Early Childhood Programs Parent Handbook

Amador-Tuolumne Community Action Agency Early Childhood Programs Parent Handbook Includes information for Parents and Guardians of all children enrolled in Early Head Start, Head Start and California State Preschool programs

Table of Contents

SECTION I: ATCAA Early Childhood Programs

Introduction

Welcome to Amador Tuolumne Community Action Agency’s (ATCAA) Early Head Start, Head Start and California State Preschool Programs. Together these programs are operated under ATCAA’s Early Childhood Services Department. We look forward to getting to know you and your family and sharing in the care and education of your child. This handbook provides important information to help you understand our programs and serves as a reference guide for you to use throughout the year.

Our infant/toddler and preschool programs are family oriented. We are committed to providing quality educational programs that focus on the whole child and his/her family. We encourage family members’ involvement in the program and value and respect parents’ role as their children’s first and most important teachers. Our staff members partner with parents to develop individualized educational and family services plans that are respectful of each family’s culture, values, customs and home language. In addition, we provide comprehensive services that integrate the education, health, mental health, nutrition and social services aspects of the program, and include resources and referrals to address the unique needs of families. Our goal is to promote the physical, social, emotional and cognitive development of each child through high quality educational experiences while promoting family unity and self-sufficiency for pregnant women and families.

Eligibility for enrollment in a Head Start or Early Head Start Center follows federal age, income, and eligibility requirements. California State Preschool Programs follow age, income, and eligibility guidelines set by the California Department of Education (CDE), Child Development Division (CDD). Complimentary regulatory standards for our programs make it possible for us to join classes together in partnership. Differences in program guidelines and regulations are indicated when appropriate. Funding terms, conditions, and requirements are reviewed each year.

The terms “parent” and “family” are used interchangeably throughout this document and represent all of the people that may play both a parenting role in a child’s life and a partnering role with Head Start or Early Head Start staff. This includes fathers, mothers, expectant parents, grandparents, kith and kin caregivers, LGBT (lesbian, gay, bi-sexual and transgender) parents, guardians, teen parents, and families with diverse structures that include multiple co-parenting relationships. ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 2

ATCAA Vision Statement

Our vision is for residents in our community to be self-reliant, healthy, free from economic hardship, feeling sustained by the support of community and family, and able to achieve their maximum potential as engaged citizens.

ATCAA Mission Statement

• To help individuals in Amador and Tuolumne counties toward self-sufficiency. • To assist local residents in becoming involved and contributing members of our community. • To promote family and other supportive environments so that children, youth and elders can achieve their maximum potential. • And, finally, to form partnerships and coalitions within the community to meet these needs.

Visión de ATCAA: Nuestra visión para los residentes de la comunidad es que sean autosuficientes, saludables, libres de dificultad económica, que tengan apoyo en la comunidad y la familia, y así ser capaces de lograr su máximo potencial como ciudadanos comprometidos. Misión de ATCAA:  Ayudar a la comunidad en los condados de Amador y Tuolumne a que sean autosuficientes.  Apoyar los residentes locales a colaborar en la comunidad.  Asistir familias y otros apoyos en el medio ambiente para que niños, jóvenes y personas de la tercera edad puedan alcanzar su máximo potencial Y, finalmente, formar asociaciones y uniones dentro de la comunidad para satisfacer todas sus necesidades

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 3 ATCAA Early Childhood Services Program Offices

Sonora Jackson 427 N. Hwy 49, Suite 202 101 Shopping Drive (For mail, use Suite 305) (For mail, use 935 S. Hwy 49) Sonora, CA 95370 Jackson, CA 95642 Phone: (209) 533-0361 Phone: (209) 223-7333 Fax: (209) 533-0470 Fax: (209) 223-7330

Website: www.atcaa.org Find us on Facebook under Amador Tuolumne Community Action Agency Center Locations

Early Head Start (EHS) Locations

Blue Bell EHS Center Jackson EHS Center Ione EHS Center 18080 Blue Bell Rd. East 101 Shopping Dr. 108 W. Marlette St. Sonora, CA 95370 Jackson, CA 95642 Ione, CA 95640 209.532.5455 209.223.3074 209.274.0395 Columbia EHS Center 11600 Columbia College Dr. Sonora, CA 95370 209.588.2144

Head Start (HS) and California State Preschool Program (CSPP) Locations California State Preschool Programs operate under the direction of the California Department of Education (CDE), Child Development Division (CDD). Funding is provided by the California Department of Education. Policies specific to the California State Preschool Program are noted in the handbook.

Soulsbyville HS Center Jamestown HS Center Ione HS Center 20300 Soulsbyville Rd. 18234 4th Ave. 108 W. Marlette St. Soulsbyville, CA 95372 Jamestown, CA 95327 Ione, CA 95640 209.533.3143 209.984.1617 209.274.0395 Shaws Flat HS/CSPP Center Summerville HS/CSPP Center Jackson HS/CSPP Center 21125 Shaw’s Flat School Rd. 18451 Carter St. 151 Shopping Dr. Sonora, CA 95370 Tuolumne, CA 95379 Jackson, CA 95642 209.588.9055 209.928.3651 209.223.7333 Blue Bell HS/CSPP Center* Twain Harte HS/CSPP Center *Blue Bell is a full inclusion 18080 Blue Bell Rd. East 18995 Twain Harte Dr. Rm. 18 classroom for children with Sonora, CA 95370 Twain Harte, CA 95383 disabilities and special needs 209.532.5455 209.586.7178

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 4

Agency Policies

Non-discrimination Policy- In accordance with federal law and U.S. Department of Agriculture policy, ATCAA prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual’s income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.). If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at [email protected]. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). ATCAA welcomes children with disabilities and special needs, understands the requirements outlined in the Americans with Disabilities Act and makes reasonable accommodations for such children.

Eligibility for Services- Enrollment in the Early Head Start and Head Start programs is determined by federal age, income, and eligibility requirements. California State Preschool Programs follow the age, income, and eligibility guidelines set by the California Department of Education (CDE), Child Development Division (CDD). Complimentary regulatory standards for our programs make it possible for us to join some federal and state funded classes together.

Licensing- All ATCAA centers are licensed by the State of California Department of Social Services Community Care Licensing unit.

Religious Activities – ATCAA refrains from religious practices in center-based and home-based programs; however, children are free to attend religious services or activities of their choice and will be considered excused for that period of time.

Unlimited Access – Parents/Guardians have unlimited access to their children while they are in programs provided by ATCAA Early Childhood Services.

Confidentiality- Information about children and families enrolled in ATCAA Early Head Start, Head Start or California State Preschool programs, or on the eligibility list, is confidential. The information is gathered to determine eligibility and to provide appropriate services. All information is stored and locked in a secure place. ATCAA will not share information about a child or family with any other agency or person without the written permission of the parent or guardian of the child, with the exception of mandated reporting of child abuse, review of records by Community Care Licensing or legal reporting. Parents or guardians have access to their child’s records upon request. Depending on the request, there may be a slight fee for copying.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 5 Concerns- If you have concerns about another person (parent or staff), please go directly to that person first to address your concerns. If you feel your concerns were not resolved, speak with your lead center teacher, home visitor or another staff member. He/she may be able to offer suggestions to help resolve the situation. If your concern involves our infant/toddler or preschool programs, please speak with one of the classroom staff or your home visitor. He/she will be able to answer your questions, direct you to the person to help you, or provide you with helpful written information.

SECTION II: Program Design and Management Program Options

ATCAA’s Early Head Start programs serve pregnant women and children ages 0-3, and Head Start and California State Preschool programs serve children ages 3-5. Program activities facilitate social, emotional, cognitive, and physical development, help children gain essential learning skills and prepare them for successful transition to kindergarten.

Center Based Programs Centers provide individualized, developmentally appropriate opportunities for children that include large and small group interactions, outdoor time and child choice activities. The daily schedule includes nutritious meals that are served throughout the day and rest time as needed to meet the needs of each child.

Each ATCAA center has specific days and hours of operation that may differ from other centers. Please check with individual centers for class schedules.

 Early Head Start centers are full-year programs that operate Monday through Friday for 6 hours a day.  Head Start Preschool centers are part-year programs that operate Monday through Friday, or Monday through Thursday, for 3.5 hours a day (Half Day).  Head Start and California State Preschool centers are part-year programs that operate Monday through Friday for 6.5 hours a day (Full Day).

Home Based Programs Head Start and Early Head Start home-based programs provide high-quality, culturally appropriate child development and parent support services with an emphasis on promoting the parent/child relationships that support children’s development and learning. The home-based option is designed for pregnant women and families in which the home is the child's primary learning environment. Families in home- based programs receive a combination of weekly home visits and regularly scheduled group socializations.

Program Management

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 6 Screening and Assessment The goal of ATCAA’s early childhood programs is to ensure that all children are making progress in the domains of physical, cognitive, and social-emotional development. In addition to providing speech and developmental screenings for all children, we use the Desired Results Developmental Profile, a tool developed by the California Department of Education, Child Development Division, to assess the development of children in center-based and home-based programs. Children are assessed within 60 days of enrollment and every six months thereafter. Parents’ input is a necessary component of these assessments. The assessments are also used to plan goals and developmentally appropriate activities for children.

Staff Development ATCAA is committed to quality early childhood education. We hire qualified staff. All teaching staff hold the appropriate credentials/permits as required by the State of California and Head Start/Early Head Start regulations. • New employees are given an orientation to guide them in understanding how agency policies relate to their respective job descriptions. • We support continuous staff growth by assessing the needs of staff and providing professional development activities to enhance their growth. Every staff member receives at least 15 hours of professional development a year and most receive more. • Our staff members are evaluated annually. • We have sound internal communication mechanisms that include e-mail, phone, and regular meetings to provide staff with the information needed to carry out their respective duties.

Safe and Healthy Environments

The program places great importance on the health and safety of your child. The following procedures are followed to ensure the prevention and early discovery of illness and/or accidents and to safeguard your child’s health and safety.

Accidents If a child gets hurt at school, staff will assess the seriousness of the injury and administer appropriate first aid (including calling “911” if needed). Parents will be notified immediately in cases where injuries are more serious than simple cuts and scrapes. When injuries occur, a written injury report is sent home to the parents and a copy of the report is placed in the child’s file. If a child hurts another child, the teacher will complete a written injury report and give a copy to both sets of parents. The name of the child hurting the other child will be kept confidential.

Emergency Evacuations If a major disaster happens (i.e. fire, flood, and earthquake), staff will take all children to a prearranged location. An evacuation plan and map are posted in each center indicating where children will be taken in the case of an emergency. Your child’s teacher has additional information about emergency procedures. All centers practice monthly evacuation/fire drills.

Emergency lock-down drills will be conducted according to the local elementary school schedule and/or during the months of September, November, February, and April. Lock-down drills are carried out to

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 7 prepare and protect children in cases where an intruder is on campus or another emergency requires locking children inside the classroom for their safety.

First Aid Kits First aid kits are well supplied and readily available at each center and home-based socialization.

Gloves Non-porous gloves are available and must be worn under certain circumstances. Staff members are trained about the appropriate use of non-porous gloves. Please ask a staff member if you need information about the use of non-porous gloves.

Hand Washing Hand washing is one of the best ways to prevent illness. Everyone must wash his/her hands before food preparation, eating, or any other food-related activity, and after using the toilet and diapering. We encourage you to wash hands with your child when you arrive at a center or home-based socialization. This will help maintain a germ free environment and gives you the opportunity to show your child the importance of hand washing.

Head Lice Children must not come to school or participate in home-based socializations or home visits if they have lice or nits. On the first day of each week all children in center-based programs are screened for head lice and nits. If your child has an infestation, you will need to take him/her home. Staff has information on the treatment of lice and nits.

Illness Children may not come to school or participate in home-based socializations or home visits when contagious or sick. Health checks in center-based programs are done daily. If your child becomes ill at school you will be called and asked to come and pick him/her up.

Medication It is preferable that your child take any needed medications before and after school. If medication is needed during school hours, you must have a medication form completed and signed by your child’s doctor before medication is permitted at a center. All medications must be brought to the center in their original containers and are kept in a locked box out of children’s reach.

Tooth Brushing Children brush their teeth daily at centers. Teachers show children how to brush their teeth correctly. Our dental program provides a toothbrush and toothpaste for each child.

Video Surveillance By signing the Behavior Guidance/Mandated Reporting/Release to Photograph/Video Surveillance Form, parents acknowledge that staff, parents and emergency personnel may review site video surveillance documentation as determined necessary by law enforcement or deemed appropriate by management.

Nutrition

Good nutrition is important for developing healthy eating habits and improving mental and physical growth. We provide nutritious age-appropriate meals and snacks for all infants, toddlers and ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 8 preschoolers in a relaxed family-style dining environment. Meals and snacks are low in sugar, salt and fat. ATCAA Early Childhood Services infant toddler centers and preschools are operated on a non- discriminatory basis and in accordance with Federal law and U.S. Department of Agriculture policy. In accordance with federal law and U.S. Department of Agriculture policy, we never discriminate on the basis of race, color, national origin, sex, age, or disability.

Food for Classroom Celebrations Special activities involving food (birthdays, holidays, parent meetings, and cultural events) must be discussed with your child’s teacher or home visitor before they take place. The nutritional needs of all enrolled children and families are considered when planning special events or activities. Cakes or cupcakes (including candles), candy, and highly sugared foods are not permitted at center classrooms or home-based socializations.

Food Safety Food safety is a primary concern. Our meals are prepared according to commercial food service requirements. Any person preparing food must be healthy, free from TB, have clean hands, and wear kitchen prep gloves and a hairnet. Parents may not serve themselves from the food that is used to serve children (Staff and parents sitting at tables with children during meals may take modest portions of food to model good eating habits and to promote conversations during meals). Health Department and Child Care Food Program regulations prohibit anyone from taking food home from Head Start/Early Head Start/State Preschool centers. Any family needing food should ask their family advocate for assistance with community food bank resources.

Nutrition Workshops Nutrition workshops are offered to parents in collaboration with WIC programs or other agencies providing nutrition services. Nutrition counseling is available to any parent who requests it.

Sugar Cakes, pastries, doughnuts, and highly processed foods should not be brought to the classroom, school sponsored events or home-based socializations. Candy and gum are not allowed in the classroom or at socializations. Staff does not use candy or highly sugared foods in classroom projects.

Program Self Evaluation Process and Quality Assurance

Self-Assessment Our annual self-assessment process begins with the designation of self-assessment teams and distribution of parent survey forms. Each year we look at a four different centers and/or home-based programs in detail and review several program components. All parents and guardians are encouraged to fill out confidential parent survey forms to indicate their level of satisfaction with various program elements and to give their comments and feedback. In addition, staff and parent volunteers from every center conduct their own review of the health and safety portion of the Head Start Federal Monitoring Protocol.

To begin the self-assessment process, teams of four to six persons are formed consisting of parents, Policy Council members, ATCAA Board members, community partners, and Head Start/Early Head Start staff. Teams visit Head Start/Early Head Start centers, interview staff and parents, and attend home- based socializations (if a home-based program is being reviewed).

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 9 Teams make on-site monitoring visits, usually in the month of March and into the first weeks of April. Upon completion of the site visits and gathering data, team leaders meet with their team members to summarize their findings.

After the individual team meetings are concluded, the team leaders met to review the monitoring data, parent survey data, and any other relevant data. During this meeting, a draft document is produced that outlines the self-assessment results. This document is reviewed by the Policy Council, Program Committee and management staff. A final self-assessment document and action plan is created in early May, and reviewed and approved by the Policy Council and ATCAA Board. This plan is then sent to the California Department of Education and Head Start officials.

Quality Assurance Strategies ATCAA Early Childhood programs use several strategies to ensure that quality services are provided and to help with program improvement. Some of these strategies use outside resources and some are internal. Together, these systems give us continual feedback about how the programs are functioning and what needs to be improved.

One important strategy used for this purpose is called “reflective supervision”. Reflective supervision is a process in which supervisors and direct services staff work together to understand the experiences of the children and families they serve, as well as their own feelings. This understanding can lead to strategies that deepen and strengthen the relationships of everyone involved and provides opportunities for: •Understanding the personal experiences and cultural beliefs of each family. •Understanding the beliefs and experiences that staff members bring to their interactions with children and families. •Using these understandings to increase skills in working with children and families through shared partnerships with the children’s parents/guardians.

The use of mentor teachers is another strategy ATCAA Early Childhood programs utilize to ensure high quality services for children and families. Our Head Start and Early Head Start programs emphasize the importance of relationships in supporting children’s development. Young children use their relationships with adults to help them understand themselves and the world (National Scientific Council on the Developing Child 2004). While children’s most important relationships are with their families, the relationships they have with their teachers/care givers provide the foundation for their learning and success in center-based programs. To help teachers form and maintain trusting relationships with children and parents, and develop high quality learning environments, experienced mentor teachers work with center-based staff to help them refine the skills they need to promote the best outcomes for children and families. In a similar fashion, experienced home visitors assist other home visitors in developing the skills and strategies they need to help parents improve their parenting skills, complete family goals, and provide high quality learning experiences for children in the home environment.

Parent Engagement and Education – You Make the Difference!

You bring your talents, strengths, and ideas to the program while learning new skills, making friends, enhancing leadership skills and building support systems through your interactions and experiences with Head Start/Early Head Start staff and other parents. Ideally, everyone - you, your child, staff and the program as a whole - benefits from this partnership.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 10 As a parent or guardian, you have many responsibilities: caregiver, provider, protector, role model, and teacher.

ATCAA early childhood programs recognize and respect your role as your child’s first and most important teacher. Head Start and Early Head Start staff support parents in their teaching role by providing the information and tools parents need to support their children’s learning in the classroom and at home.

Parents and family members have many opportunities every day to help children learn. You don’t need formal educational training to teach your children reading and language skills or basic math and science concepts. Much of your job is simply supporting and encouraging your children’s natural curiosity about the world around them. Here are just a few examples of what you can do at home, or in the classroom to support children’s learning:

Math  Bake and cook with your children to teach measuring, estimating, sequencing and fractions.  Teach counting, measuring, adding, and subtracting by taking children to the grocery store, letting them pick and weigh produce, and pay for food items.  Fold laundry together to teach about sorting and pairing (matching socks or sorting clothing by family member). Science  Plant seeds with your children so they can learn how flowers, fruits and vegetables grow.  Teach children about protecting the environment by recycling paper and plastic together.  Explore the different parts of the human body, or a pet’s body, and how they work separately and together.  Take a walk and look for different flowers, shrubs, birds, and other animals. If you are in a city, identify building materials such as bricks, wood, concrete and asphalt, and discuss how they are alike and different.  Mix different colored paints together to create a new color, or different substances to create a new substance (dirt and water to create mud). Language and Reading  Read and talk to your children from the moment they are born. Sing songs and read nursery rhymes. Choose age-appropriate books from the library or bookstore.  Limit the amount of “screen time” children have (television, video games, smart phones or tablets).  Visit the library for story hour. Let your children explore and choose books to take home. Or, borrow a book from a center libraries or home visitor. We’ll be glad to help you choose! Social Skills  Children learn how to get along with other people from watching you. You can teach your children to be confident and comfortable around adults and children by having them participate in play groups or by playing with other children in your neighborhood. In addition, you can support the development of your children’s social skills by encouraging them to ask questions, share their toys and snacks with others, and help friends or siblings master a new task or skill.  Letting your children learn to do things for themselves, such as making a sandwich or choosing their clothes, will also inspire confidence. Most of all, praise your children for the tasks they accomplish and their good behavior. Make them feel loved each and every day.

All of these activities will help your children get ready for school, and help them feel comfortable and successful once they are there. ATCAA Head Start/Early Head Start staff, your children’s doctor, and ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 11 other community professionals are also available to support you in your important role as your children’s first and most important teacher. The rest is up to you!

(This information is from the Early Childhood Knowledge and Learning Center. Visit http://eclkc.ohs.acf.hhs.gov/hslc for more parenting information.)

Parent/Teacher Conferences and Home Visits During the program year, center-based teachers make two visits to the home of each child and hold two parent/teacher conferences with parents. In home-based programs, home visitors conduct two parent/home visitor conferences with parents each year in addition to weekly home visits. Home visits give parents and staff a chance to develop positive relationships, identify learning opportunities in the home, make connections between the home and program settings, and focus individualized attention on the family's strengths, interests, and goals. During parent/teacher conferences, parents and staff have opportunities to discuss observations and assessments of the child’s development, the progress made by the child in the program, the goals parents have for the child, transition plans and activities, and the progress made towards realizing family goals.

Opportunities for Parent/Guardian Involvement

Parent Volunteers When Head Start was founded in 1964, the authorizing legislation required programs to provide opportunities for parents’ direct participation in the program at the local level. This revolutionary concept meant that parents would not only serve as volunteers in their child’s classroom but would also have a strong voice in the decision making processes related to the entire Head Start program’s operation.

Your child benefits the most from the time and skills you invest in his/her education. In fact, we could not operate our infant/toddler and preschool programs without the generous support of parents and guardians. All parents and guardians have an opportunity to volunteer in their children’s Head Start or Early Head Start program.

Family Partnerships Partnering with others about education, family life, and community service matters can make a difference in the quality of your family’s life.

ATCAA early childhood programs work in partnership with parents and guardians to provide quality educational services. We rely on the vast knowledge you have of your child to develop the teaching strategies that suit him or her best.

Parents can also improve their family’s outcomes in many key areas such as family well-being, education and building positive parent/child relationships by working closely with Head Start or Early Head Start staff to identify areas of family strength and areas of family life that you would like to improve.

Finally, you and your children benefit from your involvement in the community. When you volunteer in the community you can make a difference in the quality of local government and the environment your family lives in. ATCAA early childhood programs provide resources and opportunities to help you become more involved in your community. Staff members would be happy to discuss them with you.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 12 Parent Involvement Opportunities Include: • Family Meetings- Held at each center, or home-based socialization, once a month. Parents and guardians help develop classroom or home-base activities and learn about topics they are interested in. • Policy Council Meetings- Held on the first Friday of each month alternating between Tuolumne and Amador counties. Policy Council provides and organizes policy guidelines to give purpose and direction to ATCAA early childhood programs and to increase their efficiency and effectiveness. • Program Committee Meetings- Held on the third Thursday of each month in both counties. This meeting is open to all interested parents and guardians and provides opportunities to plan activities, work on policies, and review budgets and other program information. • Committees- School Readiness Advisory Committee, Hiring and Screening Committees, Personnel Committees and Budget Committees are just a few of the opportunities for parents and guardians to be involved in program planning and governance. • Classroom, or home-based socializations- Plan an activity with the teachers or home visitors, bring in a cooking project to share with the children, add ideas to the curriculum or read stories to the children. The opportunities are endless! • Health Advisory Board- Meets one time a year in Tuolumne and Amador counties to discuss health related information concerning children and families. • Self-Assessment. ATCAA early childhood programs conduct a self-assessment every year. Parents, community partners and staff review Head Start and Early Head Start programs to determine program strengths and goals for the future.

Classroom Volunteers Volunteers are especially welcome to help in the classroom. Parents and guardians perform a variety of essential tasks such as planning activities, providing input about curriculum and lesson plans, helping at mealtimes, preparing cooking projects, and supervising hand washing and teeth brushing. These are just a few of the ways you can help to make your child’s classroom experience the very best it can be. As an extra bonus, you will be able to use your volunteer experience on your resume when you look for work. Volunteers are required to have a TB clearance.

Community volunteers (volunteers who are not parents/guardians of an enrolled child) must have a criminal and finger print clearance and be free of any criminal convictions in order to volunteer in any of our classrooms on a regular basis.

SECTION III: Program Policies Attendance

Daily classroom attendance impacts your child’s ability to benefit from his or her infant/toddler or preschool program. It also affects the amount of money received from some funding sources. During the enrollment process, a designated staff member will explain the Attendance Policy to each child’s parents or guardians. Parents or guardians are asked to sign the Attendance Policy to indicate their understanding of the policy. Attendance for the purpose of State Preschool reimbursement includes children present and children with excused absences.

Parents are responsible for getting children to and from school and school-sponsored activities such as field trips. Carpooling between parents is encouraged but not arranged by staff.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 13 Daily sign in/out sheets are used to document each child’s attendance in center-based programs. The parent (or another adult authorized by the parent to drop off or pick up a child) is responsible for entering the times of arrival or departure. Full signatures of responsible adults are required on sign in/out sheets. Parents or guardians are responsible for making sure their child’s attendance is recorded accurately. The goal of Head Start, California State Preschool and Early Head Start programs is to have children attend 100% of the time unless they are sick or have an excused reason to be absent. The Family Engagement & Services Manager or designee will analyze causes for absenteeism and teachers, family advocates or home visitors will assist parents in formulating an Attendance Improvement Plan if children have ongoing attendance issues. All actions taken to remedy absenteeism will be documented. If a child has five days of unexcused absences in a center-based program or three unexcused absences in a home- based program, the child’s slot in the program may be considered vacant. Families enrolled in California State Preschool Programs will be issued a Notice of Action when services will be terminated.

Center Attendance Policy For children and parents to gain the greatest benefit from participation in center-based programs, children need to attend school regularly and school needs to be a part of children’s normal routine. If a child has five (5) consecutive unexcused absences, the child’s slot in the program may be considered vacant.

Home Base Attendance Policy For children and parents to gain the greatest benefit from participation in home-based programs, they need to be available for home visits. If a family has three weeks of unexcused absences from home visits, the child or pregnant woman’s slot in the program may be considered vacant.

Reporting Absences If your child is going to be absent, please call your child’s center or your home visitor by 8:30am to tell a staff member the exact reason your child is missing school or a home visit that day.

Parents will receive a phone call from a staff member each day their child is absent if they do not call the school or their home visitor. ATCAA Head Start and Early Head Start Excused Absences • Hospitalizations, serious illness or injury • Communicable disease • Other health ailments that temporarily prevent attendance • Death in the family • Temporary family situations • Temporary transportation issues • Weather conditions • Cultural and religious family activities • Court ordered visits California State Preschool Programs Excused Absences • Hospitalization, serious illness or injury

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 14 • Communicable disease • Other health aliments that temporarily prevent attendance, such as dental or medical appointments • Death in the family • Family emergency/situations, such as a sick or injured sibling requiring a trip to a medical provider or hospital, an accident, no gas money, a non-functional vehicle, social services appointments, a house fire or flood, being snowed in, etc. • Military reserve related absences • Court ordered visits – (If an excused absence is based on time spent with parents or relatives as required by law, a copy of the Court Order must be in the child’s file.) • Best Interest Days when it is in the best interest of the child to stay at home (limited to 10 days per contract year). Examples of Best Interest Days include: family vacations, a parent or guardian going out of town to seek employment, or cultural or religious activities. • Emergency Closure (If a center has to close due to snow, flood, power outage or any other act of nature, the attendance sheet will state “emergency closure” and that day will not be counted as a day of operation.) Unexcused Absences- California State Preschool Programs Weather conditions (not including snow days when schools are closed), getting up late, or not wanting to go to school are examples of unexcused absences. Five (5) days of unexcused absences (or repeated excused absences) will result in your child being referred to the Family Engagement & Services Manager for follow up.

Releasing Children and the Emergency Contact and Consent for Emergency Treatment Form To ensure children’s safety, staff will not release a child to anyone not listed on the child’s Emergency Contact and Consent for Emergency Treatment Form. We are not permitted to release children to anyone less than 16 years of age unless they are the parent of the child. Please make sure your child’s teacher or family advocate has the names and current phone numbers of two people (over 16 years of age) who could pick up your child from school in an emergency. If program staff members do not recognize the person picking up your child they will ask the person for picture identification.

To ensure the safety of children, we will not release children to persons behaving in a way that poses a risk to the children or the facility. The appropriate agency will be called if this situation arises.

Behavior Guidance

The intent of ATCAA early childhood programs is to guide children’s behavior while keeping their sense of safety, self-esteem and “belonging” intact. Staff and volunteers will assist children in developing self- control by using age appropriate behavior guidance techniques. When it is determined that these methods are not adequate, a behavior plan may be implemented by parents and teachers. If the behavior plan is unsuccessful, a Student Study Team will meet, create a Student Study Team plan, and may decide to modify a child’s program to ensure overall success for the child.

Behavior guidance will include developing consistent classroom routines, having staff model appropriate social behavior at all times, allowing children to experience age appropriate natural or logical consequences for their actions, and maintaining a safe and positive learning environment for all children enrolled in ATCAA early childhood programs. ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 15 Any form of discipline which violates a child’s personal rights will not be permitted as outlined in California State Child Care Licensing Requirements, Regulation 101223. These regulations as well as Head Start and California State Standards state:  “Children have the right to be free from corporal or unusual punishment, infliction of pain, humiliation, intimidation, ridicule, coercion, threat, mental abuse or other actions of a punitive nature including but not limited to: interference with functions of daily living, including eating, sleeping or toileting; or withholding of shelter, clothing, medication or aids to physical functioning.”

Other disciplinary guidelines:  Staff will not use competition, comparison, or criticism to address children’s behaviors.  Staff will identify and discuss any suspected health concerns that may have an impact on a child’s behavior with the child’s parents, the Education Manager and the Health Services Manager.  Teaching staff and volunteers will use positive age-appropriate guidance techniques to help children be successful on a daily basis while developing strong lifelong social /emotional skills. The guidance techniques utilized will include: o Observing and recording children’s behavior, being active listeners and responsive caregivers. These techniques will help staff anticipate and prevent possible behavioral problems. This includes being flexible and spontaneous with planned activities to accommodate the behavioral needs of children. o Using appropriate verbal and physical interactions with children, other staff, and parents at all times. o Posting and implementing clear consistent routines, schedules, and classroom rules. Children will be instrumental and active participants in creating and implementing these rules. o Implementing small group learning activities to decrease the stimulation resulting from large group activities and to meet the individual needs of children in an effective manner. o Maintaining interactive age-appropriate classroom environments to meet the needs and styles of all learners. Calm music, lighting, displays, and activities will be used to create relaxed environments that are not overly stimulating. o Using redirection or substitution to direct a child away from a conflict or negative outcome. o Utilizing positive reinforcement and specific praise when children are successful classroom participants. o Giving children chances to make choices on a regular basis. This technique gives children a sense of ownership and control in their daily experiences and helps minimize negative reactions to teacher directed consequences. o Using open-ended questions to encourage children to resolve conflicts and solve problems, and help children respect the feelings and rights of others. o Letting children experience the logical and natural consequences for their actions. o Shadowing children who have difficulty staying on task. o Reserving quiet time, a brief adult supervised separation from group activity and social interactions, for those occasions when children are consistently having difficulty interacting with others. This approach must not be used in a punitive way and should only be implemented if redirection and other behavior guidance techniques have been exhausted. When a child is ready he/she should have the opportunity to rejoin the group. Teachers must follow-up verbally with the child about the incident before reintegrating the child back into classroom activities.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 16 Adult Behavior All ATCAA programs and buildings are chemical-free environments. The use of tobacco, drugs, and alcohol are not permitted anywhere on or near centers or at sponsored events and activities. School grounds include the school parking lot and/or all areas on school property within the sight of children. Teachers, family advocates and home visitors visiting families’ homes will promote a tobacco, drug, and alcohol free home environment.

The use of profanity or corporal punishment by any parent attending an ATCAA early childhood program or activity is prohibited.

ATCAA strongly discourages the use of cell phones by adults in the classroom, during home visits or when participating in other program sponsored activities.

Birthdays

Please make arrangements with your child’s teacher or home visitor if you plan to celebrate his/her birthday at school or at a home-based socialization. Candles and sugary foods are not allowed at centers or socializations. SEE THE NUTRITION SECTION FOR MORE GUIDANCE.

Clothing and Diapering

Clothing/Dress Children’s clothing should be comfortable, washable and suitable for active and messy activities such as painting, dirt, sand or mud play. The paint we use is “washable” but if it does get on clothing we advise pre-treating the stain before laundering. Clothing needs to be easy for your young child to get on and off for bathroom independence. Parents are asked to bring an extra set of clothing in case of accidents or messy play. Please mark clothing with your child’s name. Toes can get hurt when riding bikes or during outside play, so we do not recommend sandals. Flip flops are not allowed. We recommend that you send your child to school in sneakers/tennis shoes for your child’s safety. If your child wears sandals please make sure they have a secure back strap.

Clothing for adults, staff and children Clothing worn at ATCAA early childhood programs or activities may not promote or advertise alcohol, drugs or tobacco. Clothing with unacceptable language or pictures is not permitted. Adult volunteers should wear clothing that is comfortable and conservative. Clothing that overly exposes any adult’s body to the children is not permitted. For example, adult clothing that is too tight, too high, or too low cut is inappropriate.

Soiled Clothing Parents must provide a complete change of clothes that will be stored at the center in case of accidents. When a child has an accident requiring a change of clothes he/she will be taken to the bathroom by a staff member. Staff will assist the child in removing the soiled clothing, getting cleaned up and, if needed, helping the child put on clean clothes. Home-based parents attending socializations should bring a change of clothes for their children.

Diapering

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 17 Head Start and Early Head Start staff use proper sanitation and hygiene procedures for diapering that protect the health and safety of children enrolled in early childhood programs. Soiled diapers are kept out of children’s reach at all times. Plastic bags containing soiled diapers are placed in a lined receptacle with a lid to prevent child access. Diapers and diapering materials are provided for enrolled children when they are at centers or home-based socializations.

SECTION IV: Eligibility, Selection and Enrollment

Age Eligibility for Head Start, Early Head Start and State Preschool In accordance with Head Start/Early Head Start regulations pertaining to age requirements, families wishing to enroll their children in Head Start or Early Head Start programs must present a birth certificate, or other official documentation, to verify each child’s age unless it creates a barrier for a family to enroll their child. If a family cannot present documentation to verify their child’s age, staff will assist parents in obtaining the documentation.

In accordance with California Department of Education regulations pertaining to age requirements, families wishing to enroll their children in California State Preschool programs must present a birth certificate, or other official documentation, to verify each child’s age. • Children enrolling in Head Start programs must be three years old or three years old by the age- eligible date for public schools in Amador and Tuolumne counties. • Children enrolling in State Preschool programs must be at least three years old by the age-eligible date for public schools in Amador and Tuolumne counties. • Children enrolling in Early Head Start programs must be zero to three years old. • There are no age requirements for pregnant women who wish to participate in the Early Head Start program serving pregnant mothers. Eligibility for Head Start and Early Head Start In addition to age requirements, children and pregnant women wishing to enroll in ATCAA Head Start or Early Head Start programs must live in Amador or Tuolumne Counties. Eligibility for Head Start and Early Head Start programs is also based on documentation and verification of at least one of the following: • Income (Including receipt of public assistance- TANF/cash aid or SSI) • Homelessness • Foster care

Income documentation for Head Start and Early Head Start programs includes but is not limited to: • Pay stubs/ Pay envelopes • Self-employment profit and loss statements • Individual Income Tax Form 1040 • W-2 forms • Statements from employers • Documentation showing status as a recipient of public assistance (TANF/cash aid or SSI) • Social Security • Retirement benefits • Child support and/or alimony • Unemployment benefits • Workers’ Compensation benefits • Short term disability benefits ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 18 • Scholarships and grants

Income eligibility for Head Start and Early Head Start programs is based on the family’s size and income earned by the parents or guardians of the child seeking to enroll in the program.

Family size for Head Start and Early Head Start programs includes all persons living in the household who are supported by the income of the child’s parents or guardians and related to the parents or guardians by blood, marriage or adoption, or the child’s authorized caregiver or legally responsible party.

Parents or guardians applying for Head Start or Early Head Start services must submit: • A completed application • Documentation verifying the child’s age (unless it creates a barrier for a family to enroll their child) • Documentation verifying the family’s income level (including receipt of public assistance), homelessness or the child’s placement in foster care. Children enrolled in an Early Head Start program as "income eligible" children remain income eligible throughout their time in Early Head Start. Children transitioning from Early Head Start to Head Start must have their families’ eligibility re-verified. Children enrolled as “income eligible” in a Head Start program remain income eligible for a second year, but must have their families’ eligibility re-verified if they intend to enroll for a third year. Up to 10% of the children enrolled in Head Start or Early Head Start programs may come from families having income above the federal poverty line. At least 10% of the enrollment opportunities in Head Start and Early Head Start programs are available for children with disabilities who meet the definition for children with disabilities as outlined in the Head Start Program Performance Standards. Selection for Head Start/Early Head Start Applications for eligible children and pregnant women will be prioritized for selection, and assigned selection criteria points, according to the ATCAA Early Childhood Services Selection Criteria. Applicants for ATCAA Early Head Start and Head Start programs will be selected in the following order, taking into consideration selection criteria point values, until all available slots are filled:  Returning children  Early Head Start children transitioning to Head Start who are income eligible or categorically eligible (homeless or in foster care).  Children with the highest number of priority points who are income eligible or categorically eligible (homeless or in foster care).  Children with the highest number of priority points who are over income (not to exceed 10% of total enrollment).  Children with the highest number of priority points who are between 100-130% of the federal poverty line (not to exceed 35% of total enrollment). A waitlist of applicants for center and home-based programs is prioritized according to ATCAA Early Childhood Services Selection Criteria and maintained by eligibility staff. Enrollment in Head Start or Early Head Start After parents or guardians have accepted a slot in a Head Start or Early Head Start program, a family advocate or home visitor will set up an enrollment appointment with the family. Parents or guardians are asked to bring the following information with them to the appointment:

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 19  The child’s medical insurance card  The names and phone numbers of the family’s doctor and dentist  The names and phone numbers of individuals authorized to pick up the child from the program (for the Emergency Contact & Consent for Emergency Treatment Form)  The child’s yellow immunization card or other immunization records During Head Start and Early Head Start enrollments, family advocates or home visitors will explain the program to parents or guardians and review and complete enrollment forms with them. At that time, parents and guardians will have the opportunity to discuss relevant information about their child or family, when services will begin and any questions they might have. Families will also receive informational handouts and flyers about community services and resources at enrollment. Family Fees for Head Start or Early Head Start Fees are not charged for participation in Head Start or Early Head Start programs. At no time will ATCAA Early Childhood Services (ECS) solicit or encourage any payment from participating families, or condition a child’s enrollment or participation in Head Start or Early Head Start programs upon the payment of a fee. However ATCAA ECS may accept voluntary donations from a child’s family and will record the donations as program income. Immunizations Before children can enter centers providing Head Start, Early Head Start or State Preschool services, they must have complete immunizations in accordance with State of California Community Care Licensing requirements or have a waiver on file. (Health and Safety Code, Division 105, Part 2, Chapter 1, Sections 120325-120380; California Code of Regulations, Title 17, Division 1, Chapter 4, Subchapter 8, Sections 6000-6075) Eligibility for California State Preschool Programs Eligibility for California State Preschool programs is based on documentation and verification of at least one of the following: • The family is homeless • The child is a recipient of Child Protective Services/Child Welfare Services, or is at risk of abuse, neglect or exploitation • The family currently receives TANF/cash aid • The family is income eligible

If a family’s eligibility for services is based on homelessness, the parent(s) needs to present one of the following: • A written referral from an emergency shelter or other legal, medical or social service agency. • A written declaration stating the family is homeless and a statement describing the family’s current living situation.

If a family’s eligibility for services is based on the child is receiving child protective services, the parent(s) needs to submit a written referral dated within six months of the application for services that includes: • A statement from the local county welfare department, child protective services unit, certifying that the child is receiving Child Protective Services (CPS) and that child care and development services are a necessary component of the CPS service plan. • The probable duration of the CPS service plan. • The name, address, phone number and signature of the person making the referral.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 20 If a family’s eligibility for services is based on the child being at risk of abuse, neglect or exploitation, the parent(s) needs to submit a written referral dated within six months of the application for services that includes: • A statement by a legally qualified professional (someone licensed in the state to perform legal, medical, health or social services for the general public) that the child is at risk of abuse and neglect and that child care and development services are needed to reduce or eliminate that risk. • The probable duration of the at risk situation. • The name, address, phone number and signature of the legally qualified professional.

If a family’s eligibility for services is based on currently receiving TANF/cash aid, the parent(s) needs to submit one of the following for the month preceding certification or recertification: • A Notice of Action (NOA) from Social Services that states the family’s cash aid amount (not the family’s CalFresh amount). • A Passport to Services, or other documentation of cash aid.

If a family’s eligibility for services based on their income, the parent(s) needs to submit documentation from all income sources for the month preceding certification or recertification.

If the parent is employed, one of the following must be submitted: • Pay stubs • A signed and dated letter from the parent’s employer indicating the rate of pay, how often the parent is paid and how many hours are worked in a pay period. • Other records of wages issued by the parent’s employer

If the parent is self-employed, as many of the following types of documentation must be submitted as necessary to determine the amount of income earned from self-employment: • Letters from customers/clients • Copies of your most recent signed and completed tax return • Other business records, such as ledgers, receipts, business bank statements or business logs

If the family has other income sources, the parent(s) must submit documentation for all that apply: • Social Security • Retirement benefits • Child support and/or alimony • Unemployment benefits • Workers’ Compensation benefits • Short term disability benefits • Scholarships and grants

We reserve the right to ask for additional documentation to verify income.

Applicants for California State Preschool programs must also provide documentation to verify their family’s size.

Family size for California State Preschool programs includes the parents, and the children that the parents are responsible for, who live in the same household as the child receiving services.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 21 • When a child and his or her siblings are living in a family that does not include their biological or adoptive parent, the “family” only includes the child and related siblings. • For state purposes, a parent can be a biological parent, adoptive parent, stepparent, foster parent, caretaker relative, legal guardian, domestic partner of the parent or any other adult living with a child who has responsibility for the care & welfare of the child.

Documentation must be submitted to verify the number of children in a family’s household. The documentation submitted for each child in the family may be one of the following: • Birth certificates • Child custody court orders • Adoption documents • Foster care placement records • School or medical records • County welfare department records • Other reliable documentation indicating the relationship of the child to the parent

Documenting the presence or absence of a parent When only one parent has signed an application for services and the information provided indicates the child has another parent whose name does not appear on the application, then the presence or absence of that parent must be verified.

Supporting documentation to verify the presence or absence of the other parent must be any one of the following: • Records of marriage, divorce, domestic partnership or legal separation • Court-ordered child custody arrangements • Evidence that the parent signing the application receives child support payments • Rental receipts or agreement contracts, utility bills or other documents for the residence of the family indicating that the parent is the responsible party • Any other documentation, excluding a self-declaration to confirm the presence or absence of the parent of the child in the family

If a parent has recent departed from the family, the remaining parent applying for services may submit a self-declaration under penalty of perjury explaining the absence of that parent from the family. Within six months of applying or reporting the change in family size, the parent must provide one of the forms of documentation mentioned above to verify the absence of the departed parent.

Selection for California State Preschool Programs

• First priority is given to four-year-old or three-year-old children, who are neglected or abused, receive Child Welfare Services/Child Protective Services or are at risk of being neglected, abused or exploited. • Second priority is given to four-year-old children with the least family income as determined by the selection criteria.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 22 • Third priority is given to eligible three-year-old children with the least family income as determined by the selection criteria.

Enrollment in California State Preschool Programs Before enrollment can take place in a California State Preschool program, most parents will be asked to submit documentation of their income from the previous 30 days to determine their income eligibility for state funded programs (See eligibility requirements above). After eligibility has been determined, and the family is found to be eligible for services, a family advocate will set up an enrollment appointment with the family (often in conjunction with enrollment for a Head Start program). Parents or guardians are asked to bring the following information with them to the appointment: • The child’s medical insurance card • The names and phone numbers of the family’s doctor and dentist • The names and phone numbers of individuals authorized to pick up the child from the program (for the Emergency Contact & Consent for Emergency Treatment Form) • The child’s yellow immunization card or other immunization records • Proof of residency in the state of California (a bill, rental agreement etc. with the family’s physical address on it) • Documentation of the parent/child relationship for all children included in the family’s size (birth certificates, baptismal records, custody papers etc.) • If indicated, documentation of a parent being absent from the family home (rental agreement, utility bill etc. demonstrating the parent applying for services is the responsible party). During the certification process, parents and staff will complete a state application for services. A Notice of Action (NOA) will be issued after certification is complete and all necessary paperwork has been signed and dated by the parent and the enrolling staff member authorizing the start of services.

Notices of Action are given or mailed to parents to inform them of an action that has, or will be, taken involving their CSPP services. NOAs are issued when: • Certification is completed • Recertification is completed • Changes take place affecting the parents’ eligibility • The family is being terminated from the program

Appeal Information for California State Preschool Programs If you do not agree with the agency’s action as stated in a Notice of Action, you may appeal the intended action. To protect your appeal rights, you must follow the instructions described in each step listed below. If you do not respond by the required due dates, or fail to submit the required appeal information with your appeal request, your appeal may be considered abandoned.

STEP 1: Complete the appeal information to request a local hearing STEP 2: Mail or deliver your local hearing request within 14 days of receipt of the NOA to: Amador Tuolumne Community Action Agency 427 N. Hwy 49, Suite 202, Sonora, CA 95370 ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 23 ATTN: Marcia Williams (209) 533-0361 STEP 3: Within ten (10) calendar days following the agency’s receipt of your appeal request, the agency will notify you of the time and place of the hearing. You, or your authorized representative, are required to attend the hearing. If you, or your representative, do not attend the hearing, you abandon your rights to an appeal, and the action of the agency will be implemented. STEP 4: Within ten (10) calendar days following the hearing, the agency will mail or deliver a written decision to you. STEP 5: If you disagree with the agency’s written decision, you have 14 calendar days in which to appeal to the Child Development Division (CDD). Your appeal to the CDD must include the following documents and information: (1) a written statement specifying the reasons you believe the agency’s decision was incorrect, (2) a copy of the agency’s decision letter, and (3) a copy of both sides of the NOA. You may either fax your appeal to 916-323-6853, or mail your appeal to the following address:

California Department of Education Child Development Division 1430 N Street, Suite 3410 Sacramento, CA 95814 Attn: Appeals Coordinator Phone: 916-322-6233 STEP 6: Within 30 calendar days after the receipt of your appeal, CDD will issue a written decision to you and the agency. If your appeal is denied, the agency will stop providing child care and development services immediately upon receipt of CDE’s decision letter.

Family Fees for California State Preschool Programs Per California Department of Education, Child Development Division regulations, fees are not charged for participation in California State Preschool Programs. At no time will ATCAA ECS solicit or encourage any payment from participating families, or condition a child’s enrollment or participation in California State Preschool Programs upon the payment of a fee. However ATCAA ECS may accept voluntary donations from a child’s family and will record the donations as program income. How to Continue in California State Preschool Programs To continue to receive California State Preschool Program services: • You will be required to recertify your eligibility on an annual basis. • You must abide by agency policies, procedures and program requirements

Recertification • All families enrolled in California State Preschool Programs will be recertified at intervals not to exceed twelve months. For recertification, families will be required to provide documentation to support continued eligibility for services. Families will be notified of their need to recertify before their recertification date occurs and staff will inform parents in advance of the documentation required for recertification. • Recertification for California State Preschool Programs may occur within 120 days of the program’s start date for the next school year. • For eligibility based on “At risk of abuse, neglect or exploitation”, recertification will take place within three (3) months.

ATCAA Early Childhood Services Programs Parent/Guardian Handbook Page 24