. I.A.2. P-SE 9. Child recognizes self as a unique individual having Child shows self-awareness and can express pride in age own abilities, characteristics, emotions, and interests. appropriate abilities and skills. I.A.3. P-SE 10. Child expresses confidence in own skills and positive Child shows reasonable opinion of his own abilities and feelings about self. limitations. I.A.4. P-ATL 10. Child demonstrates initiative and independence. Child shows initiative in independent situations and persists in attempting to solve problems. I.B.1.a. P-ATL 2. Child follows classroom rules and routines with Child follows classroom rules and routines with occasional increasing independence. reminders from teacher. I.B.1.b. P-ATL 3. Child appropriately handles and takes care of Child takes care of and manages classroom materials. classroom materials. I.B.1.c. P-ATL 5. Child demonstrates an increasing ability to control Child regulates his own behavior with occasional reminders or impulses. assistance from teacher. 1 I.B.2.a. P-ATL 1. Child manages emotions with increasing Child begins to understand difference and connection independence. between emotions/feelings and behaviors. I.B.2.b. P-ATL 7. Child persists in tasks. Child can communicate basic emotions/feelings. I.B.2.c. P-ATL 4. Child manages actions, words, and behavior with Child is able to increase or decrease intensity of emotions increasing independence. more consistently, although adult guidance is sometimes necessary. I.B.3.a. P-ATL 6. Child maintains focus and sustains attention with Child sustains attention to personally chosen or routine minimal adult support. (teacher-directed) tasks until completed. I.B.3.b. P-ATL 7. Child persists in tasks. Child remains focused on engaging group activities for up to 20 minutes at a time. I.C.1. P-ATL 12. Child expresses creativity in thinking and Child uses effective verbal and nonverbal communication skills communication. to build relationships with teachers/adults. P-ATL 1. Child manages emotions with increasing independence. I.C.2. P-ATL 11. Child shows interest in and curiosity about the Child assumes various roles and responsibilities as part of a world around them. classroom community. P-SE 11. Child has sense of belonging to family, community, and other groups. I.C.3. P-SE 3. Child engages in and maintains positive interactions Child shows competence in initiating social interactions. and relationships with other children.

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Head Start ELOF &Texas Pre-K Guidelines Alignment P-SE 4. Child engages in cooperative play with other children. I.C.4. P-ATL 13. Child uses imagination in play and interactions with Child increasingly interacts and communicates with peers to others. initiate pretend play scenarios that share a common plan and goal. I.C.5. P-ATL 9. Child demonstrates flexibility in thinking and Child initiates problem-solving strategies and seeks adult help behavior. when necessary. I.C.6. P-SE 7. Child expresses care and concern toward others. Child demonstrates empathy and caring for others. I.C.7. P-SE 3. Child engages in and maintains positive interactions Child interacts with a variety of playmates and may have and relationships with other children. preferred friends. P-SE 4. Child engages in cooperative play with other children. I.D.1. P-SE 6. Child expresses a broad range of emotions and Child demonstrates an understanding that others have recognizes these emotions in self and others. perspectives and feelings that are different from her own. Language and Communication Domain II.A.1. P-LC 1. Child attends to communication and language from Child shows understanding by responding appropriately. others. II.A.2. Child shows understanding by following two-step oral directions and usually follows three-step directions. II.A.3. P-LC 1. Child attends to communication and language from 2 Child shows understanding of the language being spoken by others. teachers and peers. II.B.1. P-LC 5. Child expresses self in increasingly long, detailed, and Child is able to use language for different purposes. sophisticated ways. II.B.2. P-LC 4. Child understands, follows, and uses appropriate Child engages in conversations in appropriate ways. social and conversational rules. II.B.3. P-LC 3. Child varies the amount of information provided to Child provides appropriate information for various situations. meet the demands of the situation. II.B.4. P-LC 4. Child understands, follows, and uses appropriate Child demonstrates knowledge of verbal conversational rules. social and conversational rules. II.B.5. P-LC 4. Child understands, follows, and uses appropriate Child demonstrates knowledge of nonverbal conversational social and conversational rules. rules. II.B.6. P-LC 4. Child understands, follows, and uses appropriate Child matches language to social contexts. social and conversational rules. II.C.1. P-LC 5. Child expresses self in increasingly long, detailed, and Child’s speech is understood by both the teacher and other sophisticated ways. adults in the school. II.C.2. P-LC 6. Child understands and uses a wide variety of words Child perceives differences between similar sounding words. for a variety of purposes. II.C.3. P-LIT 1. Child demonstrates awareness that spoken language Child investigates and demonstrates growing understanding of is composed of smaller segments of sound. the sounds and intonation of language. II.D.1. P-LC 7. Child shows understanding of word categories and Child uses a wide variety of words to label and describe relationships among words. people, places, things, and actions. II.D.2. P-LC 6. Child understands and uses a wide variety of words for a variety of purposes. Created: 06/30/2016 Reviewed: 07/15/2017 Revised: 07/01/2016 229

Head Start ELOF &Texas Pre-K Guidelines Alignment Child demonstrates understanding of terms used in the instructional language of the classroom. II.D.3. P-LC 6. Child understands and uses a wide variety of words Child demonstrates understanding in a variety of ways or for a variety of purposes. knowing the meaning of 3,000 to 4,000 words*, many more than he or she uses. II.D.4. P-LC 7. Child shows understanding of word categories and Child uses a large speaking vocabulary, adding several new relationships among words. words daily. II.D.5. P-LC 7. Child shows understanding of word categories and Child increases listening vocabulary and begins to develop relationships among words. vocabulary of object names and common phrases. II.D.6. P-LC 7. Child shows understanding of word categories and Child increases listening vocabulary and begins to develop relationships among words. vocabulary of object names and common phrases in English. (ELL) II.E.1. P-LC 5. Child expresses self in increasingly long, detailed, and Child typically uses complete sentences of four or more words sophisticated ways. and grammatical complexity usually with subject, verb, and object order. II.E.2. P-LC 5. Child expresses self in increasingly long, detailed, and Child uses regular and irregular plurals, regular past tense, sophisticated ways. personal and possessive pronouns, and subject-verb agreement. 3 II.E.3. P-LC 5. Child expresses self in increasingly long, detailed, and Child uses sentences with more than one phrase. sophisticated ways. II.E.4. P-LC 5. Child expresses self in increasingly long, detailed, and Child combines more than one idea using complex sentences. sophisticated ways. II.E.5. P-LC 5. Child expresses self in increasingly long, detailed, and Child combines sentences that give lots of detail, sticks to the sophisticated ways. topic, and clearly communicates intended meaning. II.E.6. P-LC 2. Child understands and responds to increasingly Child engages in various forms of nonverbal communication complex communication and language from others. with those who do not speak her native language. II.E.7. P-LC 4. Child understands, follows, and uses appropriate Child uses single words and simple phrases to communicate social and conversational rules. meaning in social situations. II.E.8. P-LC 5. Child expresses self in increasingly long, detailed, and Child attempts to use new vocabulary and grammar in speech. sophisticated ways. Emergent Literacy – Reading Domain III.A.1. P-LIT 5. Child asks and answers questions about a book that Child engages in pre-reading and reading-related activities. was read aloud. III.A.2. P-LIT 6. Child writes for a variety of purposes using Child self-selects books and other written materials to engage increasingly sophisticated marks. in pre-reading behaviors. III.A.3. P-LIT 2. Child demonstrates an understanding of how print is Child recognizes that text has meaning. used (functions of print) and the rules that govern how print works (conventions of print). III.B.1. P-LIT 1. Child demonstrates awareness that spoken language Child separates a normally spoken four-word sentence into is composed of smaller segments of sound. individual words.

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Head Start ELOF &Texas Pre-K Guidelines Alignment III.B.2. P-LIT 1. Child demonstrates awareness that spoken language Child combines words to make a compound word. is composed of smaller segments of sound. III. B.3. P-LIT 1. Child demonstrates awareness that spoken language Child deletes a word from a compound word. is composed of smaller segments of sound. III.B.4. P-LIT 1. Child demonstrates awareness that spoken language Child blends syllables into words. is composed of smaller segments of sound. III.B.5. P-LIT 1. Child demonstrates awareness that spoken language Child can segment a syllable from a word. is composed of smaller segments of sound. III.B.6. P-LIT 1. Child demonstrates awareness that spoken language Child can recognize rhyming words. is composed of smaller segments of sound. III.B.7. P-LIT 1. Child demonstrates awareness that spoken language Child can produce a word that begins with the same sound as is composed of smaller segments of sound. a given pair of words. III.B.8. P-LIT 1. Child demonstrates awareness that spoken language Child blends onset (initial consonant or consonants) and rime is composed of smaller segments of sound. (vowel to end) to form a familiar one-syllable word with and without pictorial support. III.B.9. Child recognizes and blends spoken phonemes into one syllable words with pictorial support. III.C.1. P-LIT 3. Child identifies letters of the alphabet and produces Child names at least 20 upper and at least 20 lower case correct sounds associated with letters. letters in the language of instruction. III.C.2. P-LIT 3. Child identifies letters of the alphabet and produces 4 Child recognizes at least 20 distinct letter sounds in the correct sounds associated with letters. language of instruction. III.C.3. P-LIT 3. Child identifies letters of the alphabet and produces Child produces at least 20 distinct letter sound correct sounds associated with letters. correspondences in the language of instruction. III.D.1. P-LIT 4. Child demonstrates an understanding of narrative Child retells or re-enacts a story after it is read aloud. structure through storytelling/re-telling. III.D.2. P-LIT 4. Child demonstrates an understanding of narrative Child uses information learned from books by describing, structure through storytelling/re-telling. relating, categorizing, or comparing and contrasting. III.D.3. P-LIT 5. Child asks and answers questions about a book that Child asks and responds to questions relevant to the text read was read aloud. aloud. III.D.4. P-LIT 5. Child asks and answers questions about a book that Child will make inferences and predictions about text. was read aloud. III.E.1 P-LIT 5. Child asks and answers questions about a book that Child can distinguish between elements of print including was read aloud. letters, words, and pictures. III.E.2 P-LIT 5. Child asks and answers questions about a book that Child demonstrates understanding of print directionality was read aloud. including left to right and top to bottom. III.E.3 P-LIT 5. Child asks and answers questions about a book that Child can identify some conventional features of print that was read aloud. communicate meaning including end punctuation and case. Emergent Literacy – Writing Domain IV.A.1. P-LIT 6. Child writes for a variety of purposes using Child intentionally uses marks, letters, or symbols to record increasingly sophisticated marks. language and verbally shares meaning. Created: 06/30/2016 Reviewed: 07/15/2017 Revised: 07/01/2016 231

Head Start ELOF &Texas Pre-K Guidelines Alignment IV.A.2 P-LIT 6. Child writes for a variety of purposes using Child independently writes to communicate his/her ideas for a increasingly sophisticated marks. variety of purposes. IV.B.1. P-LIT 6. Child writes for a variety of purposes using Child discusses and contributes ideas for drafts composed in increasingly sophisticated marks. whole/small group writing activities. IV.B. 2. P-LIT 6. Child writes for a variety of purposes using Child interacts and provides suggestions to revise (add, take increasingly sophisticated marks. out, change order) and edit (conventions) class-made drafts. IV. B.3 P-LIT 6. Child writes for a variety of purposes using Child shares and celebrates class-made and individual written increasingly sophisticated marks. products. IV.C.1. P-LIT 6. Child writes for a variety of purposes using Child writes own name (first name or frequent nickname) increasingly sophisticated marks. using legible letters in proper sequence. IV. C. 2 P-LIT 6. Child writes for a variety of purposes using Child moves from scribbles to some letter-sound increasingly sophisticated marks. correspondence using beginning and ending sounds when writing. IV.C.3 P-LIT 6. Child writes for a variety of purposes using Child independently uses letters to make words or parts of increasingly sophisticated marks. words. IV. C 4. P-LIT 6. Child writes for a variety of purposes using Child uses appropriate directionality when writing (top to increasingly sophisticated marks. 5 bottom, left to right). IV.C.5. P-LIT 6. Child writes for a variety of purposes using Child begins to experiment with punctuation when writing. increasingly sophisticated marks. Mathematics Domain V.A.1. P-MATH 1. Child knows number names and the count Child knows that objects, or parts of an object, can be sequence. counted. V.A.2. P-MATH 1. Child knows number names and the count Child uses words to rote count from 1 to 30. sequence. V.A.3. P-MATH 1. Child knows number names and the count Child counts 1–10 items, with one count per item. sequence. V.A.4. P-MATH 1. Child knows number names and the count Child demonstrates that the order of the counting sequence is sequence. always the same, regardless of what is counted. V.A.5. P-MATH 3. Child understands the relationship between Child counts up to 10 items and demonstrates that the last numbers and quantities. count indicates how many items were counted. V.A.6. P-MATH 3. Child understands the relationship between Child demonstrates understanding that when counting, the numbers and quantities. items can be chosen in any order. V.A.7. P-MATH 1. Child knows number names and the count Child uses the verbal ordinal terms. sequence. V.A.8. P-MATH 2. Child recognizes the number of objects in a small Child verbally identifies, without counting, the number of set. objects from 1 to 5. V.A.9. P-MATH 5. Child associates a quantity with written numerals Child recognizes one-digit numerals, 0–9. up to 5 and begins to write numbers.

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Head Start ELOF &Texas Pre-K Guidelines Alignment V.B.1. P-MATH 6. Child understands addition as adding to and Child uses concrete objects, creates pictorial models and understands subtraction as taking away from. shares a verbal word problem for adding up to 5 objects. V.B.2. P-MATH 6. Child understands addition as adding to and Child uses concrete models or makes a verbal word problem understands subtraction as taking away from. for subtracting 0–5 objects from a set. V.B.3. Child uses informal strategies to separate up to 10 items into equal groups. V.C.1. P-MATH 9. Child identifies, describes, compares, and Child names common shapes. composes shapes. V.C.2. P-MATH 9. Child identifies, describes, compares, and Child creates shapes. composes shapes. V.C.3. P-MATH 10. Child explores the positions of objects in space. Child demonstrates use of location words (such as “over,” “under,” “above,” “on,” “beside,” “next to,” “between,” “in front of,” “near,” “far,” etc.). V.C.4. P-MATH 9. Child identifies, describes, compares, and Child slides, flips, and turns shapes to demonstrate that the composes shapes. shapes remain the same. V.D.1. P-MATH 8. Child measures objects by their various attributes Child recognizes and compares heights or lengths of people or using standard and non-standard measurement. Uses objects. differences in attributes to make comparisons. V.D.2. P-MATH 8. Child measures objects by their various attributes 6 Child recognizes how much can be placed within an object. using standard and non-standard measurement. Uses differences in attributes to make comparisons. V.D.3. P-MATH 8. Child measures objects by their various attributes Child informally recognizes and compares weights of objects using standard and non-standard measurement. Uses or people. differences in attributes to make comparisons. V.D.4. Child uses language to describe concepts associated with the passing of time. V.E.1. P-MATH 8. Child measures objects by their various attributes Child sorts objects that are the same and different into groups using standard and non-standard measurement. Uses and uses language to describe how the groups are similar and differences in attributes to make comparisons. different. V.E.2. Child collects data and organizes it in a graphic representation. V.E.3. P-MATH 7. Child understands simple patterns. Child recognizes and creates patterns. Science Domain VI.A.1. P-SCI 1. Child observes and describes observable phenomena Child observes, investigates describes, and discusses (objects, materials, organisms, and events). properties and characteristics of common objects. VI.A.2. P-SCI 1. Child observes and describes observable phenomena Child observes, investigates describes and discusses position (objects, materials, organisms, and events). and motion of objects. VI.A.3. P-SCI 3. Child compares and categorizes observable Child uses simple measuring devices to learn about objects. phenomena. VI.A.4. P-SCI 1. Child observes and describes observable phenomena (objects, materials, organisms, and events). Created: 06/30/2016 Reviewed: 07/15/2017 Revised: 07/01/2016 233

Head Start ELOF &Texas Pre-K Guidelines Alignment Child observes investigates describes and discusses sources of energy including light, heat, and electricity. P-SCI 2. Child engages in scientific talk.

P-SCI 4. Child asks a question, gathers information, and makes predictions.

P-SCI 5. Child plans and conducts investigations and experiments.

P-SCI 6. Child analyzes results, draws conclusions, and communicates results. VI.B.1. P-SCI 1. Child observes and describes observable phenomena Child observes, investigates, describes and discusses the (objects, materials, organisms, and events). characteristics of organisms. P-SCI 2. Child engages in scientific talk.

P-SCI 4. Child asks a question, gathers information, and makes predictions.

P-SCI 5. Child plans and conducts investigations and experiments.

P-SCI 6. Child analyzes results, draws conclusions, and communicates results. 7 VI.B.2. P-SCI 1. Child observes and describes observable phenomena Child describes life cycles of organisms. (objects, materials, organisms, and events). VI.B.3. P-SCI 1. Child observes and describes observable phenomena Child observes, investigates, describes and discusses the (objects, materials, organisms, and events). relationship of organisms to their environments. P-SCI 2. Child engages in scientific talk.

P-SCI 4. Child asks a question, gathers information, and makes predictions.

P-SCI 5. Child plans and conducts investigations and experiments.

P-SCI 6. Child analyzes results, draws conclusions, and communicates results. VI.C.1. P-SCI 1. Child observes and describes observable phenomena Child observes, investigates, describes and discusses earth (objects, materials, organisms, and events). materials, and their properties and uses. P-SCI 4. Child asks a question, gathers information, and makes predictions.

P-SCI 5. Child plans and conducts investigations and experiments. VI.C.2. P-SCI 1. Child observes and describes observable phenomena Child identifies, observes, and discusses objects in the sky. (objects, materials, organisms, and events).

P-SCI 4. Child asks a question, gathers information, and makes predictions.

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Head Start ELOF &Texas Pre-K Guidelines Alignment VI.C.3. P-SCI 1. Child observes and describes observable phenomena Child observes and describes what happens during changes in (objects, materials, organisms, and events). the earth and sky. P-SCI 4. Child asks a question, gathers information, and makes predictions.

P-SCI 6. Child analyzes results, draws conclusions, and communicates results. V1.C.4 P-SCI 1. Child observes and describes observable phenomena Child demonstrates the importance of caring for our (objects, materials, organisms, and events). environment and our planet. P-SCI 4. Child asks a question, gathers information, and makes predictions.

P-SCI 6. Child analyzes results, draws conclusions, and communicates results. Social Studies Domain VII.A.1. Child identifies similarities and differences between himself, classmates and other children inclusive of specific characteristics and cultural influences. VII.A.2. Child identifies similarities and differences in characteristics of families. 8 VII.A.3. Child connects their life to events, time, and routines. VII.B.1. Child demonstrates that all people need food, clothing, and shelter. VII.B. 2. Child demonstrates understanding of what it means to be a consumer. VII.B.3. Child discusses the roles and responsibilities of family, school, and community helpers. Vll.C.1. Child identifies and creates common features in the natural environment. VII.C.2. Child explores geography tools and resources. VII.D.1. Child identifies flags of the United States and Texas. VII.D.2. Child recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence*. VII.D.3. The child engages in voting as a method for group decision- making. Fine Arts Domain VIII.A.1. Child uses a variety of art materials and activities for sensory experience and exploration. Created: 06/30/2016 Reviewed: 07/15/2017 Revised: 07/01/2016 235

Head Start ELOF &Texas Pre-K Guidelines Alignment VIII.A.2. Child uses art as a form of creative self-expression and representation. VIII.A.3. Child demonstrates interest in and shows appreciation for the creative work of others. VIII.B.1. Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms. VIII.B.2. Child responds to different musical styles through movement and play. VIII.C.1. Child creates or recreates stories, moods, or experiences through dramatic representations. Physical Development Domain IX.A.1. P-PMP 2. Child uses perceptual information to guide motions Child demonstrates coordination and balance in isolation (may and interactions with objects and other people. not yet coordinate consistently with a partner). IX.A.2. P-PMP 1. Child demonstrates control, strength, and Child coordinates sequence of movements to perform tasks. coordination of large muscles. IX.B.1. P-PMP 3. Child demonstrates increasing control, strength, Child shows control of tasks that require small-muscle and coordination of small muscles. strength and control. 9 IX.B.2. P-PMP 3. Child demonstrates increasing control, strength, Child shows increasing control of tasks that require eye-hand and coordination of small muscles. coordination. IX.C.1. P-PMP 6. Child demonstrates knowledge of personal safety Child practices good habits of personal safety. practices and routines. IX.C.2. P-PMP 4. Child demonstrates personal hygiene and self-care Child practices good habits of personal health and hygiene. skills. IX.C.3. P-PMP 5. Child develops knowledge and skills that help Child identifies good habits of nutrition and exercise. promote nutritious food choices and eating habits. Technology Applications Domain X.A.1. Child opens and navigates through digital learning applications and programs. X.A.2. Child uses, operates, and names a variety of digital tools. X.A.3. Child uses digital learning applications and programs to create digital products and express own ideas. X.A.4. Child uses technology to access appropriate information. X.A.5. Child practices safe behavior while using digital tools and resources.

Created: 06/30/2016 Reviewed: 07/15/2017 Revised: 07/01/2016 236

CIRCLE Progress Monitoring Alignment to the Head Start Early Learning Outcomes Framework

MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Rapid Letter This assessment is given to evaluate a student’s ability to identify letters of the Goal P-LIT 3. Child identifies letters of the alphabet and Naming alphabet. produces correct sounds associated with letters.

Directions: Child is given a total of 60 seconds to identify letters that appear on the screen. The student must respond within 3 seconds. If 3 seconds elapse without a response the item is automatically scored as incorrect. A response should be recorded if the child correctly names the letter, if the child says: “I don’t know”, or if the child provides the incorrect response.

Vocabulary The Rapid Vocabulary Naming subtest gains insight into a child’s expressive Goal P-LC 6. Child understands and uses a wide variety of Naming vocabulary skills. words for a variety of purposes.

Goal P-LC 7. Child shows understanding of word categories and Directions: Child is given a total of 60 seconds to identify pictures as they relationships among words. appear on the screen. There are different pictures for each wave of the assessment. The Rapid Vocabulary Naming assessment includes two untimed warm-up items. Conduct a practice session with the warm-up items and give feedback for both practice items: Correct response: “Good job.” Incorrect response: “That was a good try, but this is a ball. Let’s try some more. You say ‘ball.’” Prompt the student by reading the instructions on the “ready” screen of the assessment. After a picture appears on the screen, the student must respond within 3 seconds. If 3 seconds elapse without a response, the item is automatically scored as incorrect. A response should be recorded if the child correctly names the letter, if the child says: “I don’t know,” or if the child provides the incorrect response. Note: A list of acceptable responses can be found on the “Rapid Vocabulary Naming” score sheets.

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Book and Print The Book and Print Checklist observes the child’s engagement and awareness Goal P-LIT 2. Child demonstrates an understanding of how Concepts of books and print. print is used (functions of print) and the rules that govern how print works (conventions of print). Materials: A book that preferably has these features: • Hardback book, not paperback • Has pictures drawn by an illustrator, not photographer • Has more than one layout of across pages. For example, sometimes the first word to read is at bottom of the page, other times it is oriented at top of page, not consistently at bottom of page.

Directions: Select “Correct” or “Incorrect” for each item on the checklist as you ask the child about the book. 1. Correct – the child demonstrated this behavior. 2. Incorrect – the child did not demonstrate this behavior.

Story Retell The Story Retell component assesses a child’s ability to retell a story. Goal P-LIT 4. Child demonstrates an understanding of narrative structure through storytelling/re-telling. Directions: Print the Story Retell procedures sheet and score sheet from the Goal P-LIT 5. Child asks and answers questions about a book “Resources” page on CLI Engage. that was read aloud.

Read the text for all four pages before going on to STEP 1. Click the blue OR purple button to advance pages in the story. 2. Elicit the narrative. Record data on the score sheet and follow onscreen instructions for recording responses. 3. You may help the child by using the acceptable prompts indicated in the user guide. Do not prompt more than twice. 4. Comprehension. Ask the three questions as prompted on the screen. Refer to page 5 of the score sheet for acceptable phrases. Record data on the score sheet and follow onscreen instructions for recording responses.

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Letter Sound The Letter-Sound Correspondence subtest assesses a child’s ability to identify Goal P-LIT 3. Child identifies letters of the alphabet and Correspondence sounds associated with individual letters. produces correct sounds associated with letters.

Directions to the child: “We are going to look at some letters and see if you know the sound each letter makes. It’s okay to guess if you don’t know the sounds. Some letters make only one sound and some make more than one sound. Try to tell me at least one sound each letter makes. Ready? What sounds does this letter make?” Record the response.

PA- In the Syllabication subtest, children are asked to demonstrate knowledge of Goal P-LIT 1. Child demonstrates awareness that spoken Syllabication how words can be broken down into syllables. There are 7 test items, as well as language is composed of smaller segments of sound. a sample item.

Directions: Teacher will say a word and clap the word parts and ask the child to say how many parts he/she hears in the word. Follow the prompt on the screen and record responses. Note: Have the child repeat the word before responding.

PA – Onset-rime subtest of the PA subtest includes a sample item and five test items. Goal P-LIT 1. Child demonstrates awareness that spoken Onset-Rime This subtest evaluates one of the key components of phonological processing language is composed of smaller segments of sound. (i.e., blending) within single syllable words. Directions: Teacher breaks up a word into sounds. Child repeats the parts and says the word. Record whether the child’s response was correct or incorrect. Notes: Make sure that there is a clean break between word sounds, approximately one second.

PA - The Alliteration subtest is another task that asks children to provide a “yes” or Goal P-LIT 1. Child demonstrates awareness that spoken Alliteration “no” answer to whether or not a pair of words start with the same sound. This language is composed of smaller segments of sound. subtest contains a sample item and 7 test items.

Directions: Have the child repeat each word pair prior to indicating if the words are the same or not. Record the response. Notes: Emphasize the /s/ sound only on the practice items. Have the child repeat the words prior to attempting to provide an answer for the item.

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PA- The Rhyming 1 subtest of the PA subtest contains 9 items that evaluate whether Goal P-LIT 1. Child demonstrates awareness that spoken Rhyming part 1 a child can identify whether or not two words rhyme. language is composed of smaller segments of sound.

Directions: Have the child repeat each word pair prior to indicating if the words are the same or not. Record the response

PA- Listening The Listening section of the PA Subtest contains 5 items that evaluate whether Goal P-LIT 1. Child demonstrates awareness that spoken (optional task a child can differentiate between similar sounding words. language is composed of smaller segments of sound. not in Directions: Have the child repeat each word pair prior to indicating if the composite) words are the same or not. Record the response.

PA – Words in a The Words in a Sentence subtest requires that teachers use simple Goal P-LIT 1. Child demonstrates awareness that spoken sentence manipulatives (e.g., single colored blocks, unfix cubes, counters, etc.). In this language is composed of smaller segments of sound. (optional task task, children move the manipulatives to indicate how many words are in a sentence. Sentence length varies from two words to six words. not in composite) Directions: Teacher will say the sentence and the child will move the counters to show how many words are in the sentence. Make sure you are sitting across from the child and exaggerate the block movements during sample items. Record the response. Notes: It is acceptable to have the child repeat the task one additional time to reinforce the concept. Remember to have the child repeat the sentence prior to attempting to move the blocks. This ensures that the child has heard the sentence accurately.

PA – Rhyming The Rhyming Part 2 subtest is a production task, where children are asked to Goal P-LIT 1. Child demonstrates awareness that spoken part 2 provide a word that rhymes with another word. There are 5 test items in this language is composed of smaller segments of sound. (optional task section of the measure. not in Directions: Have the child repeat each word pair prior to indicating if the composite) words are the same or not. Record the response Notes: Nonsense words that rhyme with the target word are acceptable. For each item, have the child repeat the word and then provide the answer.

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240 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Social & Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-ATL 4. Child manages actions, words, and behavior with Emotional** increasing independence. 1. Talks to and interacts positively with adults Goal P-ATL 9. Child demonstrates flexibility in thinking and 2. Talks to and interacts positively with peers behavior. Positive Social 3. Initiates conversation and activities with peers Behaviors 4. Participates cooperatively in group activities Goal P-ATL 12. Child expresses creativity in thinking and 5. Shares materials with peers communication. 6. Assists or comforts peers in need Goal P-SE 1. Child engages in and maintains positive 7. Begins to solve problems in conflicts with peers relationships and interactions with adults. 8. Asks for adult help when cannot resolve peer conflict 9. Accepts compromise and input from others to solve problems Goal P-SE 2. Child engages in prosocial and cooperative behavior with adults. Goal P-SE 3. Child engages in and maintains positive interactions and relationships with other children. Goal P-SE 4. Child engages in cooperative play with other children. Goal P-SE 5. Child uses basic problem-solving skills to resolve conflicts with other children.

Social & Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-ATL 2. Child follows classroom rules and routines with Emotional** increasing independence. 1. Follows the classroom and school rules 2. Follows two-step and three-step Goal P-ATL 3. Child appropriately handles and takes care of instructions classroom materials. Classroom 3. Complies when redirected by an adult Community 4. Appropriately uses and takes care of classroom materials Goal P-SE 11. Child has sense of belonging to family, 5. Respects others’ space and materials community, and other groups. 6. Assists adults with classroom jobs or setup/cleanup of activities

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241 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Social & Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-ATL 1. Child manages emotions with increasing Emotional** independence. 1. Uses emotion words to explain own feelings (e.g., sad, mad) Goal P-SE 8. Child manages emotions with increasing 2. Begins to identify and understand other’s feelings independence. Emotional and 3. Transitions from one activity to another without becoming upset Behavioral 4. Waits for their turn in activities Goal P-ATL 5. Child demonstrates an increasing ability to Regulation 5. Takes pride in own accomplishments (e.g., shows work to others) control impulses. 6. Expresses frustration/anger verbally during peer conflict, without harming Goal P-SE 6. Child expresses a broad range of emotions and others or materials recognizes these emotions in self and others. 7. Makes wants and interests known to teachers and adults 8. Says “excuse me” or waits, rather than interrupting others Goal P-SE 7. Child expresses care and concern toward others. Goal P-SE 9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. Goal P-SE 10. Child expresses confidence in own skills and positive feelings about self.

Social & Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-PMP 4. Child demonstrates personal hygiene and self- Emotional** care skills. 1. Dresses and toilets without help (except for shoe tying/zippers that require Goal P-PMP 6. Child demonstrates knowledge of personal assistance through age 5) safety practices and routines. Self-care 2. Uses good hygiene practices (e.g., hand washing, cover mouth when cough)

Social & Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-ATL 6. Child maintains focus and sustains attention Emotional** with minimal adult support. 1. Completes an activity before moving on to another activity Goal P-ATL 7. Child persists in tasks. 2. Focuses on cleanup of materials until the job is done Approaches to 3. Listens attentively to an entire story of age-appropriate length Goal P-ATL 8. Child holds information in mind and Learning 4. Concentrates when working with classroom materials (e.g., blocks, puzzles) manipulates it to perform tasks. 5. Sticks with tasks that are challenging Goal P-ATL 10. Child demonstrates initiative and 6. Sets goals, develops plans, and follows through to completion. independence.

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242 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Early Writing Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-LIT 6. Child writes for a variety of purposes using Checklist** increasingly sophisticated marks. 1. Understands that what you say can be written down 2. Draws pictures and people 3. Makes letter-like symbols 4. Writes recognizable, age-appropriate letters 5. Writes own name with approximate letters 6. Writes/copies words and friends names from around the room 7. Uses drawing and writing in a variety of learning centers/activities 8. Enjoys writing in a personal journal 9. Dictates messages/stories to an adult 10. Attempts to write letters or words while linking sounds to letter names

Language and Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-LC 1. Child attends to communication and language Communication from others. 1. Child speech (articulation) can be understood by teachers and other adults in checklist** Goal P-LC 2. Child understands and responds to increasingly the school. complex communication and language from others. 2. Child perceives differences between similar sounding words (e.g., goat and coat). Goal P-LC 3. Child varies the amount of information provided 3. Child speaks in grammatically correct sentences of 4 to 5 words. to meet the demands of the situation. 4. Child expresses ideas using sentences with more than one phrase. Goal P-LC 4. Child understands, follows, and uses appropriate 5. Child combines sentences adding enough details to make intended meaning social and conversational rules. clear. Goal P-LC 5. Child expresses self in increasingly long, detailed, and sophisticated ways. Goal P-LC 6. Child understands and uses a wide variety of words for a variety of purposes. Goal P-LC 7. Child shows understanding of word categories and relationships among words.

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243 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Motivation to Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-LIT 5. Child asks and answers questions about a book read checklist** that was read aloud. 1. Child shows interest in reading by self-selecting books during centers or free choice periods. 2. Child shows enthusiasm and engagement during shared or interactive reading activities. 3. Child asks to be read to (including books and/or print in the environment). 4. Child asks the meaning of text (including books and/or print in the environment).

Early Math- The first item evaluates the rote counting skills of children and the highest Goal P-MATH 1. Child knows number names and the count Rote Counting number that the child counts correctly yields a score of either 0 (child counts sequence. between 1 & 10), 1 (child counts between 11 & 20), and 2 (child counts to 21 or above). Type in the box provided the highest number the child counted in sequence.

Early Math- In these items children are asked to scan a complex visual array of shapes and Goal P-MATH 10. Child explores the positions of objects in Shape point to all of the triangles (items 14 through 17) and squares (18 through 20). space. Discrimination The child is scored on the first three shapes that they touch. Touch or click the items the child selected.

Early Math-Set Items 20-24 evaluate the counting skills of children. In these items, children Goal P-MATH 2. Child recognizes the number of objects in a Counting are asked to count sets of 3, 5, 7, 10, and 15 and indicate the cardinal value for small set. each set. The most important thing to remember when administering this item Goal P-MATH 3. Child understands the relationship between is that THE RESPONSE IS SCORED BASED ON THE CARDINAL VALUE numbers and quantities. THAT THE CHILD PROVIDES. If the child accurately counts the 10 stop signs, but provides the wrong cardinal value, the item is scored as incorrect. Children are being asked to understand that a set of objects has a specific (cardinal) value and are not being evaluated on their ability to count items.

Early Math- In this item children are shown 5 shapes and are asked to name each. Prompt: Goal P-MATH 9. Child identifies, describes, compares, and Shape Naming What shape is this? Circle, Square, Triangle, Rectangle, Oval composes shapes.

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244 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Early Math- Children view number and prompted “What number is this?” Assessor records Goal P-MATH 5. Child associates a quantity with written Number correct or incorrect. 2, 5, 8, 13, 16 numerals up to 5 and begins to write numbers. Naming

Early Math- Children view 4 pictures and are asked to identify which one is a number. The Number assessor selects (taps or clicks) the quadrant identified by the student. 7, 4 Discrimination

Early Math- Children view items and answer prompts for adding to or taking away. Goal P-MATH 6. Child understands addition as adding to and Operations Children can use hands to cover objects on screen but may not use understands subtraction as taking away from. manipulatives to support this assessment. Assessor records correct or incorrect.

Early Math- Children are prompted to look at a pattern and select appropriate response Goal P-MATH 7. Child understands simple patterns. Patterns from items to what comes next. (optional item) 1, 2, and 3 set patterns

Early Math- Children are asked to view pictures and touch or point to ordinal number Goal P-MATH 4. Child compares numbers. identified by assessor, identify measurement (tallest/shortest) in a picture and Real World: Goal P-MATH 8. Child measures objects by their various identify quantity (more/less) in a picture. measurement attributes using standard and non-standard measurement. Uses (optional item) differences in attributes to make comparisons.

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245 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Early Science The Science subtest is a receptive task and was designed to measure four Goal P-SCI 1. Child observes and describes observable Skills disciplinary core ideas in the National Research Council’s (2012) framework phenomena (objects, materials, organisms, and events). for science education including: Physical Sciences, Life Sciences, Earth and Space Sciences, Engineering and Technology Applications of Science Directions: Each item contains a scripted question that the child answers by pointing to one of 3 pictures (receptive task). There are no practice items. Follow the prompt on the screen and record the response by clicking or touching the item the child selected as the answer. This is an untimed test, but if the child does not provide a response after about 10 seconds, move on to the next item (e.g., “OK, let’s try another one”) by clicking an incorrect response. Teacher Prompts: NR (No response) after about 5-10 seconds: “It’s okay to take a guess” + Repeat the prompt DK (Don’t know): “It’s okay to take a guess” + Repeat the prompt After your prompt to guess, if the child still says, “I don’t know” (DK), the examiner says: “That’s okay. Let’s try another picture.” Verbal response when a child should point: “Show me with your pointer finger” + Repeat the prompt MR (multiple response of pointing to more than one): “Point to just one picture” or “Choose just one answer” + repeat the prompt • Repeat: If the child seems unclear or asks for a repetition, you can repeat the prompt/ question. • Top (point to stimulus): stop and mark incorrect

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246 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Early Social The Social Studies subtest is a receptive task and was designed to measure Studies Skills topics addressed in the Head Start Early Learning Outcomes Framework and the Texas Pre-Kindergarten Guidelines including: Self, Family & Community; People & The Environment and History & Events Directions: Each item contains a scripted question that the child answers by pointing to one of 3 pictures (receptive task). There are no practice items. Follow the prompt on the screen and record the response by clicking or touching the item the child selected as the answer. This is an untimed test, but if the child does not provide a response after about 10 seconds, move on to the next item (e.g., “OK, let’s try another one”) by clicking an incorrect response. Teacher Prompts: NR (No response) after about 5-10 seconds: “It’s okay to take a guess” + Repeat the prompt DK (Don’t know): “It’s okay to take a guess” + Repeat the prompt After your prompt to guess, if the child still says, “I don’t know” (DK), the examiner says: “That’s okay. Let’s try another picture.” Verbal response when a child should point: “Show me with your pointer finger” + Repeat the prompt MR (multiple response of pointing to more than one): “Point to just one picture” or “Choose just one answer” + repeat the prompt • Repeat: If the child seems unclear or asks for a repetition, you can repeat the prompt/ question. • Top (point to stimulus): stop and mark incorrect

Approaches to Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-ATL 10. Child demonstrates initiative and Learning: Art, 1. Creates artistic products (e.g., drawings, clay forms, painting, etc.) as a form independence. of creative self-expression and representation Creativity, and Goal P-ATL 13. Child uses imagination in play and interactions 2. Uses imagination to act out pretend play on their own or with others. Dramatic Play with encouragement from others Checklist ** 3. Uses music, movement or dance as a form of creative self-expression and representation. 4. Participates in group music, movement, dance or other creative classroom activities.

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247 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Approaches to Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-ATL 9. Child demonstrates flexibility in thinking and Learning: Initiative and Curiosity behavior. 1. Seeks out others to share an idea or get involved in an activity. Initiative and Goal P-ATL 10. Child demonstrates initiative and 2. Shows eagerness to learn about new topics and how to do new tasks. independence. Curiosity 3. Shows flexibility and creativity in approaching new tasks. Checklist and 4. Asks questions in order to learn more about people, topics and ideas. Goal P-ATL 11. Child shows interest in and curiosity about the Flexibility 5. Asks about how objects work or why things are done a particular way. world around them. Flexibility Checklist Checklist ** Goal P-ATL 12. Child expresses creativity in thinking and 1. Is able to change or modify an ineffective approach to solving a problem and communication. try a new approach. 2. Incorporate others’ ideas in order to be more effective engaging in activities or interacting with others. 3. Shows the ability to accept another person’s way of doing things even when it differs from their own approach. 4. Incorporates others’ feedback to be more effective in solving problems or interacting with others. 5. Can go with the flow when routine activities must be adjusted due to unexpected circumstances.

Physical Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-PMP 1. Child demonstrates control, strength, and Development – 1. Is able to run in a fluid manner with changes in direction and speed. coordination of large muscles. 2. Is able to balance independently on one foot with no assistance for at least 3 Gross Motor Goal P-PMP 2. Child uses perceptual information to guide seconds. motions and interactions with objects and other people. Checklist ** 3. Is able to hop on each foot for at least two hops. 4. Is able to catch a small ball (e.g., tennis ball) from a distance of at least 4 feet. Note: Catching balls by pulling the ball close to the body or forming a basket with cupped hands is acceptable. 5. Is able to successfully utilize a variety of outdoor play equipment in an appropriate manner (e.g., uses slides/swings, pedal tricycles).

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248 MEASURE HOW IS THIS ASSESSED? HEAD START GOALS

Physical Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-PMP 3. Child demonstrates increasing control, strength, Development – 1. Is able to pick up small objects (e.g., beans, rice, raisins) easily using a pincer and coordination of small muscles. Fine and Visual grasp. The pincer grasp occurs when the child uses the index finger and thumb to grasp objects. Motor Checklist 2. Is able to complete a range of activities associated with daily living ** independently (e.g., uses utensils or pours independently). 3. Is able to participate successfully in classroom activities requiring fine motor dexterity (e.g., completing inset puzzles, linking cubes, building a block tower of 6-8 blocks, and unscrewing jars). 4. Is able to draw some recognizable shapes or designs (e.g., smiley faces, stick figures).

Health Status Observe and mark each student as 1-Emerging, 2-Developing or 3-Proficient Goal P-PMP 4. Child demonstrates personal hygiene and self- Checklist ** 1. Is able to distinguish between healthy and less healthy food types (e.g., care skills. healthy food that can be eaten any time and food that is acceptable for special Goal P-PMP 5. Child develops knowledge and skills that help occasions). promote nutritious food choices and eating habits. 2. Demonstrates an understanding of hygiene practices (e.g., hand washing, covering mouth when coughing). Note: This item evaluates an understanding Goal P-PMP 6. Child demonstrates knowledge of personal of good hygiene practices, but does not imply that children must use practices safety practices and routines. consistently to receive a score of Proficient. 3. Demonstrates an understanding of safety rules for the classroom, playground, and community (e.g., no running in the classroom, not walking up or down the slide, and looking both ways prior to crossing the street). Note: This item evaluates an understanding of safety rules and does not imply that children must follow all safety rules consistently to receive a score of Proficient.

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249 Observable Assessments

The observables checklists are designed to assess growth in child behaviors that can be easily observed during day-to-day interactions between teachers and preschool students. Please consider your observations of children’s behaviors within the classroom and school to complete the checklists.

CIRCLE Progress Monitoring System Observable Components Social Screener Early Writing Checklist Physical Development and Health Approaches to Learning Speech Production & Sentence Skills Motivation to Read

**Use ongoing, systematic observations of a child’s behaviors to complete the Social and Emotional Development checklist. A portfolio or anecdotal note-taking system can facilitate this assessment. Teachers often document the following types of notes related to the behaviors: • The date • The setting (e.g., recess, library center, block center) • Whether support or scaffolding from the teacher or another child was needed • How often the behavior occurs In considering the rating for each item in the checklist, evaluate whether a behavior is: • Emerging: The child never or rarely demonstrates the behavior. (1 point) • Developing: The child sometimes demonstrates the behavior, but is inconsistent or requires assistance. (2 points) • Proficient: The child consistently demonstrates the behavior. (3 points)

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