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Home My WebLink About900959.tiff f (t ITIEMORAnDUM wine Gene Brantner, Chairman To Hoard of Comity Commissioners Date Ortnher 19, 1990 COLORADO From Walter J. Speckman. Fxecutive Director. Human Resources At Subject Head Start Four (4) _YQar Continuation Proposal 1� Enclosed for Board approval is the Head Start Four (4) Year Continuation Proposal for $635,157. 00. The following is a breakdown of where the monies will be utilized: 1. PA 22 Basic Grant $602,990.00 2. PA 20 T/TA 10,552.00 3. PA 26 Handicap 21,615. 00 If you have any questions, please telephone me at 353-3816. \j. , 900959 a { �_ ; 0li i . • OAIS Impsaval NIL OUR- FEDERAL ASSIS ACE j z a.NUM°E" 3. STATE a NUMBER APPLI• APP1,1. TYPE 108CH0019/18 i °AT10N 84-6000813 � CATION iDEKn. OF ❑ mzmcE OF INTENT(OPTIMUM I°ENTF I FIER BMISSION IS ❑ PREAPPLICJ1TiON FIER Ix DATE Yeara.ear YO73`70 fee aDATE pate` t APPUCAT10N I i9 9D 1D 1219Y ASSIGNED r`"r "1°'w 4 19 Lean. Blank a. LEGAL APPLICANT/RECIPIENT Ia. Appsatfaeme Weld County Division of Human Resources 5. EMPLOYER IDENTIFICATION NUMBER(am Ib.ofya, monunnFamily Educational Network' Head Start Program 'c.stlaaUP.o.Ben P.O. Box 1805 e• �d.ay Greeley, Weld � a NUMBER D. ) 3! • j6 10f ISMS Colorado e.Carey a ZIP Coda 80632 (Plow CPDN) ratans O in c.c^ampflon/N.,. Walter J. Speckman, Executive Director areks...na/ (303) 353-3816 aTTTLE Child Developmen �'7. TITLE of APPLICANTS PROJECT IU1r sson IV d dw b„o p Head Start 3 • '°N"1 •1991 Head Start Basic (PA 22) :7a o.aa.rr�n d..00a°aada O. OF APPLICJI ....,..... yG+..r..�a..- 1991 Head Start Handicap (PA 26) ` 8 1991 Head Start T/TA (PA 20) a teat`�` _ ,-0..ty.Vlr F-aru ine 3 I Fia�gyeapeleWar LE 29. AREA OF PROJECT IMPACT Wass q'aoa army team 10.ESTIMATED NUMBER (11. TYPE OF ASSISTANCE Weld County OF PERSONS searrnm p-?.wale+ or,.,aar �.." �AIE Zi 31 285pew lialaa 7',I12. PROPOSED FUNDING 113. CONGRESSIONAL DISTRICTS OF: 1{. TYPE OF APPLICATION ',a FEDERAL 7 635, 157 c a APPI.ICA 4T PROJECT sate e. o-c� a-m.a•�• Io.APPUDANT ': 156,151 .o0 4 I a County-Wide ame+N.eftete/ea. ri 17. TYPE OF CNMIGC Mr It a lal a STATE I ,00 15. PROJECT START 1d PROJECT S °-Cul'rW4Ar. Q LOCAL DATE Year maa,A day DURATION c-4..4u.a Emr e.OTHER .COI 9 91 01 01 12 MOMS 19. DATE DUE TO Year mama day ,f. Total :3 791,308 0o I FEDERAL AGENCY p. i 9 '+9. FEDERAL AGENCY TO RECEIVE REOUESTDe pt. of Health & Human Services i 20.EXISTING FEDERAL GRAN a. ORGANIZATIONAL uN1T(IF APPROPRIATE) _ b.ADMINISTRATIVE CONTACT(IF KNOWN) � Tim NUMBEF j Office of Human Development I, Ismaye Prescod ri 08CHoo19/16 I` ADDREss Federal Office Building, g Room 11037 2, REMARKS ADDED 1961 Stout Street, Denver, Colorado 80294 TME T� tlee NM I°wrWM alld bwl.l a YES.THIS NOTICE OF INTENT/PR I _ Yes X X No EAPPLR REVIEW ON:ICA710N WAS MADE AYAILASLE TO THE STATE a APPLMA even eua aftl mpem thi y ypwnent Ndj E��ORDER 12371 PROCESS FOR REVIEW ON: „ CFRTIFJES bean O/y eayh9fmtl a He goaalt�g1 DATE THAT► body a era nee am MO sand efacensawne9Ma11adetlassaepe b. NO.PROGRAM IS NOT COVERED BY E.O. 12372❑ A 9r Wens Is a0910aaa OR PROGRAM HAS NOT BEEN SELECTED B rE FOR REVIEW ❑ 27. a TYPED NAME AND TITLE �"�N° Gene Brantner, Chairman a SIG � t CERTIFYING / 1 SENTADVE Weld County Board of County Commissione sk 2!. DON Tear Mae day I25. FEDERAL APPLICATION IDENTIFICATION NUMBER 2S NT FEDERAL GRAM IDFMF7G►T10N RECENED 19 11 27. ACT10N TAKEN 28. FUNDING RI ❑a AWARDED Year mann dale START11Ki Year smash date O b. REJECTED 29. ACTION DATE.. 19 Lu ❑ b. RETURN®FOR a FEDERAL f DOITiONAL INFORMM 32.�� 19 r1. 4 AMENDMENT a APPLICANT .00131. CONTACT �P`on arnWn/ ENDING Year wrrY date 1 O d. RETURNED FOR DATE 18 I, E.O. 12372 SUBMLSSKJN C- STATE G 001 0 BY APPLICANT TO d. LOCAL 33. REMARKS ADDED W STATE 00 ❑a DEFERRED a OTHER .00 ❑I. WITHDRAWN f. TOTAL S 00 ❑ Yee ❑ Nn NSIII 7610-01-009-81W PREVIOUS Erne {21-f00 STANDARD FORM 424 PAGE 1 L4 NOT USABLE nor,d,3.•.•a....,>, J•n,eyat y O OMB s1eA-102 4-84) J PART it OMB NO. PROJECT APPROVAL INFORMATION Item 1. Does this assistance request require Name of Governing Body State. local regional, or other priority rating? Priority Rating Yes No Item 2. Does this assistance request require State, or local Name of Agency or advisory, educational or health clearances? Board Yes No (Attach Documentation) Item 3. ^C Does this assistance request require State, local, Name of Approving Agency (7_1',i t: //,� �?i'GO 1. regional or other planning approval? Date / -, — i — 7 U G Yes No Item a. Is the proposed project covered by an approved compre- Check one: State ❑ hensive plan? Local ❑ Regional ❑ Yes No Location of Plan Item 5. Will the assistance requested serve a Federal Name of Federal Installation installation? Yes No Federal Population benefiting from Project Item 6. Will the assistance requested be on Federal land or Name of Federal Installation installation? Location of Federal Land Yes No Percent of Project Item 7. Will the assistance requested have an impact or effect See instructions for additional information to be on the environment provided. Yes No Item e. Number of: Will the assistance requested cause the displacement Individuals of individuals, families, businesses, or farms? Families Businesses Yes No Farms Item 9. Is there other related assistance on this project previous. See instructions for additional information to be pending, or anticipated provided. Yes No Oa MI COOS I PART M-BUDGET INFORMATION SECTION A-BUDGET SUMMARY Grant Pr Functiioon Federali Estimated Unobligated Funds 1 New or ReviewBudget or (a Catalog No. Federal Non.Federal Federal Non-Federal Total ro► (a (m (e) in (a) 1. PA22 $ $ $ 602,991 $150,747 $753,737 2. PA26 21,615 5,404 27,019 i PA20 10,552 -0- 10,552 I a. 5. TOTALS IS S $ 635,157 $156,151 $791,308 SECTION B-BUDGET CATEGORIES 6. Object Class Categories Grant Prograr�r. Function or Amway Total 0) PA22 (2) PA26 (31 PA20 'DO (5► a. Pmuonner IS 326,697 IS 8,060 S IS IS334,757 Ib. Fringe Benefits 71,873 1,773 I I 73,646 c. Travel 11,000 1I 4,500 15,500 d Equipment e• Supplies 45,125 45,125 f. Contractual 14,000 11,782 1 25,782 ! g' gliWW* �onsunitation Fees 3,327 3,327 h. Other 134,295 2 ,725 137,020 i. Total Direct Charges j. Indirect Charges k TOTALS S 602,990 $ 21,615 S 10,552 $ 1$ 635,157 7. Program Income S $ S 1$ .. _ IS r>,r.r;-- • era.0348O338 • SECTION C- NON-FEDERAL RESOURCES la) Grant Program ; (J APPLICANT (c) STATE I (d) OTHER SOURCES I (e) TOTALS I e PA22 5150,747 $ s Is I s. PA26 5,404 to. PAM t1. 12. TOTALS '$156,151 $ 5 $ SECTION D- FORECASTED CASH NEEDS . Total for 1st Year 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 13. Federal $ $ $ $ $ • 14. Non-Federal - 15. TOTAL $ $ $ 5 $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (a)Grant Program FUTURE FUNDING PERIODS (YEARS) 16. PA22 (b)FIRST (c) SECOND (d)THIRD I (e) FOURTH 17. PA22 5602,990 $ 5 s 21,615 1s. PA.20 10,552 19. 20. TOTALS 1$635, 157 $ $ $ SECTION F-OTHER BUDGET INFORMATION (Attach Additional Sheets If Necessary) 21. Direct Charges: 22. Indirect Charges: 23. Remarks: PART IV PROGRAM NARRATIVE (Attach per Instruction) In n'u': o_=e PART V ASSURANCES The Applicant hereby assures and certifies that he will comply with the regulations, policies, guidelines and requirements, including 45 CFR Part 74, and OMB Circulars No. A-102 and A-110, as they relate to the application, acceptance and use of Federal funds for this federally-assisted project Also the Appli- cant assures and certifies to the grant that: 1. It possesses legal authority to apply for the 5. It will comply with the provisions of the Hatch grant;that a resolution. motion or similar ac- Act which limit the political activity of tion has been duly adopted or passed as an employees. official act of the applicant's governing body, authorizing the filing of the application, in- 6. It will comply with the minimum wage and cluding all understandings and assurances maximum hours provisions of the Federal Fair contained therein,and directing and authoriz- Labor Standards Act,as they apply to hospital ing the person identified as the official and educational institution employees of representative of the applicant to act in con- State and local governments. nection with the application and to provide such additional information as may be 7. It will establish safeguards to prohibit required. employees from using their Positions for a purpose that is or gives the appearance of 2. It will comply with Title VI of the Civil Rights being motivated by a desire for private gain Act of 1964(P.L. 88.952) and in accordance for themselves or others, particularly those with Title VI of that Act, no person in the with whom they have family, business, or United States shall, on the ground of race, other ties. color,or national origin,be excluded from par- ticipation in, be denied the benefits of, or be 8. It will give the sponsonng agency or the otherwise subjected to discrimination under Comptroller General through any authorized any program or activity for which the appli- representative the access to and the right to cant receives Federal financial assistance examine all records, books, papers, or and will immediately take any measures documents related to the grant. necessary to effectuate this agreement. 9. It will comply with all requirements imposed 3. It will comply with Title VI of the Civil Rights by the Federal sponsonng agency concern- Act of 1964 (42 USC 2000d) prohibiting ing special requirements of law, program re- employment discrimination where (1) the quirements, and other administrative primary purpose of a grant is to provide requirements. employment or(2)discriminatory employment practices will result in unequal treatment of 10. It will insure that the facilities under its owner- persons who are or should be benefiting from ship, lease or supervision which shall be the grant-aided activity, utilized in the accomplishment of the project are not listed on the Environmental Proton- 4. It will=mph/with requirements of the provi- tion Agency's(EPA)list of Violating Facilities siona of the Uniform Relocation Assistance and that it will notify the Federal grantor and Real Property Acquisition Act of 1970 agency of the receipt of any communication (P.L. 91-648) which provides for fair and from the Director of the EPA Office of Federal equitable treatment of persons displaced as Activities indicating that a facility to be used a result of Federal and federally-assisted in the project is under consideration for listing programs. by the EPA. 1991 BUDGET FOR PA26 Prepared 10/11/90 * ***a(*** HEAD START Subt Contractual: UNC Speech & Language 9,782.19 Weld Mental Health 2,000.00 Subtotal ; 11,782.19 Personnel: .60 FTE Special Need ; Tech. 8,059.68 Subtotal 8,059.68 Fringe: includes 1 1,773.13 U.I. FICA Workers Comp. Subtotal 1,773.13 Grand Total $21,615.00 BUDGET NARRATIVE PA 26 Contractual University of Northern Colorado Speech & Language Services: Pays for the direct services of speech diagnostics for children and individual and group therapy. Also pays for consultation fees for case review meetings and with other staff and teachers as necessary. Weld Mental Health: Pays for direct mental health services for children and their families as well as case reviews and consultation fees with other staff. Personnel Special Needs Technician: Pays the salary for one .6 FTE Special Needs Technician. Fringe Unemployment Insurance Pays for for fringe benefits at a FICA uniform rate, charged all County Workers Compensation Employees. ..-,. K__ r PA 26 SALARY BREAKDOWN STAFF SALARIES & FRINGE SPECIAL NEEDS COORDINATOR SALARY; .7 FTE $8,059. 68 AND FRINGE; $1,773. 13 TOTAL SALARY + FRINGE $9,832.81 er'•k... .. MIGRANT HEAD START PROGRAM FY 91 NON-FEDERAL SHARE --- PA 26 DISCOUNTED AUDIOLOGIST FEES FROM SCHOOL DISTRICT 6 $1,700.00 DONATIONS FROM CIVIC CLUBS AND ORGANIZATIONS $1,500.00 PARENT AND STUDENT VOLUNTEER TIME $2,204.00 TOTAL $5,404.00 PROGRAM NARRATIVE PA 26 The Family Educational Network of Weld County (FENWC) will enroll no fewer then 29 children with special needs. The special needs of the children range from speech disorders to physical disabilities to emotional/behavioral problems. FENWC will provide services to all children in need of special services and supply them with any necessary equipment needed to ensure that they have a healthy, successful Head Start experience. Facilities will also be adapted and adequate to meet the individual needs of the child. To best serve the children it also necessary to provide services to the parents and staff so that they may understand and work with the children in a positive and supportive manner to enhance the child's self-esteem. A Special Needs Technician is on staff to coordinate services for the children, parents and staff to ensure that everyone involved receives support needed to assist the child. cA f7•_,. ,. . . , 1991 BUDGET FOR PA20 Prepared 10/11/90 k k* HEAD START Subt Travel: CAEYC Conference 500.00 NAEYC Conference & Other Training Conferences 4,000.00 Subtotal 4,500.00 Other: CDA Trainer/Tuition 2,000.00 Books 150.00 Application Fee 125.00 LAT 450.00 Subtotal 2,725.00 Tuition 2,000.00 Consultant Fees 1,327.00 Subtotal ! 3,327.00 Grand Total $10,552.00 PA 20 BUDGET NARRATIVE Travel : CAEYC Conference: Pays for travel and registration cost to send 8-10 staff members and parents to the annual CAEYC Conference. NAEYC Conference: Pays for travel ano registration costs to send staff staff and parents to the National NAEYC Conference which will be held in Denver Colorado in 1991. Other Conferences: Pays for staff and parents to attend other conferences which will held throughout the year and offerea by local organizations such as the Piton Foundation, Clayton College, Region VIII and other Early CHildhood learning centers. Other CDA Training: Pays the cost for up to 4 teachers to pursue their CDA Certification. Tuition: Pays for tuition costs and books for staff wishing to take early childhood class at the local community college and basic education classes to improve general skills. Consultant Fees: Pays the fees for consultants to come into the center and offer hands on training to the staff. PROGRAM NARRATIVE PA 20 The Family Educational of Weld County (FENWC) is dedicated to staff development and training for staff and parents. Training happens in various manners from attending workshops and conferences to hands on training as well as formal training in a classroom setting. Therefore, FENWC is prepared to provide training in a variety of fashions in order to meet the different needs and learning styles of staff and parents. Staff members will be sent to two major training conferences that will be offered in Colorado, the trainings of the Colorado Association for the Education of Young Children (CAEYC) and the National Association for the Education of Young Children (NAEYC) , as well as, other training conferences offered by Region VIII , The Clayton Foundation and other organizations. Staff will also be given the opportunity to attend Early Childhood Education classes at the local community college and classes will be given in site by Aims Community College to staff. Staff will encouraged to take courses to improve their basic skills. Consultants will also be brought on site to provide training and offer support to the staff in the following areas: special needs, behavior modification of the child, INREAL and HIGH/SCOPE. Teacher Aides wishing to pursue their CDA will be offered the opportunity to receive training and support in order to fullfill the requirements to become CDA certified. .a.,. S., 1991 BUDGET FOR PA22 page 1 Prepared 10/11/90 4Omic** HEAD START Subt CCFP Subt ; Staff Salaries 326,696.70 14,018.16 Fringe 71,873.27 3,084.00 Subtotal ; 398,569.97 17,102.16 ; Travel: , Mileage 1,000.00 Accomodations/ Registration ; 8.000.00 ; Meals 2,000.00 Subtotal 11,000.00 Equipment ; 0.00 Subtotal 0.00 ; Supplies: Office 4,000.00 Medical/Dental 3,000.00 Food ; 35,000.00 Janitorial 3,000.00 ; Classroom 20,125.00 Kitchen 8,000.00 Repair & Maintenance Buildings ; 15,000.00 Subtotal ; 45,125.00 43,000.00 Contractual: Dental 8,000.00 Medical 6,000.00 Subtotal 14,000.00 ; Other: Gas & Oil ; 10,000.00 Postage ; 1,000.00 ; Printing 2,000.00 Subscriptions ; 1,250.00 Memberships & Dues 1,250.00 Advertizing 2,000.00 Utilities ; 13,000.00 Phone ; 8,000.00 Storage ; 3,500.00 ; 2,500.00 Audit 2,500.00 ; 1991 BUDGET FOR PA22 page 2 Prepared 10/11/90 **************400cM****** HEAD START Subt CCFP Subt 1 Other: Continued Repair/Maintenance Vehicles ; 10,000.00 Repair/Maintenance ; Equipment ; 4,000.00 ; Staff Local Travel 9,000.00 ; Parent Activities 5,000.00 Resource Materials/ , Books 6,000.00 Building/Office Rent ; 10,000.00 ; Child Care 1.500.00 Insurance 3,000.00 Other Professional Services ; 4,000.00 ; Transportation/ Vehicle Rplcmnt ; 27,795.03 ; Repair/Maintenance ; Building 8,000.00 Machine/Equipment ; , Rental ; 1,500.00 ; Subtotal 134,295.03 ; 2,500.00 HEAD START SUBTOTAL 602,990.00 CCFP SUBTOTAL 62,602.16 GRAND TOTAL $665,592.16 m:.',F...i. Fringe Benefits: The fringe benefits are based on a uniform rate applied to all Weld County Personnel as per County Policies and Procedures. Travel : Travel expenses cover administrative staff's cost of mileage, accommodation and meals (per diem) while attending Head Start activities (trainings, conferences and meetings). Office: Office supplies include file folders, paper, typewriter ribbon, pens, etc. Medical Supplies: Medical supplies include first aide kits, thermometers, ice packs, disinfectant, band aides, cotton balls, etc. Food: Childcare Food Program (CCFP) reimbursement covers the cost of food. Janitorial Supplies: Janitorial supplies for regular daily cleaning and sanitation include mops, brooms, trash bags, soap,etc. Classroom Supplies: Classroom supplies include teaching materials. construction paper, paint, scissors, etc. Kitchen Supplies: Kitchen supplies include silverware, plates, cups, serving utensils, serving bowls, etc. Misc. Supplies: incidental expenses associated with program. Repair and Maintenance: Repair and maintenance costs include: replacement of fire extinguishers and screens, electrical , heating and plumbing repairs, general up keep of building. Contractual Head Start will purchase the following services for the Head Start children, from the specified agencies. Dental Services: Sunrise Community Health Center will provide dental screenings for the children in the Greeley and Milliken Centers. Plan de Salud del Valle will provide dental examinations for the children in the Frederick Center. The dental examinations include: cleaning, x-rays and application of flouride. The clinics will also provide all treatment and/or repair work needed by the children, Head Start will pay for a flat fee of $30.00 per child for children not receiving medicaid or who do not have insurance coveragel . Medical Services: Sunrise Community Health Center will provide physical examinations for the children of the Greeley and Milliken Centers. Plan de Salud del Valle will provide the physicals for the children in the Frederick Center. Physical examinations include: hematocrit, urinalysis, blood pressure tests, height, weight and growth charting. The program pays a flat fee of $20.00 for children not receiving medicaid or who do not have insurance coverage. Handicapped/Special Needs: The University of Northern Colorado's Speech Language Pathology and Audiology Clinic provides: speech/language diagnostics and therapy, both group and individual ; pre-assessment team meetings and consultation with teachers and parents. Weld County Mental Health Center provides: parenting classes in spanish and english, and individual ; pre-assessment team meetings and consultation with teachers and parents. Weld County Mental Health Center provides: parenting classes in spanish and english, and individual therapy for children and families. Centennial Developmental Services, Inc. provides: coordination of services to handicapped/special needs children; consultation and training with staff and parents, and physical/occupational therapy for children. Other: Other exprenses as as follows: gas and oil costs incurred for the transportation of 285 Head Start children. Postage: fees for program related mailings and correspondence. Printing: expenditures for printing enrollment and attendance forms, brochures etc. Advertising costs are related to program marketing, advertising for position openings, etc. Subscription: charges for prefessional and early childhood related publications. Memberships and dues: for National Head Start Association, Regional Head Start Associations, National Association for Education of Youth and Children, etc. Utilities: charges for heat, electricity. Telephone: charge for telephone services. Storage: costs for rental of commercial refrigeration storage space for frozen commodities (CCFP reimbursement covers this cost) and for storage for equipment and supplies when program not in session. Audit: expenses for annual audit of program as per ACYF regulations. Vehicle Repair and Maintenance: covers cost of repairs to typewriters, photo copy machines, computers, etc. Staff Local Travel : costs for mileage for recruitment, homevisits, meetings, etc. These costs are reimbursed to staff at a rate of .20 cents per mile. Parent Activities: costs incurred for Parent Policy Council meetings parent training books, etc. Books: costs for classroom books, professional and staff development books, parent training books, etc. Childcare: expenditures for childcare while parents assist in the classroom, attend meetings and trainings, etc. Building and Office Rent: charge for Milliken and Frederick centers. Insurance: expenditures covers cost for liability insurance for children attending the program. Other Professional Services Costs: covers the costs of other services provided by Weld County Agencies to Head Start. Transportation/Vehicle Replacement: funds allocated for vehicles in need of replacement. r e re`r,• . . a Repair and Maintenance Building: pays for labor charges for the upkeep and repair of Head Start facilities. Machine Equipment and Rental : pays for the cost of rent for office equipment, ie. copy machine. Resource Materials: covers costs of books, cassettes, videos, etc. for staff and parent trianings as well as classroom resources. nt.PAR 1 1II_N i Of HEAL 1 If A.A11 H L b1A.A SERVICES ASSURAN 'i OF COMPLIANCE WITH SEC. IN 504 OF THE REhABILITATION .ACT OF 1973, AS AMENDED The undersigned (hereinafter called the "recipient") HEREBY AGREES THAT it will Comply with section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794), all requirements im- posed by the applicable HHS regulation (45 C.F.R. Part 84), and all guidelines and interpretations issued pursuant thereto. Pursuant to § 84.5(a) of the regulation [45 C.F.R. 84.5(a)], the recipient gives this Assurance in consideration of and for the purpose of obtaining any and all federal grants, loans, contracts (ex- cept procurement contracts and contracts of insurance or guaranty), property, discounts, or other federal financial assistance extended by the Department of Health and Human Services after the date of this Assurance, including payments or other assistance made after such date on applica- tions for federal financial assistance that were approved before such date. The recipient recognizes and agrees that such federal financial assistance will be extended in reliance on the representations and agreements made in this Assurance and that the United States will have the right to enforce this .Assurance through lawful means. This Assurance is binding on the recipient, its successors, transferees, and assignees, and the person or persons whose signatures appear below are author- ized to sign this Assurance on behalf of the recipient. This Assurance obligates the recipient for the period during which federal financial assistance is extended to it by the Department of Health and Human Services or, where the assistance is in the form of real or personal property, for the period provided for in § 84.5(b) of the regulation [45 C.F.R. 84.5(b)]. The recipient: [Check (a) or (b)] a- ( ) employs fewer than fifteen persons; b. ( X ) employs fifteen or more persons and, pursuant to § 84.7(a) of the regulation [45 C.F.R. 84.7(a)1, has designated the following person(s) to coordinate its efforts to comply with the HHS regulation: Weld County Division of Human Resources Name of Designee(s) — Type or Print Weld County Division of Human Resources 1551 North 17 Avenue, PO Box 1805 Name of Recipient — Type or Print Street Address 84-600013 Greeley, Colorado (IRS) Employer Identification Number City ('101)151-'1816 Colorado 80632 Area Code — Telephone Number State Zip I certify that the above information is complete d correct to the best of my knowledge. Date Signature and Title of Authorized Official If there has been a change in name or ownership within the last year, please PRINT the former name below: PLEASE RETURN ORIGINAL TO: GRANTS MANAGEMENT OFFICE v , HHS-641 17/84) REV.) GPo aos-ru HOS GRANTS N1\>t.ENENT Executive Order 12372 "ew and Crapeling Continuat'_on appLicatfon The program under which you are applying for a grant is covered under Executive Order 12372 , "Intergovernmental Review of Federal Programs" and 45 CFR Part 100 "Intergovernmental Review of Department of Health and Human Services Programs and Activities." State processes or directly affected State, areawide, regional and local officials and entities have sixty (60) days to comment on your application, starting from the deadline date for application submission. Applicants are encouraged to submit material required by their State Single Point of Contact as early as possible and are encouraged to obtain comments prior to the submission of the application of MIDS. Material should be submitted to the applicable State Single Point of Contact identified in the listing included in the application kit. The applicant should forward any comments received by the State process to OHDS. ODDS will notify the State of any application received which has no indication that the State process had an opportunity to review it. HDS GRANTS MANAGEMENT _:AltI. I IN E ORDER 1 :372 7-T.ATE POINT OF CONTACT PROJECT NOTIFICATION CERTIFICATION Weld Coun`v Division of Human Resources Legal Organization Name _ Has L Has `ot Submitted This Application To The State Point of Contact Office. Date Submitted to the State Point of Contact Office Address of State Point of Contact yamL X P M Sienature of Authorzed Official Date Comments: ,4 -------4-1 C� LJk-L.C. 1L4_''J- o.,, 4. <: ..< x , (THIS FOR`1 MUST BE COMPLETED AND ATTACHED TO THE SF-424 APPLICATION). HOS GRA TS M♦NAGEMEN7 , .o. :F 3EAL72 AND EUMAN SERVI.ES CERTIFICATION REGARDING DRUG—FREE WORKPLACE REQUIREMENTS GRANTEES OTHER THAN INDIVIDUALS 3y signing and/or submitting this application or grant agreement, the grantee is providing the certification set out below. This certification is required by regulations implementing the Drug-Free Workplace Act of 1988, 45 CFR Part 76, Subpart F. The regulations , published in the January 31, 1989 Federal Register, require her • °! cation oy grantees that they will maintain a drug-free workplace. The certtr:cation set out below is a material representation of fact upon wnich reliance will be placed when O.S. Department of Health and Human services determines to award the grant. False certification or violation of the certification snail Se grounds for suspension of payments, suspension or termination of grants, or governmentwide suspension or debarment. The Grantee certifies that it will provide a drug-free workplace by: ( a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession or use of a controlled substance is prohibited in the grantee's workplace and specifying the actions that will Se taken against employees for violation of sucn prohibition; ( b) _staoiish:ne a dr'uc-free awareness orogram to inform employees agog_: , 1 ; :ne dancers of drug aouse in the workplace; ( 2 ; _ne grantee 's policy of main:arming a drug-free workplace; 2 ) any avatianle drug counseling, renaeilitation, and employee assistance programs; and (4 ) the penalties that may be imposed upon employees for drug abuse violations occurring in the workplace, (c) Making it a requirement that each employee to be engaged in the performance of the grant be given a copy of the statement required by paragraph (a) ; • (d) Notifying the employee in the statement required by paragraph (a) that, as a condition of employment under the grant, the employee will: (1 ) abide by the terms of the statement; and (2 ) notify the employer of any criminal drug statute conviction for a violation occurring in the workplace not later than five days after sucn convicticn; -i- t otititne the agency vttain ten days after rzcetving notice under auooaragrapn td) (2 ) from an employee or otherwise receiving actual notice of sucn conviction: f) 'aking one-of the following actions, within 30 days or .rmceiviaq notice under subparagraph (d)(2) , with- respect to any employee wno is so convicted: ( 1) taking appropriate personnel action against such an employee, up to and including termination: or (2 ) requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program appeared•for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency: ;) ±akinn a good faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (a), (b), (ci, (d) , (e), and ( f). Place of performance. . The grantee shall insert in the space provided below the sites) for the performance of work done in connection with the specific grant: (street address, city, county, state, zip code), Weld County Division of Human Resources rganization P.;, me ,,': ranee l -,ward 'iun��ber Ilene Dr_ tner, Chairman Toard of County Ccuomissione�s _ ,dame T tie of Authorized Rep 'esentative Si inat re t. rrL/?k ire ran^ CERI ICATIOY OF Fi'r'ms 5_ L_RT ADMINISTRATIVE COSTS We Weld County Board of Commissioners , have reviewed 04.0 Gras 45 CFR Part 1301.32 and certify that the development and administrative costs to arimini.ter the Family Educational Network of Weld County Head Start Program for the program year OS el&aw. .Ian 1 , i44i through nPr ni 7991 will not exceed 15 percent of S 635. 167 (total Federal and non-Federal costs for program accounts 22 through 26). • Documents substantiating administrative costs are available in our files for review by auditor and Office of Human Development Services/Health and Human Services Personnel. \iLe � �� Siena C Certifying OAS Dm " Y i', Grp. r y c - s HD9 GRAMS MANAGEMENT Cerfr + °+ cation Regarding Debarment , Susoension, and Other 2escons:p.__ tv utters - ?r :mary covered Transactions 3y signing and submitting this grant award or grant agreement, the applicant, defined as the primary participant in accordance with 65 CPR ?art 76 , certifies to the best of its knowledge and believe that it .and its principals: ( a) are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal Department or agency; ( b) have not within a 3-year period preceding this proposal been convicted of or had a civil judgment rendered against them for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction or contract under a public transaction; violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property; (c) are not presently indicted or otherwise criminally or civilly charged by a governmental entity (Federal, State or local) with commission of any of the offenses enumerated in paragraph (1) (b) of this certification; and (d) have not within a 3-year period preceding this application/proposal had one or more public transactions (Federal, State, or local ) terminated for cause or default. The inability of a person to provide the certification required above will not necessarily result in denial of participation in this covered transaction. :_ necessary, the prospective participant shall submit an a:xolanat.on of hy it cannot provide the certification . The certification or explanation will oe considered in connection with the Department of Health and Human Services ' (HHS) determination whether to enter into this :ransaction. However , failure of the prospective primary participant to furnish a certification or an explanation shall disqualify such person from participation in this transaction. The prospective primary participant agrees that by submitting this proposal, it will include the clause entitled 'Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion - Lower Tier Covered Transactions,' provided below without modification in all lower tier covered transactions and in all solicitations for lower tier covered transactions. Gene-Brantner Chairperson Weld County Board of Commissioners + Name and itle of Authori ed Repr sentative Signature c ..,7 ASSURANCE OF COMPLIANCE WITH THE DEPARTMENT OF HEALTH AND HUMAN SERVICES REGULATION UNDER TITLE VI OF THE CIVIL RIGHTS ACT OF 1964 Weld County Department of Human Resources hereinafter called the "Applicant • (Name of Applicant, HEREBY AGREES THAT it will comply with title VI of the Civil Rights Act of 1964 (P.L. 88-352) and all requirements imposed by or pursuant to the Regulation of the Department of Health and Human Services (45 CFR Part 80) issued pursuant to that title, to the end that, in accordance with title VI of that Act and the Regulation. no person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any program or activity for which the Applicant receives Federal financial assistance from the Department; and HEREBY GIVES ASSURANCE THAT it will imme- diately take any measures necessary to effectuate this agreement. If any real property or structure thereon is provided or improved with the aid of Federal financial assistance extended to the Applicant by the Department, this assurance shall obligate the Applicant, or in the case of any transfer of such property, any transferee, for the period during which the real property or structure is used for a purpose for which the Federal financial assistance is extended or for another purpose involving the provision of similar services or benefits. If any personal property is so provided, this assurance shall obligate the Applicant for the period during which it retains ownership or possession of the property. In all other cases, this assurance shall obligate the Applicant for the period during which the Federal financial assistance is extended to it by the Department. THIS ASSURANCE is given in consideration of and for the purpose of obtaining any and all Federal grants, loans, contracts, property, discounts or other Federal financial assistance extended after the date hereof to the Applicant by the Department, including installment payments after such date on account of applications for Federal financial assistance which were approved before such date. The Applicant recognizes and agrees that such Federal financial assistance will be extended in reliance on the representations and agreements made in this assurance, and that the United States shall have the right to seek judicial enforcement of this assurance. This assurance is binding on the Applicant, its successors, transferees, and assignees. and the person or persons whose signatures appear below arc authorized to sign this assurance on behalf of the Applicant. Dated By kA (Applicant' 7 (President,Chairman of Board,or comparable authorized Alicia() to, . J, (Applicant's mad*address) HDS GRANTS MANAGEMENT HHS-441 4;f . < Certification ?egarding lobbv'ne Certification for Contracts , ;rants , Loans , and cooperative Agreements The undersigned certifies , to to hest of hia or her knowledge and belief, that: (1 ) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress , an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal , amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) if any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan or cooperative agreement, the undersigned shall complete and submit Standard Form-JLT , "Disclosure Form to Report Lobbying," in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering Late this transaction imposed by section L352 , title 31 , S.S. Code. Any person who fails to file tae required certification shall be subject to a civil penalty of not Less taan $10,000 and not more than $100 ,000 for each such failure. Weld County Board of Commissioners Organization e ckti/f.f.).te ie IA 4141-- Authorized Signature Title Date NOTE: If Disclosure Forms are required, please contact: Mr. William Sexton, Deputy Director, Grants and Contracts Management Division, Room 341F, HIM Building, 200 Independence Avenue, SW, Washington, D.C. 20201-0001 Part IV Program Narrative I. Objectives And Need For Assistance The Family Educational Network of Weld County provides Head Start services to families in Weld County with sites in the following areas: Greele - Providing services to Greeley, Evans, Nunn, Ault, Pierce, at�Windsor, Severence, Gill , LaSalle, Gilcrest and Kersey. There are 2 sites in Greeley, the central site, 520 13st Avenue and Island Grove Village, 119 14th Avenue - a Section VIII Housing Complex. Milliken - Providing services to the town of Johnstown and Milliken. T iii to is located at Milliken Elementary School . Frederick - Located at 340 Maple in Frederick providing services to FireTone, Frederick, Dacono, Erie, Platteville and Mead. Weld County has a mixture of urban and rural populations, Greeley being predominantly urban with a population of the surrounding areas are rural . The major employers in Greeley are Weld County, The City of Greeley, The University of Northern Colorado, Monfort of Colorado. The average salaries range from $4.00 to $6.50 for labor/low skilled related jobs, placing families at or below the poverty level . Towns outside of Greeley are rural in nature with the majority of jobs being agriculturally related. To the north of Greeley (Nunn, Pierce, Ault, Eaton, Gill ) people commute to Greeley for employment if they are not engaged in agricultural/labor intensive employment. In Johnstown/Milliken area families commute into Loveland, Longmont or Greeley for employment purposes. The southern portions of Weld County (Frederick, Firestone, Erie) people commute to Brighton, Denver, Longmont and Boulder for employment. The Weld County Needs Assessment Partnership gives the following social and economic data for Weld County, which the continued need for Head Start Services is Weld County. "In ±982, children passed the elderly with the highest number of poor - one in five children is poor. Half of minority and single-parent families are poor; 70% of children in single-parent hispanic families are poor. April , 1989, number of persons unemployed in Weld County was 4,590. Percent of unemployed nationally 5.3%, State, 6.8%; Weld, 6.9; Greeley, 8.1%. High numbers in low-skill and low-pay jobs; increasing the numbers of new entrants to minorities and women." 0 ::';' According to Weld County Department of Social Services Statistics, the Aid for Dependent Children (AFDC) caseload is 3,828 participants for Weld County. The breakdown per area served by the Family Educational Network of Weld County is: Greeley 2,583; LaSalle, Gilcrest, Platteville 135; Milliken, Johnstown; 132; Eaton, Ault, Nunn, 189; Windsor and Severence 108; Firestone, Frederick, Erie, and Dacono 168. Approximately 31$ (12,000 recipients) of the AFDC recipients are age 0-6. The Weld County Department of Social Services also reported that 9,048 recipients received food stamps in 1988 (1989 states not yet released) . Other factors which support the need for a Head Start Program in Weld County are: Illiteracy - One third 1/3 of mothers receiving AFDC are illiterate and 1/2 of welfare recipients require some remedial education before they can be trained or employed. Teen Pregnancy - Weld County has 1,284 reported pregnancies in girls 13yrs - 19yrs , ranking Weld County 5th in the geographic areas in Colorado. Child Abuse - 1987, 1,066 reports; largest number of neglect and physical abuse. In 1988 there were 950 investigations. Child Welfare experts say financial stress, drug and alcohol use, and cycles of abuse with families are contributing factors to record number of child abuse deaths in Colorado in 1988. As the aforementioned statistics indicated their is a great need for comprehensive services for children of low-income families. The Family Educational Network of Weld County is committed to providing low-income children with a developmentally appropriate comprehensive program which will promote self-esteem, social competence and enable children future educational success; in hopes they will avoid being one of the statistics noted earlier. The Family Educational Network believes that to ensure success we must work with the family as a whole unit and in order for the children to develop high self-esteem and be successful in school it is important that our program work with the parents so that they understand the important role they have in their child's life as their primary educator. The Family Educational Network will work with parents so they may gain the confidence to work with their children at home, feel comfortable in a school and to support their children, enable them to further their own education and skill level , assist them in finding employment and provide or refer out any support services needed. Therefore it may be stated that the primary objectives of the Family Educational Network are to provide the following services to Head Start children to foster a higher degree of social competence: 1) Parent Policy Council , 2) Health Services, 3) Nutritional Services, 4) Social Services, 5) Parent Related Services. The Family Educational Network also encourages active parent involvement in the following manners: 1) Parent Policy Council , 2) in the classroom as paid volunteers, or observers, 3) volunteers in the component areas, 4) working with children at home, 5) taking the lead as the primary educator/caretaker of the child. II. Results or Benefits Expected The Family Educational Network of Weld County proposes to continue our comprehensive Head Start Program in Weld County providing services to low-income children. Our targeted enrollment is 285, no fewer than 29 handicapped children and no more than 29 will be in the 10% over-income category. The program options that are being proposed are: (approved by the Parent Policy Council 8/20/90) P.A. 22 - full year - part day Head Start P.A. 26 - full year - part day Head Start/Handicap Services The largest number of eligible children reside in Greeley, therefore we propose the following classroom breakdown: Greeley Central Site - 520 13th Avenue, Greeley 5 a.m. sessions - 34 hrs x 4 days/wk 5 p.m. sessions - 34 hrs x 4 days/wk Island Grove Village - 119 14th Avenue, Greeley 1 a.m. session - 34 hrs x 4 days/wk 1 p.m. session - 34 hrs x 4 days/wk *Dos Rios/Centennial Elementary School , Greeley 1 a.m. session 34 hrs x 4 days/wk 1 p.m. session 34 hrs x 4 days/wk Milliken Elementary School , Milliken 1 a.m. session - 34 hrs x 4 days/wk 1 p.m. session - 34 hrs x 4 days/wk Frederick - 340 Maple, Frederick 1 a.m. session - 34 hrs x 4 days/wk 1 p.m, session - 34 hrs 4 4 days/wk *This is the location of our expansion site, concerted effort to enhance coordination between The Family Educational Network and Greeley/Evans School District 6. Seventeen children will be served in all classrooms except for the classroom located at Dios Rios/Centennial where 15 children per session will be served. B. Statistical Information 1 - funded enrollment: 285 2 - number of hanaicapped children to be enrolled: 29(minimum) 3 - number of children for who fees will be charged: 0 4 - number of children above and below the poverty level whose children will be enrolled: 20 (maximum) 5 - number of hours per week of operation: 40 hrs 6 - number of weeks per year of program operation: 32 weeks 7 - number of teachers: 9 8 - number of paid teacher aides: 9 9 - number of classes: 18 Work Plans for Service Delivery Attachment one contains component work plans in place for Program Year 1990-91. Work plans will be reviewed and revised yearly, according to the following schedule. Teams composed of component staff, community representatives and parents will revise the work plans. Work plans will not be implemented until they have received Policy Council Approval . Review & Finalize Plans - January through February 1991 Revise Plans - February through March 1991 Finalize Plans - April 1991 Policy Council Approval - May 1991 Attachment two is composed of the programs 4 year goals. The Family Educational Network met with staff and parents to determine the four priorities of the program, therefore, all components will work in a coordinated effort to attain the attached goals. The following is a calendar of activities and program schedule. These activities were developed by a team of parents, staff and community representatives in order to ensure involvement of all program members and foster parent and community involvement with the program. Calendar Of Activities October 9, 1990 Program start-up with children October 8, 9, 10, 1990 Open House October 1990 -(before 10/26) First classroom committee meeting October 29, 1990 Seat New Policy Council Members November 3, 1990 Pancake Breakfast for parents and staff November 5, 1990 Policy Council Training - Elect New Board December 1, 1990 Policy Council Banquet December 15, 1990 Parent/Staff Cookie Exchange December 1990 Policy Council Meeting January 1991 Review & Analyze Work Plans January 1991 Policy Council Meeting January 26, 1991 Parent/Staff Pot Luck/Talent Jubilee February 1991 Revise Work Plans February 1991 Policy Council Meeting February 15, 1991 Valentine Dance March 1991 SAVI Training March 1991 Program Needs Assessment March 1991 Policy Council Meeting March 8, 1991 Parent/Staff Western Night March 18-20, 1991 Spring Break April 1991 Finalize Work Plans April 1991 Community Needs Assessment April 1991 Continue SAVI Training April 1991 Parent Policy Council Meeting April 13, 1991 Comedy Night April 1991 Begin Planning for PY 1991-92 May 1991 Policy Council Meeting/ SAVI of Work Plans May 1991 May 1991 Continue Program Planning May 1991 Family Day at the Zoo May 1991 Continue Planning for PY 1991-92 May 31, 1990 Last Day of Classes June 1991 End Planning for PY 1991-92 June - Sept 1991 Prepare and Finalize Contracts for PY' 1991-92 In ft The Milliken Center serves children located in the towns of Johnstown and Milliken, located 15 miles southwest of Greeley. This area is predominately agricultural with some families commuting to Greeley, Loveland and Longmont for employment. The town of Milliken has a hispanic population of approximately 80%, where as Johnstown has a predominant anglo population. About 5% of the hispanic population speaks spanish as their only language. The Milliken Center is located at the Milliken Elementary School . The Frederick Center serves the towns of Dacono, Frederick, Firestone, Platteville and Erie. This area has a minority population of hispanics at about 30%, with 5% speaking Spanish only. This community is similar to the Johnstown/Milliken area in that it is an agricultural based community with some families commuting to the Denver/Boulder areas for employment. The largest minority population in Weld County is hispanic at 30% with an indian population of approximately 4% and a black population of about2%. Other minority groups combined have a percentage rate at another 4%. III. APPROACH A. Project Information The Family Educational Network of Weld County (FENWC) is dedicated to providing quality comprehensive services to children and families. In order to achieve this goal FENWC shares in a strong network that has been developed within the community of Weld County to offer maximal support and services to children and families. As well as offering support to the families of FENWC we are attempting to develop a system which provides support services to staff in the areas of training, personal development and needed direct services. The networking endeavours of FENWC include establishing a stronger working relationship with the school districts, in particular, Greeley/Evans School District 6. In order to enhance this relationship FENWC is in the process of starting a pilot site located on the premises of a District 6 elementary school . At this pilot site FENWC staff will have the opportunity to share in the in-services and trainings of the school district, parents will have early exposure to the public school system and therefore be enabled to assist their child toward a successful educational experience. Children will be more successfully transistioned into the public school system as service delivery for children by the school district will be enhanced and special needs children will continue receiving services without interruption. The Family Educational Network of Weld County is also subcontracted by two school districts, RE-1 serving the communities of LaSalle, Gilcrest and Platteville and Greeley/Evans School District 6 serving the communities of Evans and Greeley to deliver early childhood - educational services for the Colorado Preschool Project. It is our intention to eventually integrate children of Head Start and the Colorado Preschool Program into the same classroom in order to provide a more heterogeneous environment for the children and families. rar- 1. 1 _ _ a) As well as providing educational services FENWC also provides minimal day care opportunities for the Head Start families while participating in the program as a volunteer or while attending classes such GED, ESL or job training classes etc.Minimal day care services for parents who are participating in the JOBS program are available by FENWC, Title XX funds from the Department of Social Services covers the cost of these day care services. Due to the new welfare reform work program JOBS many of our families are in need of day care services, therefore, The Family Educational Network of Weld County is exploring options to enable it to expand it's day care services to assist Head Start families in need of full day services. The Family Educational Network of Weld County also has a site located at Island Grove Village, a Section VIII housing complex, with the intent to enhance community involvement. The Island Grove Complex houses adult classes for the parents of our children, offered by other community agencies; therefore, allowing families the opportunity for education at all levels. Because of the adult education available to the families and the location of a Head Start Center in a localized setting we have seen a high rate of parent involvement at this center. The staff of FENWC is involved in many community organizations and boards which provide direct and support services for families and children. By this involvement our program is apprised of the needs of families and the community and thus is able to assist families with many of their needs. Employment is a great need of the Head Start families. Our relationship with the Weld County Department of Human Resources, Employment Services located within allows the case managers to effectively assist families with their employment needs. As well as facilitating employment opportunities for our families the Department of Human Resources also places participants , many of whom are Head Start parents , on work programs in our facility. These placements help our program maintain the adult student ratio and allows us to train some of our parents in early childhood, office skills, kitchen skills and the health profession at no cost. Another advantage of our relationship with the Department of Human Resources is our ability to "piggy-back" on many services , for example; the Head Start participants receive transportation to and from the center at minimal cost to the program. We also, being a county agency receive the benefits of low cost housing for our program, insurance benefits (medical , dental , vision, life) as well as paid vacations and sick leave. The Family Educational Network of Weld County operates the double session option as our families have a variety of needs. With the double-session option we are able to offer our parents a choice of sessions for their children, therefore, allowing the parent flexibility to pursue educational/employment opportunities. G. C. PARTICIPANT INDIVIDUALIZED PROGRAM The Family Educational Network of Weld County has a many faceted means of assessing the needs of families and their children to insure that an individualized program is adopted. To assess the needs of each family in its entirety, a Family Needs Assessment is done with each family, by a 12 from the Family Services Component, to determine how the Head Start Program may best support the family. Once the assessment is complete a plan is written for the family to include goals and objectives for the family, these include needs ranging from basic needs (food, clothing, housing etc. ) to employment and educational needs. The goal of the program is to assist families in achieving self-sufficiency. Follow-up is done on a pre-determined basis , by the casemanager to assure that the family is reaching its goals and to continue supporting the family. Once a child is accepted into the program they are screened for possible special needs using the DIAL R. If the screening tool pinpoints any possible deficiency in a child's development the child is referred to case-review, which consists of a team of staff, professionals and the child's parents, whereby it is determined the most appropriate means to serve a child. After the process is complete, and after receiving a diagnosis from a professional (if necessary) an Individualized Education Plan (IEP) is written. If a child enters the program with a professional diagnosis the child by-passes case review and an IEP is written. The IEP is written by the Special Needs Technician in conjunction with the Health Coordinator, the Teacher, a professional and the child's parents. In writing the IEP as a team the child will receive the benefit of support in the classroom, as well as, in the home to ensure growth in their area of need. Follow-up with and support for the family will be done with the family via home visits, parent/teacher conferences and telephone calls. Through the aforementioned process the family and child will receive maximum support for their unique and individual needs. 4. GEOGRAPHIC LOCATION (see Attachment 2 for map) The target areas of the Family Educational Network of Weld County's Head Start Program served by the central center located at 520 13 Avenue and the Island Grove Center, 119 14 Avenue in Greeley are: North and East Greeley with a 75% hispanic population, 10% to 15% of those families are monolingual spanish speakers. The northern portion of Evans is also a targeted area, where there exists a large Section VIII housing complex. This area has a predominantly anglo population with approximately a 20% hispanic population rate. Other areas served by the center are rural/agricultural areas which consist of the towns of Eaton, Ault, Pierce, Nunn and Galeton to the north; Kersey and Gill to the east; LaSalle and Gilcrest to the south and Windsor and Severence to the west. HEAD START PROGRAM FY 91 NON-FEDERAL SHARE --- PA 22 PARENT AND STUDENT VOLUNTEERS k Parents are requested to contribute a minimum of eight hours per month volunteering in the classroom, at committee meetings, council meetings, etc. -k Students from UNC and Aims Community College volunteer time in the classroom as part of the practicum. "16,000 Hours @ $3.80/Hr. $60,800.00 PROFESSIONAL COURTESIES TESTING, SCREENING & EVALUATIONS; * School District 6 Early Intervention Specialist, Debbie Fletcher,MA, and Carol Norton, MA, Mental Health. $50.00/Hr. * 14 Hrs./Week * 25 Weeks $17,500.00 • Audiology screening for 300 children @ $20.00/Child $6,000.00 * Audiology follow up for 50 children at $50.00/Child $1,500.00 * Professional discounts from dentists, doctors and major medical institutions. $2,000.00 DONATIONS * Includes donations from County, school districts, businesses, civic groups, and individuals during the course of the project fiscal year. Such donations include; donated classroom space, discounted rent, classroom supplies, building materials, cash, merchandise and food donated for fund raising activities, special gifts from businesses for holidays and radio/newspaper advertising during the year for special activities and recruitment. Approximate fair market value $62,947.00 TOTAL $150,747.00 r, V. PROGRAM PROGRESSS The following progress has been made in the Head Start Program of the Family Network of Weld County (FENWC) : EDUCATION COMPONENT: Teacher aides will receive CDA training. -Six teacher aides received their CDA credentials. The Education Component will have an Educational Advisory Committee. -A committee was composed of parents , to assist the education coordinator in her planning process. A formal committee was not organized as we were unable to secure any professional assistance. To establish a demonstration classroom for training new staff and volunteers. -A demonstration classroom was established using the High/Scope model and the INREAL specialist was the teacher in charge of this classroom. HEALTH COMPONENT: To increase parental involvement in the child's dental examination/ care/follow-up work. -The Health Component set up the appointments and the parents took their children to their appointments , thus increasing their involvement with their children's dental cars. Organize, arrange/manage a day care for parents during the Head Start Year. -Day care was established so the parents would be enabled to volunteer in the program without having the interruptions of children not attending the program. FAMILY SERVICE COMPONENT: To identify parents and any other family members needing and wanting to obtain functional literacy. -Families were identified desiring to obtain functional literacy (7) , and referred to the agency that best met their needs. Provide a hangs on ethnic cooking class with 15 participants. -This was not achieved as parents did show an interest in the classes. All components of FENWC revised their work plans to meet the needs of the families. These plans were developed with the assistance of staff, parents and community representatives. The main facility in Greeley was in great need of repair and maintenance. During the spring and summer months a great deal of time and energy was spent to rehabilitate the facility; the building was painted inside and outside, floors were scrubbed and waxed, drain spouts were fixed, the floor of the modular building was reinforced, new cement was poored and various other improvements were made to the facility. al ray _'' ."` COMMUNITY NEEDS ASSESSMENT The following is a compilation of information obtained regarding the needs of Weld County. The data was obtained from the following sources: Weld County Department of Social Services, Untied Way, Weld County Health Department, Employment Services of Weld County, and the Weld County Needs Assessment Partnership. AID FOR DEPENDENT CHILDREN RECIPIENTS Greeley 2583 LaSalle,Gilcrest,Pldtteville 135 Milliken,Johnstown 132 Eaton,Ault, Pierce, Nunn 189 Windsor,Severence 108 Firestone,Frederick,Dacono,Erie 168 Approximately 31% of the AFDC recipients are ages 0-6. 6,793 people are unemployed in Weld County. ILLITERACY One-third of mothers receiving AFDC are illiterate and one half of welfare recipients require some remedial education. FAMILY STATISTICS In 1982 children passed the elderly with the highest number of poor. One in five children is poor, 70% of children in single parent hispanic families is poor. (See the following page titled One Year in the Lives of Weld County Children) EMPLOYMENT Greeley has an unemployment rate of 8.1%, Weld County's unemployment rate is 6.9% and Colorado has an unemployment rate of 6.8%, compared with the national rate of 5.3%. There exists a high number of low-skill/low-pay jobs in Weld County with the majority of new entrants being women and minorities. The Employment Services of Weld County served 9,032 clients in 1982, and an average of 4800 clients waiting for placement. POPULATION Evans 1549 LaSalle 927 Gilcrest 1097 Kersey 1042 Gill 500 Greeley 63124 Ault 1036 Eaton 2052 Pierce 936 Nunn 903 Hudson 900 Keenesburg 601 TOTAL 74677 SERVICE AGENCIES Weld is fortunate that it has many agencies which provides services to families and children. Families are able to obtain emergency assistance with ease except in the area of housing, there are many emergency facilities , however, it is difficult to find permanent housing without going through a long process. There is a Community Center Board which provides services to handicapped children through Community Development Services Inc. This organization provides much support to Head Start and the community. There are many agencies which help families in the area of literacy, yet there remains a high number of illiterate adults as they lack the confidence and support needed to pursue educational endeavors and many of the agencies ao not have an effective means of recruitment. Employment Services attempts to place its clients in high paying, lasting jobs, however, as stated earlier work is limited to low-skill , low-paying jobs at places such as Monforts , Hewlett Packard and EFTC. There is also a high number of agricultural related jobs which again are low-pay jobs. 6. ONE YEAR IN THE LIVES OF WELD COUNTY CHILDREN (1988) 46,250 0-19 year olds live in Weld County 2,516 women get pregnant 2,120 women give birth 360 children are born to unmarried women 75 10-19 year olds have abortions 10 10-19 year olds miscarry 301 10-19 year olds give birth (15% of Total Births) 563 children are born to women with less than a high school education (27%) 3,185 households headed by females 2,176 households headed by females have children under age 18 584 babies were born to Weld County women who started pre-natal care in the second trimester or later 14% of all babies born at North Colorado Medical Center (NCMC) the only hospital in Weld County were born to women with no medical insurance. 16% of all babies born NCMC were born to women on Medicaid 12% of all babies born at NCMC were born to women covered under other government programs 129 babies are born at low birth weight (less than 2500 grams) 28 babies are born at very low birth weight (less than 1500 grams) 13 babies die before one month of life 22 babies die before their first birthday 33 0-19 year olds die 7 0-19 year olds die from injuries 22 juveniles (18 years old) are arrested for drug abuse 56% of 12-19 year olds have used alcohol 445 7-12 graders drop out of school 298 children are abused or neglected 585 divorces are finalized 6,793 people are unemployed Prepared By: Ellen 0mochundro, Epidemiologist, Weld County Health Department n r- Area served By FENWC WE LD CO U NTY Head Start (4004 Square Miles) t ,„ _ r :+ r r + w. 2: . '1, 47'47.7 r-,;7;"4.` s fi ,.. �t. Grover , < Pawnee , d,„ _,� i .!�,- rn Natiand 5 q,. ,'' l.y. M.rz g ,g � ` " 2S� , may'. ..`� '� �, _ . ` Y Ire T r L,.G._. ...0 V. 4.• s .tee New Rayner. .. + _ .�.�. za 12631 I / '" .siit765 t,o3t gr 4.` h sane ` SP/a.q River L,s�a � .-tas.x f j . Gilcrest-- , .. 9.063 4°1. .: .}"..' „€l Plattesille .₹ , �r x ra " Keenesburg a.++i.-gn.:i Fort Lupton .. .6tt :: 3.360 CItEYENNE ,`, n ry Hudson _ _E :,2,..,..../1 .,ate ; .. ©.. 942"ZsY't. . fLOebbuie 984 WYOMING Z COLORADO 421 A FORT COLD A. GREELEY 3 s LOVELAND r 2 I LONGMONT We . T 8 / W BOULDER For Information Contact _ Ne ,,rp,., Greeley/Weld Economic Development Action -Proposed E., Partnership(EDAP) �s 810 9th Street, 2nd Floor DENVER70 al sl'° \ Airport P.O. Box S . ""' Greeley, Colorado 80632 (303) 356-4565 (303) 352-2436 (FAX) x of If Sources Of Information: U.S.Census Bureau,Colorado Department of Employment and Training,Colorado Department of Local Affairs,Weld County,City of Greeley,Greeley Board of Realtors,Greeley/Evans School Dist.6,Weld County Airport, Colorado Legislative Council, University of Nonhem Colorado Department of Economics. Goal : Parent Involvement - Parent Involvement will be increased by a minimum of 50% by program year 1993, and will address the overall goals of Head Start to increase social competency of families. Component: Family Services PY' 1990-1991 Objective: Have a center meeting on a monthly basis with a minimum of three (3) parents in attendance with topics addressing the needs of parents. Action Steps: Determine needs/interest of parents by the use of surveys, homevisits, telephone parent contacts. . Identify topics . Schedule meetings according to parent availability . Contact parents . Set-up day care . Set-up transportation . Gather needed materials according to meeting topic . Schedule speaker for topic . Evaluate meeting . Complete meeting Person Responsible: Parent Involvement Coordinator Completion Date: October - On-going Methods of Evaluations: Parent Surveys, Parents evaluate each meeting, Parents sign-in sheet. Speaker evaluation on each meeting PY' 1990-1991 Objective: Increase contact of parents on a monthly basis. Casemanagers will spend 15% of their time with parents. Action Steps: Making parents aware that staff is available in the form of personal contact, telephone, letters. Making parents aware and reminding parents of the monthly activities. . Send letters, flyers . telephone calls . personal contact . newsletter Complete evaluation. Person Responsible: Casemanagers Completion Date: Monthly - Bi-Monthly Method of Evaluation: Evaluate b sending surveys on a quarterly Y 9 Y Q Y h�i evaluate by making random telephone calls tit families or personal contact. Goal : Training - Parents, staff and community trainings will address Head Start specific issues and increase awareness of a Comprehensive Early Childhood Program/ Component: Family Services PY' 1990-1991 Objective: Assist parents, staff, and the community with a training on Literacy with minimum of five (5) persons in attendance. Action Steps: Determine needs/interest of parents, staff and community Identify agencies providing services Set-up agencies to give presentations on classes available Make referrals to proper agencies Set-up daycare Set-up transportation Provide materials if needed Complete parent follow-up Person Responsible: Parent Involvement Coordinator, Casemanagers Completion Date: December 1990, monthly and May 1990 Methods of Evaluation: Needs Assessment, Evaluate Presentation, follow-up with agencies to ensure parents needs were met. PY' 1990-1991 Objective: Provide training on Centering Curriculum/Self Esteem to parents, communities, and staff with a minimum of six (6) persons in attendance, in Spanish and in English. Action Steps: Determine needs/interest of parents, staff and community Schedule training Set-up Daycare Set-up Transportation Gather needed materials Evaluate meetings Complete classes both in English and in Spanish by May 1990 Person Responsible: Parent Involvement Coordinator, Centering Trainer, Casemanagers Completion Date: October 1990, November 1990, Monthly, and June 1991 Method of Evaluation: Participant sign-in sheets, Participants evaluation after ten (10) weeks session, and trainer attendance role call t'•, w Goal : Community Involvement - To educate community agencies and the private sector to the goals and philosophy of the Head Start Program, in order to enhance advocacy for children and families as well as program participation. Component: Family Services PY' 1990-1991 Objectives: Casemanagers with the assistance of one (1) parent per casemanager to visit three agencies or businesses for an information sharing session to discuss what each agency or business has to offer and explain what FENWC has to offer. Action Steps: Casemanagers will recruit one parent to assist them Identify agencies or businesses Schedule appointments for sharing session Set-up daycare and transportation Meet with agencies or businesses Schedule meeting with staff and parents to provide information obtained Complete sharing session by May 1991 Person Responsible: Family Services Coordinator, Casemanagers Completion Date: November 1990, monthly Method of Evaluation: Evaluate list of agencies and businesses, Evaluate information given, sign in sheet and evaluation of meetings. PY' 1990-1991 Objectives: Provide assistance for parents transitioning children into the school districts. Action Steps: Breakdown children by school district Inform parents which schools their children will be attending before kindergarten round-up Provide assistance or support for parents on the transition into the district or private sector Person Responsible: Casemanagers Completion Date: May 1991 Method of Evaluation: Follow-up with parents and follow-up up with school districts. r( '42 Goal : NAEYC Credential Component: Education Component PY' 1990-1991 Objective: To help FENWC personnel become involved in the credential process that will facilitate real and lasting improvements in the quality of the program serving young children. Action Steps: Meet with staff and families to acquaint them with the process and get their commitment to process. Apply to Academy and pay application fee. After receiving materials conduct in-dept self-study as outlined in self-study materials. Identify strengths and weaknesses using the Guide To Accreditation. Early Childhood classroom observation to rate quality of instructions between staff and children implementation of the curriculum, the physical environment, and the mechanisms for protecting children's health and safety. Administrator report to evaluate administrative aspects of the program. Staff questionnaire to address staff issues, administrative, program implementation. Parent questionnaire to give all parents an opportunity to evaluate the program, particularly the quality of interactions between staff and parents. Person Responsible: Director, Education Coordinator, Staff, and Parents. Completion Date: On-going Method of Evaluation: Internal Monitoring Committee will report progress. Goal : Parent Involvement - Parent involvement will be increased by a minimum of 50% by the program year 1994 and will adaress the overall goals of Head Start to increase social competencies of families. Component: Health PY' 1990-1991 Objective: To identify three (3) target families and assist them to follow through, and to be involved with their childs health, dental and special needs care in order to ensure the Childs and the families needs are met. Action Steps: Identify the parents needs Determine needs and interests Survey Contact Parents Identify Resources Person Responsible: Health Coordinator Completion Date: October - November 1990 Method of Evaluation: Parent Evaluation Parent Sign In Sheet Resource Evaluation PY' 1990-1991 Objective: Encourage one (1) parent (at a minimum) to become involved in the workings of the health component, and train them to assist with the health screenings, file and assist when the coordinator needs help going to other sites. Action Steps: Identify parents interests Offer training Offer daycare and transportation Design a volunteer job description Person Responsible: Health Coordinator Completion Date: Monthly, and as needed. Method of Evaluation: Parent Evaluation Parent sign-in sheet Coordinator evaluation Goal : Training parents, staff and community - Training will address Head Start specific issues and increase awareness of comprehensive early childhood. Component: Health PY' 1990-1991 Objective: To establish a comprehensive training program for parents and staff and the community. . Parenting Classes . Parent Support Group . First-Aide . Preventative Dental Care Action Steps: Determine needs and interests of parents and staff. Contact parents, and integrate all components into training. Schedule training and contact resources. Complete training. Person Responsible: Health Coordinator Completion Date: October 1990, November 1990, and June 1991 Method of Evaluation: Parent Evaluation Trainer Evaluation Parent sign-in sheet PY' 1990-1991 Objective: Train staff in identifying the child with emotional needs, identify three (3) children and begin treatment. Action Steps: Identify trainers Set up dates for training Observation in classroom Complete training Person Responsible: Health Coordinator Method of Evaluation: Staff evaluation and participation Participant sign-in sheet Documentation on all S.N. , I.E.P. 'S Trainer Evaluation Goal : Community Involvement - To educate community agencies and the private sector to the Goals and the Philosophy of the Head Start Program, in order to enhance advocacy for children and families as well as program participation. Component: Health/Handicap PY' 1990-1991 Objective: Complete Dial-R on all enrolled children Schedule Case Reviews Schedule Interagency Schedule Diagnostics at UNC Schedule Speech Action Steps: Schedule weekly Dial-R Clinics Contact Parents Referrals School Districts UNC Contact Transportation Person Responsible: Special Needs Technician Completion Date: Within 90 days of enrollment Method of Evaluation: Use tracking record Evaluate score of Dial-R Identify needs Obtain referrals from teachers Attend UNC Open House Obtain reports on all Speech children from UNC Document on IEP'S PY' 1990-1991 Objective: Mainstream all special needs children into school districts by April 1991, by way of staffings. Action Steps: Identify schools Identify contact person at the proper school Attend staffings Work from IEP's to ensure child and family needs are met Person Responsible: Special Needs Technician Completion Date: April 1991 Method of Evaluation: Work with school , nurse, teacher in the fall of 1991 to see needs are met. k. c*�° C , TRAINING PLAN Every third Friday of the month is reserved for training. The trainings will involve parents , community members and staff. Each component will give a training around specific issues related to their respective component. Teachers will receive a training from Aims Community College on Outdoor Play, to include safety, gross motor development, appropriate use of playgrounds, outdoor equipment and outdoor games to enhance the problem solving skills. In November, 1991 staff members will attend the NAEYC Conference in Denver. Staff will attend the CAEYC conference. Parent Policy training will begin in November, the training will consist of the 70.2, Roberts Rules of Order, Writing By-laws, Fundraising, The Family Educational Network's structure etc. March and April will be the SAVI training so that the SAVI may be conducted in May 1991. The Director will contact the Region VIII office to arrange trainings in the following areas: Parent Involvement, Administrative needs of the director, Special Needs , Individual Education Plans (IEP's) , Mental Health and Career Development. INREAL will also provide consultation and training to the teaching staff in the area of language development of children and how to speak to and carry on conversations with children. Staff will also attend any trainings presented by the Region VIII Office. WLD MINTY HEAD START PROGRAM OPERATICNS MPNUAL REVISED - MAY 1990 ,.5.4 WELD COUNTY HEAD START PROGRAM PLANNING MANAGEMENT Annual Review of Community Needs Assessment The Weld County Head Start Program initiates an annual review of camunity needs each year for each program. This review provides the program with the following information: _ Number of law-income families in the Weld County Area for Head Start, for Migrant Head Start the number of low-income families in-service areas. . Number of children between the age of three years and compulsory school age for Head Start. For Migrant Head Start the number of migrants birth through compulsory school age. . Which communities should be considered for center locations. . Number of children with handicapping conditions in the different communities. . Number of ethnic groups and their percentages of the total population. . Changes in the community such as: increase/decrmAse of population, unemployment levels, health problems, etc. The information will be obtained from local agencies. State Census Bureau Office, Social Services/Welfare Department, Community Health Centers, State Department of Labor and local Job Services Offices, Public Schools, and other state and county departments providing other family services. The information will be obtained from local agencies. State Census Bureau Office, Social Services/Welfare Department, Community Health Centers, State Department of Labor and local Jab Services Offices, Public Schools, and other state and county departments providing other family services. The informaticn collected provides a clear perspective of the current needs of the community. Procedures for Program Plans Development A needs assessment process is initiated ihmdiately after the end of each program year. Staff from each component area, parents, and members of the Parent Policy Council participate in the exercise_ Two full days are set aside to complete this process_ The first day is utilized to discuss each program component area. The following information is considered during the needs assessment process: E<, Of 011, . Results of annual community needs assessment review . Results of annual self-evaluation (SAVI) . Program Information Reports . Internal reports (Fiscal and Programmatic) . Objectives for each component area for the year just ended . Staff Program Evaluation . Were the objectives achieved? . If not achieved, why not? . Which procadires did work well and which ones did not? . If procedures did not work, why not? All this information is utilized to develop a list of recommendations to correct problems identified and to improved prnnPeures. Objectives for each component area and for all the overall program are established. The annual work plan are developed based on this needs assessment. The final draft is presented to the Parent Policy rruncil for approval before sending it to Regional Office as part of the Program's annual grant application for the following fiscal year. In these meetings the data collected through the community needs assessment review, programmatic data, program funding level, community resnirces, and any other relevant information is considered to determine the best option to meet the needs of the community. The program option recommended by this group is then presented to the Parent Policy Council for approval. The Parent Policy Council will approve as is, will recommend approval with modifications, or will disapprove. If the option is not approved by Parent Policy Council, a new set of meetings will take place to review the concerns expressed by the Parent Policy Council. The program option will not be submitted to ACNF unless it is approved by the Parent Policy Council. Monitoring Procedures The Head Start Director is responsible to collect all the necessary information from all the component arms and complete the PIR report. This report is submitted to National and Regional Office. Programmatic/Final Quarterly Report. Each component submits a quarterly report to the Head Start Director. The reports are reviewed and compiled into one draft which is sent to Regional Office. Copies of the report go to Parent Policy Council, Grantee Board, and Executive Director. Copies of the report are made available to each component to be reviewed by all the program's staff. The programmatic quarterly report identifies how well objectives are being achieved, Performance Standards are being met, staff are performing assignments, and services are being provided as planned. The fiscal office in the Weld County Department of Human Resources, submits the fiscal quarterly report to Regional Office. A quarterly financial report is also submitted to the Head Start Director, who in turn presents the report to the Parent Policy Council and to other staff members. An internal monitoring unit is set up through the Department of Human RcRn rces to ensure that all records are correct and that we meet compliance demands as established by HHS/ACW Head Start Performance Standards, In-kind Monthly Report - This report is issued by the Family Services Component. The report is submitted to the Head Start Director and to the fiscal officer. Attendance Analysis - The teaching staff turns their monthly attendance sheets into the director. The director does the attendance analysis to insure the program is meeting the 85$ A.D.A. Monthly reports are kept on file. Absenteeism Report - The teaching staff submits, on a weekly basis, a report to the Family Services Component on the number of children absent, and the length of their absence. This report helps to identify families who moved out of the community, families with special needs, children with health problems, etc. Internal Communications System The Weld County Head Start Program has established a communications system which includes both written and oral communications. The program does utilize a formal written communications system which includes: Each staff nimbler receives copies of written program policies, program regulations, manuals, instructions, guidelines, plans, program reports, financial reports, and minutes of meetings. Written informal communication includes: Announcements, newsletters, notes, advertisements, surveys, and questionnaires. Formal oral communications system includes: Monthly general staff meetings, monthly CDC meetings, monthly Parent Policy Council meetings, weekly teacher meetings, weekly coordinator's meetings, training sn sions as scheduled in the T/TA Plan, workshops as scheduled in the T/TA Plan, and performance appraisals performed every six months on each staff member. Informal oral communications system includes: Announcements, discussion groups, talks with staff and parents, telephone calls, etc. Internal Reporting System A reporting and record keeping system has been established for each component area. Records and reports are periodically reviewed by the director. A comprehensive filing system is maintained on all families enrolled in the program. All family and child information is input on our Child Plus III, Software. Enrollment information/family characteristics is kept by the Family services/Parent Involvement Component. Health and nutrition information is maintained by the Health Component_ Education and Special Needs information is found in the respective components. Information is disseminated through formal meetings, written reports, posted memorandums and guidelines. Coordinator meetings are held each week. Written reports are submitted to the director and the Parent Policy Council as required. Internal memorandums as well as policy statements from Human Resources Department and Regional Office are distributed to each coordinator to share with their staff. Minutes of staff, Parent Policy Council, and coordinator's meetings are disseminated and posted. Annual Self Assessment The annual self assessment is conducted by the Parent Policy Council and community representatives. Training for the SAVI teen takes place during the first quarter of the program. Training is conducted by past SAVI team mongers and Head Start Administrative staff. There is a minimum of eight hours provided for training. Members of the team include: Head Start Director, parents, staff from the different components, Policy cntncil members, and at least one memmer of the grantee board. The training includess reading and discussing the following documents: Head Start Performance Standards, the parents, and all applicable local and state regulations. The following subjects are also discussed during the training: purpose of the self wit, elements of the assessment process, responsibilities of the assessment team and of the individual team nlFMbeW S, attitudes of team members towards staff and parents, wit techniques, haw to document assessment information, confidentiality, and when and where to return findings. After training is completed teams are selected to evaluate each component. Reading of the component plans and documentation, interviews, and observations are carried out in April. A final report then is developed and presented to the whole Parent Policy Council and to the Head Start Director. The director takes the report back to the Head Start staff to discuss the findings and to develop a plan of action in response to the findings. Parents need to be involved in developing strategies to correct findings. Meetings take place with all the people involved and the plan of action is developed_ The final plan is presented to Parent Policy Council for approval. The SAVI results and the action plan response to each of the findings is submitted to Regional Office as part of the Programmatic Quarterly Report. The SAVI results are utilized in the planning process for the following school year. Personnel Management The personnel management system is maintained by the Personnel Department of Human Rr-r.mrres Department_ The classification system includes: . Position Job Desrription with duties and responsibilities outlined as well as a definition of job requirements. . A current wage scale with correspondence step level increa es based on experience. Job Descriptions contain qualifications for each position as they relate to the duties and responsibilities of the position. Jab ne rriptions are reviewed yearly by the Family Educational Network staff_ Recruitment and selection for staff position are done through the Weld County Personnel Department, and coordinated by Personnel Director at Human Rmsamrres Department and the Head Start Director_ The system provides for: Internal promotion based on qualifications. . Outside advertising for positions that cannot be filled internally or from the Welfare Diversion rase load or parents. . Formal interviews which include Head Start administrative staff, a community representative and a member of the Parent Policy Council and an Affirmative Action Officer. . Reference and backgrounds checks are done on the person selected from the interview. . Hiring recommendations are made by the Head Start Director to the Executive Director of Human Re=nurces Department and to the Parent Policy Council for their approval. Wage comparability is analyzed according to similar positions within county government. Fringe benefits correspond to those received by all county employe. Performance Evaluations are conducted semi-annually on all staff to determine eligibility for step grade increases as well as promotions. All evaluations are filed in the personnel department at Human Resnmrces. Emmployoon are promoted from within the Head Start Program based upon qualifications and aptitude. Staff development is primarily accomplished through the CDA/HOOR Program. This applies only to teachers, otherwise training for administration positions and Assistant positions is primarily done via T/TA Workshops, and courses in the local community college. The handtcc k on Personnel Policies and Procedures are given to staff members to clarify work expectations, annual leave, attendance, travel etc. 1. The Weld Ccunty Personnel Policies and Prnr.peimres is a compilation of both County and Human Reso races Personnel Policies. cr r C s 2. The Head Start Performance Standards "The Parents" 70.2 is included as part of the Personnel Policies and Procedures. Grievances that cannot be resnlved at the program level are referred to the Affirmative Action Officer at Human Re-slirces . If they are still not resolved the grievance can be taken to the Personnel Grievance Board, (which must include a Head Start Parent), a part of Weld County Government. County Personnel Policies also define nepotism and the prohibition of practicing political activities_ Weld County Head Start Hiring Policy For Entry Level Positions (Teacher Aides, Cook, Family Service Worker, and Health Aides). 1_ These positions will be advertised in-house. 2. Application will include a resume and a print out of the applications, Job Service Applications. All applicants must be registered with Job Service. 3. Applications will be screened by a committee consisting of Head Start staff, a Parent Policy ("ninon representative, and a community representative. 4. Interviewees chosen will consist of the most qualified participants. S. All chosen applicants will be interviewed by the same screening panel according to Human Resources Policies and Procedures. The interview panel must include Parent Policy Council Members. 6. The name of the most qualified applicant will be presented to the Parent Policy Council and to the Executive Director of Human Resources for approval. If approved the applicant will be offered the position. 7. If there are no qualified in-hrise applicants the position will be open up to parents and the general public and the aforementioned procedures will be followed. For Upper Level Positions (Education Coordinator, Family Services Coordinator, Health Coordinator) 1. Positions will be advertised, according to the County Policy, within Human Rr-ryirces staff first. 2_ Positions will then be advertised to the public, including parents. 3. Usual procedures for interviews will be followed to ensure receiving all applications for all qualified persons interested in the positions. Personnel File and Record System A central file is maintained at the Department of Human Resrvirces on all Head Start employees. The file includes employer contracts, performance evaluations, educational achievements, counseling forms, and any additional information related to change of position or promotion. of C ; Financial Management System The Department of Human Resources is responsible for the Fiscal management of the Head Start Program. All financial records, arrrauntability for funds and property, and budget reports are generated by the Fiscal Department of Human Resources. Annual Financial Audit The annual financial audit is carried out under the auspices of the Human Resources Fiscal Department. Insurance Coverage Liability insurance for Head Start children is part of the overall County Insurance Plan. This policy covers basic liability for all Head Start Insurance Plan_ This policy covers basic liability for all Head Start Program functions. There is an additional rider to the policy which spe ially covers accidents involving pre-school children to cover any other possible contingencies affecting Head Start children. n ri- of Conduct The employee (friP of Conduct is part of Weld County Personnel Policies and Procedures. Free Cumretition Requirement Procurement transactions are conducted under strictest guidelines established by the grantee, Weld County Board of Commissioners. Procurement Prn eri lres Purchasing policies are established by the grantee and include the following provisions: 1. Any item over $50.00 in value must be coopetively bid out to local suppliers within the county. 2. There must be a minimum of three bids. 3. Accounts are established in local stores for all other consumables as well as durable items less than $50.00 in values. 4. Purchases from approved vendors are limited to $50.00 per week per vendor. 5. Food is purchased from two major wholesalers that deliver weekly. 6. There are three Head Start neuters authorized to purchase from local vendors. 7. The Head Start Director preyauthorizes purchases, amounts and verifies each purchase before invoices are sent to HRD for payment. 8. Special provisions are made for the purchase of educational materials and equipment that can only be procured outside of the county. 9. Disbursement ledgers and accounts are maintained by the Department of Human Resources. -;!;e , Nan-Expendable Personal Property Requirement Property records are maintained on all items with a useful life of more than one year and a purchase price of over $300.00. A card index system is used to maintain a current inventory and includes item location, desrription, serial number, and quantity_ A physical inventory is normally taken each year and at least once every two years. Participant Eligibility The Weld County Head Start Program has a formal written enrollment plan to ensure that all low-income families are served by the Head Start Program. This plan includes the following provisions: 1. A selection committee comprised of Head Start staff, representatives from outside agencies, and parents. 2. Applications are screened by the selection committee based on a priority list of need. 3. Priorities are established based on age, income eligibility, ener ial needs, mono-linguality, child abuse, and hardship category (refer to application approval prnrrsa document). 4. Provisions are made for recruiting eligible children throughout the duration of the program year. A waiting list of eligible children is maintained to fill vacancies as they n rur. 5. Income is verified for all families enrolled in the program primarily from previous year_ 1040 form, W-2 forms and verified using the State Social Senirity W-6 records. (SEE ATTACHED -- ELIGIBILITY POLICY) Enrollment and Attendance 1. Full enrollment is accomplished within thirty calendar days of the school year. 2. Enrollment is maintained at a level of approximately 320 children_ 3. A monthly analysis is made of absentees and of average daily attendance. Documentation is kept on absenteeism reports. Monthly attendance analysis are kept on file. Buildings & Grounds Maintenance Janitorial Services are provided by Weld rrunty.s Building and Grounds Department. They are providing us with 1.50 PTE. janitors. Janitorial services include the cleaning and upkeep of the building. The maintenance crew from Buildings and Grounds is responsible for the outside maintenance and overall repair of the building. Buildings and Grounds will inspect regularly and make recommendations for building repairs and maintenance (painting, roof repair, plumbing, etc.) staff Development The Director, Coordinators and parents and CDC determine the training needs of staff and schedule trainings accordingly. All efforts are made for support staff to attend clan n, and workshops by flexing hours (if needed), scheduling trainings when children are not in =�sion or during program breaks. Trainings will be formally addressed in the T/TA plans put together by the Career Development Committee. 0„�y�s 4 y a.. i� a: tea; WELD DOLNTY HEAD START APPROVAL PELICY Minimum required participants for ',mptance turd meeting are 1 Family _`' Service representative, 1 cersnt from ?PC, and 1 area agency representative_ .14\773 14. r Family Services Ccmcc,ent Weld County Head Start 520 13th Avenue Greeley, C3 806.7,_ Health Cem rnent Weld Ca,r.ty Head Starr. w Fa,_cst'_an C.LcaJ1 ,t P.E1_ Count,' Head Sta '47 11 gy.. f • Area Agency Representative k �Y from one of the fon:wino agencies: 4i. „- zs Centennial Developmental Service, Inc. w School District 6 s SOCES L 4..e - Srr.� : - - • • - s WELD COINTY HEAD START APPLICATICh APPROVAL PROCESS 1. Ape Rn irement A. The hill mgt be four years of age by Head Start deadlines_ Proof of age must be provided by a birth certificate, baptismal record, passport, visa, or medicaid card- No enrollments will be a1_, >-ited after April 15 for the present year. Income Eligibility (for previous year) A.. A Child's family nrxting federal income guidelines is considered tc be „tvutomically disadvantace , as determined in accordance with criteria established by the Office of Mana&tIll,t and Eudaet. (Subject to ChB revision, see attached current guidelines). Certification of income is ccapleted by the following means- - 104C care Tex Forms _. _-rcu"a" Sate in 1e _,crttn, using parents ✓ cial Security Number S. Children of over-income parents may be considered for placement in Head Start by the Screening Cunnittee on an individbal basis; based cn the need.; a<-•:�,t; and Te.hei available classroom _.,_.ace permits. In no case will there be more then 10 psrcent over-in—Le students at any civen time. 3. Special NMI - -_- :, The following will be considered handicapping • =t_ capping conditions: visual impairment, hearing impairment, behavior disorder, mental retardation, ' orthopedic impairment, communication impairment, and deferred diagnosis. They must have a profgsional diagnosis. y «; __.._. _ - --_. - _ _ n• __ wlpipct 63,,.V - J4 • SCi-!OQ_ DISTRICT DEADLINES 4 years old by: Ault June 15 - cn or before Windy-nr June 1 - on or before Eaton June 1 - cn or before Galeton June 1 - on or before Nunn June 15 - on or before Carr June 15 - on or before Pierce June 15 - on cr before Gill • June 15 - on or before Ker;cy June 15 - on or before i Frederick September 30 - en or before _Lc - Jun, I - or before Platteville September 1 - on or tetr-- Member 1 - on or before L w,lle September 1 - on or before Jchnstovn June 1 - on or before Hu&- n June 1 - on or before Keene d Irg June 1 on or before Prospect Valley June 1 on or before Fort Lupton September 15 on or before Greeley September 1 on or before r, � ,, . - S p yoy T.4,ef � 'Y.-: _ � . �1F• 4. Immmizati= Policy rn ‘- It is recommended that all children be fully immunized anon enrollment :.- in Head Start. ' ;:.- .1 qon Immunization e. 2 months 1 DPT (first) 1 OPV (first) +as- 4 months 1 CPT (second) 1 CPV (cceond) " 'cr 6 months 1 DPT (third) 15 months 1 M'R 18 moths 1 DPT (fourth) 1 CPV (third) 4 - 6 years 1 CPT (fifth) 1 CPV (fourth) 14 - 16 years -m For _h-i en kno are not immunized :vale infant_ and are flat; one (1) to ,�) yscr s .., age; ' intervals Immunization First visit 1 D°' 1 OPV r` ' 1 month 1 MIR (not to be given before __ :rront`s old) :4 2 (=the 1 D T 1 OPV ; , e. 4 months _ CPT 1 GcV ,c__ - '6ronths 1 DPT 1 CPV 4 - _: :ears 1 CPT i- CPV *(This last dose is *(This last dn--„fl of OPV is not reouir ad if the 4th required if the 'rd '.PV y,4aG DPT was administered administered cn or after the = or after the 4th 4th birthday) . birthday). ,-.....6„.- a.= If a Child is enrolled in the Head Start P _gram and does not have three (.3) .s, CPT's, two (2) OPV's and ane (1) M•R (this will be the minimum amount of .E.:±7,- immunizations we will v-ront a child with), the parents must agree to get these carpleted. They will have 30 days to have this completed. The parents will be advised of the rar+irrn available to them. If this is not completed after 30 days, the child will be suspended and the parents will . :J have an additional 6 days to complete this. . 4,i ., � & ' 4`l v.�..Ya J- �; � :4, 1 ltilcf;— k _ e/ . .. - � - w Y ._ _ rr Priorities for Placements in the Head Start Program ' r r _uT _ The Head Start Program makes every effort to enroll and place all eligible t children as cpickly as pnsible_ Circumstances do arise, unfortunately, �x s, where some children have to be placed on a waiting list for their particular area or center. The Head Start Selection Committee has adopted a method for prioritizing children hAed=d an the follaving considerations. A. Income in the family that meets the federal guidelines for the family'sr �. size_ Giving priority to hardships vhich shall be defined as a family receiving less than half the federal income guidelines. r' -742.4. B. Referrals received from Child Protective Services indicating possible abuse or i,tylect in the home_ C Dcc T_:�ted cpP-ial N D. Lack of fluency in English. `' E. Health or Developmental Impairments as indicated by the developmental _ screening. . g or x� Y .�Y W- e, yy Nh �� / �` -. HEALTH ADVISORY BOARD I . Introduction 1304.3-2 A. One major aspect of FENWC is to provide a coordination of health services for the children enrolled under this program guideline Head Start CPP migrant childcare and to intergrate the Health Program into an ongoing Health Delivery System. Thus, FENWC can draw upon such services as a pediatrician or family practitioner, of County Health Department, the dentist, the Welfare Department, Mental Health Center, volunteer agencies, and others. Through such intergration is not always easy, the community's involvement and focus of attention upon the development of children in FENWC can greatly aid in rallying community support for the project, and keeping the project responsive to the needs of the community. To achieve this coordination, the Health Advisory Board will make recommendations through the Policy Council Representatives of the Family Educational Network of Weld County. B. The Health Advisory Board will advise in the planning, operation, and evaluation of the Health Services Program and shall consist of FENWC parents and Health Services Providers in the community and other specialists in the various health disciplines. C. The Board will meet (4) four times yearly. The Board will have the following members to function effectively. . Medical Director . Dental Director . A Parent Representative fcr Policy Council . Health Services Coordinator . Mental Health Representative . Nursing Community Representative . Nutritionist . Audiologist . Special Education . Social Services Representative . Representative from each component area Other members of the medical health care community may be added as necessary. D. Planning Responsibility The Health Services Coordinator will be responsible to plan the meetings and notify the members of the dates and times. The Health Services Coordinator will determine the meeting place. The Health Services Coordinator will assign a member to take minutes and place a copy in the current Health Plan, and a copy of the minutes will also be given to all members. E. Goals of the Health Advisory Board . The Board will ensure the Health Program is tailored to meet the needs of the children of FENWC. . The Board will ensure the Health Component fully utilizes the resources available in the community without duplicating already existing services. . The Board will develop guidelines to deal with health practices that may be potentially harmful to children and provide assistance when appropriate. F. Objectives of the Health Advisory Board . Assist the program to meet the Head Start Performance Standards. . Specify minimum standards of specific evaluation and treatment procedures. . Assigns priorities for treatment. This is to assure that sufficient resources are available to meet health needs of all children, problems with the most harmful impact upon child development will have highest priority for treatment. Assist the FENWC to negotiate fee schedules for services rendered. . Recommends Health Policies regarding admissions to Head Start. For instance, it may determine within what period of time new children to the program must have health evaluations. It may also recommend the extent to which the Head Start Program can admit and serve the needs of handicapped children such as retarded, the blind, the cerebral palsied, etc. . Recommends policies for handling medical emergencies. This will include initial training and periodic re-training of staff and the specification on what first aide supplies will be available. . Recommends Health Standards for FENWC Personnel and volunteers. These standards naturally must be in compliance with community and state regulations. . Develops an active Health Maintenance Program in the form of immunizations, dental prophylaxis, etc. . To bring concerns brought to the attention of the Health Coordinator that she is unable to solve without assistance. . Recommends safety standards and procedures for evacuation from the FENWC Centers in the event of an emergency. r�. fl-;, e..' . Recommends a system of maintaining health records. Develops and recommends plans for the transfer, with consent of the parents of children's health records from one agency to the next so that the records will remain with the agencies which attempt to coordinate his/her health care. It may also set up policies to assure that health records are confidential . . Review frequency of health problems. . Prepares a health budget to be submitted to the board operating the FENWC Center. . Makes available information and speakers to the Parent Policy Council which plans the Health Education Program. . Identifies problems and assists in obtaining treatment or therapy for Head Start children either by staff members or other professionals. G. Members of Health Advisory Board Job Description Physician (Medical Director) Dentist (Dental Director) . Provide professional guidance and technical assistance to the Health Coordinator of the FENWC Program. . Serve as an advocate of the FENWC Health Component in local medical/dental society. . Review all screening and examination data for accuracy, completeness and cost effectiveness. . Serve as professional liaison in matters involving program and local physician/dentists. . Establish and review with the Health Coordinator, all procedures pertaining to the attainment of the program's health goals and objectives . HEAD START NURSE/HEALTH COORDINATOR . Coordinates the comprehensive health component effort according to guidelines established by ACYF Performance Standards and the Health Advisory Board. . Administers appropriate screening procedures and immunizations to FENWC children. . Monitors all health procedures and data to detect health problems. . Provides and/or supervises Health Education Curriculum for FENWC children, parents, and staff. . Supervises aides and other para-professionals involved in the provision of health services to FENWC children. . Serves as agency liaison to Social Services, Health and other appropriate agencies. . Maintains contact with medical and dental personnel to keep them aware of the progress in the Health Component. . Provides health training to staff and parents and serves as resource professional for health care problems. . Establish and review with the Health Coordinator, all procedures pertaining to the attainment of the program's health goals and objectives. PSYCHOLOGIST . Serves as professional representative of the local Mental Health Department on Advisory Board. . Provides technical assistance to Head Start children in areas of psychological screening/testing and treatment. . Serves as child health advocate in local Mental Health Agency and/or professional psychological organization. . Conducts periodic reviews with Head Start nurse and teachers of psychological status of Head Start children. SOCIAL CASEWORKER . Serves as professional representative from local Social Services Department. . Provides technical assistance to FENWC Program in matters involving: 1) Title XIX, 2) Financial Assistance to Needy Families, 3) Social Services needs of Head Start families and children, 4) Identification of families with health and/or related problems. . Provides Social Services and social-psychological information to parents in Health Education area. . Functions as child health advocate in local Social Services related agencies. . Provides technical assistance with policies for child abuse and acts as a liaison between protective services and FENWC. PUBLIC HEALTH NURSE . Serves as local Health Department Representative on Health Advisory Board. ean C w. yTM . Provides technical assistance in areas of health planning and implementing, i .e. , screening, referrals, etc. . Assist Head Start nurse in obtaining health records of children known to local Health Department. . Provides "Health Outreach" services to families of FENWC children. PARENT . Serves as parent representative on Health Advisory Board. . Serves as advisor to board on matters of parent involvement and participation in Health Component. . Assist the Board in the development of Health Plan. . Assist the nurse in organizing and coordinating volunteer parents working with the Health Component. . Serves as a link between professional board members and parents/community. H. Health Advisory Board Format for Current Year . Members for Current Year . Minutes of Meetings . Attend all Meetings . Read Health Plan . Carry Out All Duties Pertaining To Your Field HEALTH ADVISORY BOARD COMMITTEE Medical Director Dr. Warren Johnson Dental Director Dr. Day Sunrise Community Health Clinic 1028 5th Avenue Greeley, Colorado 80631 353-9403 Dental Representative Dr. Hess 1010 12th Street Greeley, Colorado 80631 356-1545 Audiologist Cheryl Johnson UNC Lab School Room 1519 Greeley, Colorado 80631 351-2261 Child Find Specialist Jan Sprague Public Health Nurse Debbie Hoffelt Nursing Specialist Dorothy Rodman Sunrise Community Health Clinic 1028 5th Avenue Greeley, Colorado 80631 353-9403 Social Worker John Batchelor Department of Social Services 315 North 11th Avenue P.O. Box A Greeley, Colorado 80632 352-1923 4.,( Transportation Coorainator Patsy Drewer Department of Human Resources P.O. Box 1805 Greeley, Colorado 80632 356-4000 Parent Policy Council Member Ann Normand Parent Representative Janet Secrest FENWC Director Tere Keller 520 13th Avenue Greeley, Colorado 80631 356-0600 Family Services/Parent Involvement Leticia Galindo Coordinator 520 13th Avenue Greeley, Colorado 80631 356-0600 Education Coordinator Mollie Erbes 520 13th Avenue Greeley, Colorado 80631 356-0600 Clearing House Leona Martins American Red Cross Scott Robbins Nutritionist Joyce Johnson Mental Health Professional Dan Dailey Weld Mental Health SECTION II b:,CAP" - II. 1304.3-3 Health Services The Health Services Component will provide each child enrolled in the Head Start Program a complete medical , dental , and developmental history obtained and recorded, a thorough Health Screening will be given and medical and dental examinations will be performed. The plan will also provide the parent or guardian authorization for all health services. A. Medical Screening . Physicals - each FENWC child is required to obtain a physical . If the family does not receive medical care from a health care source, names of pediatricians and low-income health care clinics will be provided. . Medical examination by a physician shall include: - Examination of all systems or regions which are made suspect by the history or screening tests. - Search for certain defects in specific regions common or important in the preschool age group i .e. , skin, eye, ear, nose, throat, heart, lungs, and inguinal areas. - Hemoglobin or hematocrit determination can be performed by the physician. A child with hemoglobin less than 11 or a hematocrit less than 34 will be considered anemic. The FENWC nurse will request another hematocrit or hemoglobin test in (6) six weeks and document results. B. Growth Assessment . Growth assessment will consist of obtaining the child's height and weight during the admission screening or within thirty days of the beginning class. The results will be recorded on a growth chart and evaluated for problems. . If abnormal findings, the child will be referred to his physician. . A follow-up evaluation will be performed. Any resulting problems will be referred as appropriate. C. Vision Screening . Each child's vision will be tested with the Titmus E Testing machine during the admission screening or thirty days after the child starts class. If the child does not pass at 20/20, 20/30, or 20/40 activity will be tested and he will be rescreened in one month. . If the child fails the second screening, he will be referred for further evaluation through School District 6 or his/her parent. . Upon results of referral , the child will be referred to his pediatrician or eye specialist or appropriate lions club. . Professionals available to provide services during screenings are audiologist, speech pathologist, health nurse, developmentalist, and vision specialist. D. Hearing . All children are screened by School District 6's Hearing Impaired Program in conjunction with the FENWC PRogram and Special Needs Technician. County sites may be monitored by BOCES. . The S.N.T. is informed by Cheryl Johnson, Audiologist, of any children needing to be retested or children who need further testing, or medical referrals to their pediatrician. . Parents will be notified by Cheryl Johnson of any results not considered normal and the SNT will follow through with any needed assistance as requested by the family. It is the families responsibility to take the child to their medical doctor for treatment. E. Dental Screenings . Each Head Start child will receive a routine dental screening at a pre-determined time set by the Health Coordinator. A dentist and dental hygienist will evaluate each child's dental health. They will make a list of priorities for dental care. This will be Dental Health for five (5) and placed in each child's file. . Flouride levels in the water supplies to determine if they are adequate flouride levels in the drinking water. The Environmental Department will check results yearly and inform the Health Component. These results will be incorporated into the Health Plan. F. Dental Treatments . Priorities for treatment are: - children with painful teeth - obvious cavities, bleeding gums, and drainage - routine care for all Head Start children . Head Start children will receive all care needed by contacted dentists in the community. Medicaid will be billed by the dentist's office if the child is eligible for Medicaid Benefits. . Parents sign a permission form allowing or not allowing their children to receive dental care on the enrollment form. A note is sent home informing the parents of the child's need for treatment. . Appointments will be made by the dentist and a letter is mailed home informing parents of the date and time of the appointment. It is also mandatory the parent accompany the child to all appointments for the following reasons: - dental teaching is provided by the hygienist to the child and parent - alleviates the fear and apprehension of the child's initial visit - provides the necessary medical and dental information the dentist requires to work on the child's teeth. . Dental Treatment includes: - services required for relief of pain or infection - restoration of decayed primary and permanent teeth as required - pulp therapy for primary and permanent teeth as required - extraction of non-restorable teeth - dental prophylaxis and instruction in self care oral hygiene procedures . Dental Teaching - Refer to Inservice Plan . Those parents who do not give permission for dental work to be completed, must bring a report from the dentist of their choice to the nurse, showing the child has been to see the dentist in the last year, and treatment was received. Documentation will be kept in the child's file. D. Developmental Screening . The FENWC parent will complete a developmental history form upon enrollment which will be reviewed by the FENWC nurse and parent during the admission screening. .. w; . '. . Any problems , concerns , delays in the development process will be referred to the special needs agencies and pediatrician. . Follow-up by the health Component as appropriate. . All developmental testing is done by Para-Professional or Professionals for follow-up. . The DDST will be performed on all the FENWC children by Para Professional/Professional . H. Speech . All speech testing and therapy is performed by the University of Northern Colorado. Some as a group in the classroom, others individually. Exceptions if the pediatrician notes on physical form the child needs some speech assistance, a referral is made to the SNT. I. Special Needs of Handicapped Children . Special needs of handicapped children can be identified from the screening and physical examination results, parent interviews, teachers, and mental health professional observations. Any special needs identified by the Health Component screenings or information provided by the he pediatrician will be referred to the Special Needs Technician, Case Review, possibly Diagnostics and Interagency, any follow-up medical teaching and care will be provided as needed. J. Immunization . DPT - each child is required to have four (4) doses of the DPT vaccine (Diphtheria, Pertussis, and Tetnus) upon admission, if the child has received his immunizations as scheduled refer to the government guidelines, Table one and two. . Polio - each child is required to have four (4) doses of trivalent oral vaccine upon admission, if the child has received immunizations on schedule refer to immunization Table 1. For children who are not up to date with their immunizations a fifth (5th) dose of the vaccine should be obtained if appropriate during the Head Start school year or when the child turns five (5) years of age. Refer to Table two, for children who are to date. . Tetanus - if a child receives a human bite or puncture a tetanus booster shot is not needed if the child is up to date with his DPT Immunizations. This is per the Public Health Department. . MMR - one measles, mumps, and rebella vaccine is required upon admission to Head Start. Refer to table one and two. This should be received at 15 months. If MMR is given at younger than 15 months , this must be repeated. K. Tuberculosis Screenings . Recommendations about tuberculosis testing change overtime, because of changes in current knowledge and changes in the epidemiology of the disease. . Procedures for guidelines for priority is as follows: - contacts of persons with disease - groups of high-risk children - those born in developing countries where TB is common. Those children should be tested age one year, (before receiving MMR Vaccine) and again at school entry if negative at one year. - all children enrolled in the FENWC Program will receive their TB tests from the Health Department or FENWC Nurse when needed. err IMMUNIZATION SCHEDULES TABLE I Recommended Schedule for Normal Infants Age: 2 months DTP, TOPV 4 months DTP, TOPV 6 months DTP, TOPV 15 months MMR 15-18 months DTP, TOPV 4-5 years DTP, TOPV 14-16 years TD; Repeat Every 10 Years TABLE II Schedule for Children Not Immunized in Early Infancy Age: 15 months - 5 years First Visit DTP, TOPV, MMR 2 months after First Visit DTP, TOPV 2 months after Second Visit DTP, TOPV 6-12 months after Third Visit or at School Entry DTP, TOPV 14-16 Years TD; Repeat Every 10 Years TABLE III Schedule for Children not Previously Immunized Age: 6 years - 18 years First Visit TD, TOPV, MMR 2 months after First Visit TD, TOPV 6-12 months after second visit TD, TOPV Thereafter TD, Repeat Every 10 Years SECTION III III. Admission Screening . The admission screening is the first time the parent and child along with the nurse, meet and talk about the child's health and development. at this time the parent will have the chance to discuss with the nurse any special medical , dental , dietary, or developmental needs the child or family may have. It also gives the nurse insight into the family and child's developmental , educational , psyco-social , and cultural needs. This can be completed at enrollment in the FENWC Program. . The admission screening will include the following: - review of immunization records - review medical information and growth and development forms . Obtain all needed medical permission forms such as: - medical emergency - health screenings - dental screenings and treatment - DPT and OPV Permission Forms if needed - note any allergies to medications, foods , or insect bites - not any special medical or emotional problems . Recommendations and the results of the screenings are shared with the Head Start Program. . Local clinics, physicians and dentist refer children to the Head Start Program and will at times relate information gathered during the physical and oral examination. ri r f c , i. iA, SECTION IV inn k - IV. 1304.3-3d Staff and Volunteer Medical Requirements In accordance with local and state health regulations staff will : . Be required to have an initial health examination within one month of employment or a scheduled appointment and bring written verification to their supervision. . All staff is required to have a TB screening on a 5 year basis. Exceptions are: - workers, when beginning orientation. If have had none in past 5 years. - volunteers will need a TB screening if they work more than once a week. (TB screening not required if the volunteer works less than (4) times per month) - staff of FENWC are required to obtain their First Aide Certificate, CPR Certificate and Infant/Toddler CPR and keep it current. r , SECTION V IX. Medical follow-up care with the physician. . Follow up procedures for detected medical care or problems are: - contact family and explain situation, ask parents for input. - if a legitimate reason, refer parents and child to a private physician. Provide support and assistance as needed. - send a completea referral form to physician and place in the child's file when returned. - document contact and progress with family and physician as needed. - health component will provide follow-up care and treatment necessary with the parents. . Obtaining or arranging for treatment of all health problems detected. - UNC Audiology/Hearing Screening - Health Department/Immunizations Water Testing - Schools, Health Department - Clinics - Lions Club Glasses - Associations for the Blind - Sunrise Community Health Center - Northern Colorado Oncology Center - Children's Hospital (Denver) . Other agencies in the community utilize services mentioned above. SECTION VI �a � , ,_. . VIII. Daily Health Maintenance and Follow-Up Care . Health Plan - together with the FENWC Director, Health Coordinator, Health Aide, Teaching Staff, and a Parent Representative will develop a written plan for delivery of the Health Care Services. - meet annually with appropriate staff and parents to revise objectives and rewrite plan for the following year, and to evaluate the current year's plan - present plan to Health Approval Board - present plan to Parent Policy Council . Maintain a current and accurate health history on each child, documenting medical problems or progress. . Communication to parents regarding their children, a duplicate copy of all information sent to parents about their children's progress, medical condition, or treatment will be kept in the child's medical file. . Communication from parents to teachers or the Health Component regarding a medical statement or problem will be kept in the child's medical file. . Medication - If a child is on medication for health reasons and must take the medication while at Head Start a note from his parents or pediatrician will be required stating why the child is taking the medicine, how much he takes , and the time he take it before the medication will be given. - The teacher will immediately bring the note and meaication to the Health Component upon the child's arrival . The nurse will give the child the medication at the appropriate time. ,r r t- , =w SECTION VII VII. 1304.35 Medical and Dental Records . Goal : - Establish and maintain individual health records which contain the child's medical and developmental history, screening results, medical and dental examination data, and evaluations. . Objective: - Develop a file which contains all the collected data. - Keep all records confidential and in a locked file cabinet when not in use. All staff must sign out any files they use. - Collect and maintain emergency cards containing emergency data which includes: - child's name - date of birth - address and phone number - parent's name - doctor's name and phone number - allergies - medical problems - other person to notify in case of emergency . Obtain all signed consent forms. - Emergency medical and dental treatment screenings. - Permission for a medical screening and required treatment. - Forward with parent consent, the records to either the school or health delivery system when the child leaves the program. (see withdrawal form) . - Give parents a summary of the record which includes information on immunizations and follow-up treatment. - Assure that in all cases parents will be told the nature of the data to be collected and the uses to which the data will be applied. (l' ° WJ SECTION VIII V. 1304.3-6 Health Education . Health Component will provide parents with information about all available health resources. . Encourage parents to become involved in the health care process relating to their child. - Parents are required to take their child in for an admission physical . Transportation is provided if needed. - One parent is required to accompany the child to the initial dental appointment and all appointments. - Parents are encouraged to make appointments for medical follow-up care. Help and support is given by the Health Component as needed. . Preventive Health Education Classes. - Parenting and bonding classes in conjunction with Aims Community College/Weld Mental Health. - Dental care and hygienist in conjunction with local dentist's and hygienist two times a year. - Nutritious meals on a low income budget in conjunction with nutritionist and the Extension Department. - Safety and First Aide/CPR. - Mental wellness of 4 and 5 year old children, Weld Mental Health Center. - Mental Health counseling for staff. . Staff is educated and also provided the opportunity to learn principles of preventive health, emergency first aide measures, and safety practices. - Staff are required to provide safety measures in classrooms, on field trips, and on the playground. - Teachers are given a first aide kit at the beginning of the school year, and are responsible for keeping it fully stocked. - There must be two adults with the children at all times while on the school ground and three adults when on field trips. - There will be one emergency procedure manual and 911 poster in each classroom. All staff is required to be certified in first aide every three years with first aide in-service yearly by the Health Coordinator and CPR yearly. a 4 .2 ;t - There will be dental emergency chart in every classroom. - Children must wear seat belts or be in a car seat while being transported in the FENWC vans. . Staff In-Service - Dental Hygiene - Nutrition - First Aide/CPR - Reviewing the referral agencies, i .e. child abuse, divorce issues, hospice, drug and alcohol abuse. Hot lines for a Women's Place and runaway children, and compassionate friends, poison control center, and parents anonymous. - Identifying speech/language concerns - Communicable Diseases/Hepatitis/Aids - Specific community health problems - Policy Manual - Screening process/Dial R and DDST - Diapering procedures posted/chart monitoring diarrhea/wetness - handwashing - Feeding/charts/procedures/list of formulas/marking bottles/handwashing . Health Education is intergrated into on-going classroom and other program activities. - Children are informed of all health related procedures in a calm manner such as: - health screenings/heights/weights/vision/hearing - referral to physician - before treatment at the dentist's office - Fire drills/tornado drills . Health Education Classes - Protective Child Program - Dental Hygiene/Handwashing - Food Projects - Safety in the Classroom - Doctor's/Nurse's and their duties - Orientation to Hospitalization - Interagency - Staffings/transitions . Have a written plan for orientation and training program about health services. - During open house, orientate parents on the Health Component, its goals and objectives , and the services it provides. - Introduce staff and answer questions parents may have. Obtain permanent information needed to help meet the needs of the child and his family. - Pass out parent packets. r h_ ": `� SECTION IX c..: • VI. 13304.3-7 Mental Health Goals: . Assist all children participating in the program in emotional , cognitive, and social development toward the over all goal of social competence, in coordination with the educational program. . Provide staff and parents with the understanding of child growth and development. • Develop a positive attitude toward mental health services and a recognition of the contribution of psychology, medicine, social services, and education to the mental health program. . Mobilize community resources to serve children and their parents with problems that prevent them from coping with their environment. . Assist all children in emotional , cognitive, and social development toward the overall goal of social competence, in coordination with the education program other related component activities. . Objectives: - A team consisting of professionals and non-professionals meet to review and determine the assessment for children who are experiencing difficulty in the classroom. - Referral forms are completed by the child's individual teacher. - The form is to be turned into the Special Needs Technician. - Specific concerns and problems relating to the referred child are to be recorded on the form. - Referrals are made when they are identified. - Explain results of screening and assessments provided for Head Start children. . Provide staff and parents with an understanding of child growth and development, an appreciation of individual differences, and the need for supportive environment. r." ttrj ', - Workshops and in-services are to be conducted, to introduce the teaching staff and parent to state goals and objectives. - The following is to be covered: - Referral methods and how to record information. - Record keeping and setting goals for individual children. - Developing an Individual Education Plan. . Working closely with teaching staff on an individual basis. - Scheduled meetings to discuss referrals submitted or to serve gathered information on individual children or families. - Provide staff with written reports received from agencies serving individual children. . Serve as a resource person to the Head Start staff, teacher, child, and parent. - Availability of resource materials, books, and information of community services available. - Post information of workshops or resources available in the community. . Provide each teacher with the results of the Developmental Screenings from the file. - An information sheet, stating each task the child is asked to accomplish during the screening is provided for the teacher. - The information sheet is to be given to the child's parent. - What tasks the child can and can not accomplish is to be recorded on the sheet. - Tasks the parent needs to work on at home with the child is to be recorded. - Tasks the child's teacher is to be working on in the classroom is to be recorded. . Team teaching meetings are to be scheduled monthly to discuss specific needs and concerns of all children. *See Educational Plan. . A workshop is to be provided to introduce the teaching staff to additional assessment screening tools available. . Provide each teacher with the results of the language and hearing screenings held. . Develop a positive attitude toward Mental Health Services and a recognition of the contribution of psychology, medicine, social services, education, and other disciplines to the Mental Health Program. - Involvement of community services and Head Start staff, through the pre-assessment teams, involves cooperation and working together as a group. - The Health Advisory Board which consist of a physician, dentist, a psychologist, a nurse, a Head Start parent, and Head Start staff, also provides an understanding of the importance of a positive approach as a team when working with children. *(See Health Plan) - Work directly with the Weld Mental Health Program and become directly involved with the services available to the Head Start parent and child. - Parenting Classes - Workshop on discipline and how to improve parenting skills - Counseling/Family Child - Make contact with families to explain services available - Parent Support Group - Involve the Weld Mental Health Representative directly with the Head Start Program. - Serves as a liaison between Head Start Parents and Weld County Mental Health - Provides Head Start with booklets, information, or leaflets explaining services available. - Provides Head Start staff with a workshop explaining services available and the steps to take to become involved. - Mobilize the community resources to serve children with problems that prevent them from coping with their environment. - Community resources are available and are accessible to the Head Start Program to provide a variety of services and support. - Weld County Child Find Specialist serves as a representative on the Interagency Team. ray r ,`R' , - They provide additional testing if needed. - They serve as consultants to the Head Start Program. - They assist with identifying and providing services for children with handicapping conditions. - Weld County Mental Health Consultant serves as a representative on a Interagency Team - Available on a consulting basis. - Assist with the assessing of individual children's emotional needs, makes recommendations, and provides actual services. - Parenting Classes - Family Counseling - Child Counseling (Play Therapy Groups) - Provides Psychological Testing - Provides leaflets , booklets, information to availability of services. - Provides Head Start staff with workshops and in-services. - Referrals are to be written on children not showing age appropriate behaviors and/or who are having difficulty performing given age appropriate development tasks. - Parent referrals are also written by the teacher, as the parent might be having difficulty dealing with the child's behavior at home. . The written referrals assist by sharing information and stating the teachers specific concern(s) . . Child Study Committee, Speech Screening Committee, and Weld Mental Health Consultant Committee are titles given to the Interagency Team. - The Interagency Team consist of representatives from District 6, Weld BOCES, UNC Speech Clinic, Weld Mental Health, and Head Start Staff. (Head Start Nurse, Family Services Representative, and the Special Needs Technician). - The teams meet to evaluate the initial referrals, to discuss overall concerns , gather information about the child, make recommendations, determine if additional testing is necessary and to identify handicapping conditions. - The objective of the team is to share responsibilities when providing for and meeting the needs of the child. - Team members are to be given specific tasks or responsibilities to accomplish before a plan of action is taken. - To determine if additional testing is necessary. - If an alternate program other than Head Start needs to be decided. - Permission to provide additional testing is to be given by the parent. . The teams will meet monthly for the school year. - Written consent is to be given by the parent and a questionnaire is to be completed before the child is scheduled to attend. - Head Start will provide transportation to and from the clinic, if needed. - It is requested that the parent attend with the child but it is not made mandatory. - A Head Start staff member will accompany the child and parent, if present. - The nurse and special needs technician will receive the results and recommendations made. - A copy of the results and recommendations are to be sent to the child's physician and to the University Speech Clinic. If the child is receiving speech services. . Recommendations are to be made quarterly, if the child is to continue with services. . Diagnostic reports and recommendations can be shared (only with signed permission from parent) with schools and other agencies. . A file is to compiled on individual children when additional testing or services are provided. - The file is to be kept in a file cabinet in addition to the child's central file. - The file is to be accessible to the child's teacher and staff so additional information can be gathered. - Information in the files is to be considered confidential and discussed only with staff members and parents who work with the child or family. - No file is to be given or duplicated without the written consent of the parent. . Recommendations made by the Interagency Team is to be shared with the child's teacher. - Recommendations and goals to be accomplished are to be recorded on a form called a Referral Form. - All referral forms, once recorded, are to be placed in the child's file. - An additional copy is given to the team member consultant, the child's teacher, and a copy is placed in the child's central file. - Overall needs of the child is to be discussed and taken into consideration before decisions are made. - Assess health needs and physical needs. - Assess development needs. - Assess family needs. . An IEP Conference - Call or visit parent concerning time and day. - Send a letter. - All evaluation reports are shared. . An IEP is aeveloped with input from teachers , parents, nurse, special needs technician, speech and language clinic and others (when applicable) . - Form will state long term and short term goals. - The form will be taken into the home and the goals planned are to discussed with the parent. - Once goals are discussed and recorded the form should be signed. . If services are recommended (speech and language or play therapy) parent must sign the permission form in order for their child to receive services. Services cannot be provided unless this form is signed. . To provide for preventive early identification and early intervention in problems that interfere with child development. . A contract has been established with the University of Northern Colorado Audiology Clinic to provide Head Start children with complete hearing evaluation. - The evaluation will be scheduled once the child fails the hearing screening. (The child is to be screened twice) . - The hearing evaluations are to be scheduled by the nurse or if requested by the Special Needs Technician. n.- SECTION X , e= REFERRALS . A contact has been established with the University of Northern Colorado Speech and Language Clinic to provide diagnostic testing and to provide speech and language therapy for children who have been identified. - To identify children with specific speech and language needs and/or disorders. - To provide diagnostic testing. - To provide speech and language therapy to those children with a specific speech and/or language need, that might impair communication and/or learning. - A written individualized plan stating goals and objectives, will be completed on each child receiving therapy. - To work closely with special needs technician and teaching teams to insure the best possibility program for the child. - Speech therapy sessions for each child will be scheduled by the speech pathologist and special needs technician. - Diagnostic reports will be sent to the special needs technician to be filled in the child's file and to be shared with the teacher. . UNC Psychology Department professor is available to the Head Start Program to provide play therapy services to Head Start families. . UNC Speech Pathologist consults with special needs technician. - Serves as a representative on a pre-assessment team. - Identifies speech and/or language disorder with Head Start children. - Provides workshops to Head Start Staff. . Centennial Developmental Services, INC. provides information and availability of services available. - Head Start children are referred to attend a Interagency Screening held monthly to identify developmental and health needs of specific children. ram ' MENTAL HEALTH SERVICES (,'o tt. . 1304.3-8 Mental Health Services . The Mental Health part of the plan shall provide that a mental health professional shall be available at least on a consultation basis , to the FENWC Program and to the children. The Mental Health Professional shall : . A.1 - Assist in planning mental health program activities. A.2 - Train Head Start staff/parents A.3 - Periodically observe children and consult with teachers and other staff. I. Advise and assist in developmentally screening and assessment being used. . The screening is to be administered as the child enters the program. . Areas to be screened are gross motor and fine motor, and concepts and language. - Gross motor examines how the child is using the large muscles. - Fine motor examines how the child is using the small muscles. - Concepts examines what the child already knows in the areas of color, numbers, and how well the child can explain several common objects. . The area of communication is to be administered prior to the child entering the classroom. . Staff will administer screening during enrollment. . Each teaching team will receive the results of the screening. - The teacher is to plan in the classroom, activities and provide materials that will encourage the child to become successful in the area the child was noted low in. - The results are to be shared with the child's parent during home visits. II. Assist in providing special help for children with Atypical behavior and development. . Observations are to be conducted in a individual classroom during the month of October and when requested. - To help the teacher identify individual needs of children. - To provide the teacher with ideas and feedback of classroom procedures and activities provided for the classroom group. - An observation form is completed, along with recommendations , a copy is given to the teacher. - Observations of specific children having difficulty performing given tasks are also noted. .'D G NUTRITION I . 1304.3-9 Nutrition . The objectives of the nutrition part of the Health Services Component of the Head Start are to: - Provide food which will meet the daily nutritional needs of the children. - Introduce foods and cultures to assist in exposing the child to recognize the different culture patterns, and there by promote sound physical , social , and emotional growth and development. - Help staff, child, and family to understand the importance of good nutrition. II. 1304.3-10 Nutrition . The nutrition services part of the Health Services Component of the Performance Standards plan must identify the nutritional needs and problems of the children in the Head Start Program and their families. - Identify problem areas and needs that must be addressed related to nutrition, do hematocrit on each child, height and weight on each child, and provide information to parents and staff in the area of nutrition to enable them to meet their various responsibilities. . Share information about major community nutrition related problems. - food commodities - flouride water - increased use of iodized salt - control sale of uncertified milk - utilization of food stamps . The plan, designed to assist in meeting the daily nutritional needs of the children, shall provide that: - Each child in a part-day program will receive one hot meal and substantial snack, which will provide 1/3 of daily nutritional needs with consideration for meeting any special needs of children, including the child with a handicap condition. - Menus are written by cooks, nurse, parents, and reviewed by the nutritionist. - They are rotated on a 3-month period. They are posted in the rooms , kitchen, and bulletin board and the daily newspaper. - A list of the children's names are given to the cook. the cook will note allergies, religious preferences, digestive or metabolic disturbances. . The quantities of food served conform to recommended amounts indicated by the Head Start Guidelines. - The amounts offered are recommended by USDA additional portions are offerea. . Meal and snack period are scheduled appropriately to meet the children's needs. . Breakfast must be served at least 2} hours before lunch, and snack must be served al least lz hours after lunch. - Quiet time should be scheduled before the meal so the children come to the table relaxed and ready to eat. - Proper spacing of meals allows time for the child to be hungry enough to eat. - Provide a well lighted, ventilated area. - Serve food family style. - Allow children to pour their own milk and serve themselves. - Proper size tables and chairs must be used. . A variety of foods which broaden the child's food experience in addition to those that consider cultural and ethnic preferences is served. - Offer new foods gradually. - Prepare child through classroom projects. . Food is not used as punishment or reward, and that children are encouraged but not forced to eat or taste everything. - Start with small portions, allowing for additional portions as aesired. - Use bite size pieces and finger foods when suitable. . Sufficient time is allowed for children to eat. - Have the children served as soon as they come to the table. - Allow slow consumers sufficient time to finish their fooa. - A leisurely mealtime pace should be encouraged. - A cleaning area well away from the eating area should be provided. . Chairs, tables, and eating utensils are suitable for the size and developmental level of the children with special consideration for meeting the needs of children with handicap. conditions. - Small flat bottom cups. - Plastic plates and bowls. - Small pitchers for pouring. - Small broad forks. - Children and staff are encouraged to share mealtime and the same menu, and share a social , relaxed atmosphere. . The plan shall provide for the establishment and maintenance of records covering the nutrition services budget, expenditures for food, menus utilized, number and types of meals served daily with separate recordings for children and adults. - Use USDA Forms. - Keep records for three (3) years. FAMILY EDUCATIONAL NETWORK OF WELD COUNTY SUBMITTED BY: LETICIA GALINDO REVISED: JUNE 1 , 1990 DOROTHY PEREZ NORMA FRITCHELL MAGGIE MUNOZ ROSA CANTU JOYCE GALVIN MARY JOHNSON KAREN TERRY VIVIAN CORNEJO F- I LLI w 0 7. 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CD on 3 r0 N E 4- C L 0) i i r0 >•r- 03 ro 4-) 4-I a) VI ro r- 4- a) C 4- C a) 4- r i 4-` 'O a) O a) r- a) rn a) u cn c V C > C a• a.= 4-) L ro S-- _ E S- -I-, -1-, Y J CO Oi ro •r- S- OU • Q O 0 ro O 4- a E r a) N U t U E rn 4- ro am E i +-> a) ro r- ...r- c i 4- W In R C C C Y -0 4- 0 •..-in 7 ro a L a) N R = I N v) ++ 4-) v1 E -0 -0 r- 4-) 3 a+ +> I- cn•r Si _O ,- I U C O U i. dry u' C C in 4- O C N r- r0 O v) W O Q 4" � i E rn r• 0 I � 0 = a a) CO CO E an O o c v C", O a 0 'O V a S r— 4- O i r- a) U r0 a) ++ � O i-) i -O V-0 E i U .C rn C 4- ro C C 4- C ea r1 en T L m ..• r-, -rr nr ..r � � r, CONTENTS 1-304-2-3a Safe Health Learning Environment 1-304-2-1a Physical , Cognitive, Communication, Creative 1-304-2-2b Self Social 1-304-2-2 Guidance and Discipline, Families 1-304-2-20 Program Management 1-304-2-23 Professionalism Attachment I Weld County Head Start Safety Manual r`'h ,' SAFE HEALTH LEARNING ENVIRONMENT 1-304-2-3a (Education) Facilities, page 12-14 Provide for a physical environment, conductive to learning and reflective of the different stages of the children. Space shall be organized into functional areas recognized by the children. Also space, light, ventilation, heat, and other physical arrangements must be consistent with the health, safety, and developmental needs of the children. CHILD DEVELOPMENT ASSOCIATE COMPETENCIES Establishes and maintains a safe healthy learning environment. 1. Safe Promotes common safety proactice within each activity area. Encourages children to follow common safety practices. Stops or redirects unsafe child behavior. 2. Healthy Encourages children to follow common health and nutrition practices. Provides and uses materials to insure children's health and cleanliness. Recognizes unusual behavior or symptoms of children who may be ill and provide for them. 3. Learning environment Determines what activity areas can and should be included in the classroom on the basis of program goals, space available and number of children. Separates activity areas and places them in appropriate spaces. Arranges equipment and materials so that children can make choices easily and independently. 5 C,r: 1'; , SAFETY OBJECTIVE: Provides safe environment by taking necessary measures to prevent and reduce injuries. OBJECTIVE PROCEDURE RESPONSIBILITY I. There shall be a Heating and ventilation Director/ Health safe and effective will be checked on a Coordinator/ heating system/ monthly basis for effec- Janitor cooling system. tiveness and for immedi- ate repaires. a. Determine safety and effective- ness of heating system in classroom before occupying in September. Cooling system in June. 2. Up-to-date inspec- Fire chief set up Director/Fire tions by Fire appointment each Department Marshall by September to inspect September of premises. each school year. a. Approved, Fire extinguishers are Director/Health working fire also to be checked and Coordinator extinguishers approved for the coming shall be years use. readily available. 1. Place fire extinguisher in each classsroom. 2. Place fire extinguisher in appro- priate area of office space. a k.> r.+a. OBJECTIVE PROCEDURE RESPONSIBILITY B. Hold fire drills Have emergency exit Teacher/Health monthly. plan in the class- Coordinator room. Have emergency Teaching Staff signal to get attention of all chidren. 3. Equipment materials, and furnishings of the center shall be of sturdy, safe construction, easy to clean, and free from hazards which might be dangerous to the life or healthe fo teh children; whether for indoor or outdoor use, they shall be kept clean and in good safe condition, free of sharp points or corners, splinters, protruding nails, loose, rusty parts, or paint which contains lead or other poisonous materials. Toys made of brittle, easily breakable plastic shall not be permitted. C. Flammable and other dangerous materials and potential poisons shall be stored in facilities accessible only to authorized person. I. Furnishing Before staff places Teaching Staff shall be any materials of fire proof. equipment in the classroom or play- ground, it will be checked for safety of child (lead free paint, sharp edges, flammability). D. Materials and Staff will evaluate Teaching Staff equipment are materials and equip- are safe, non- ment of safety regular, hazardous con- report or remove item dition and are immediately. sturdy enough for use of children. e' OBJECTIVE PROCEDURE RESPONSIBILITY E. Potential poisons Labels all dangerous Teaching Staff shall be stored. materials or substances and keeps them in locked cabinest well out of reach of children. F. Point out dangers Participates in using Teaching Staff of electrical equipment with children applicances, hot and demonstrates safe surface and other methods of use. hazardous equip- ment used in the classroom. G. Emergency lighting Each classroom shall Director/Teacher shall be available keep available at least in case of power one flashlight. failure. H. Indoor and outdoor Clean areas daily keeps Teacher/Support premises shall be area free of debris, Staff kept clean and keeps exits clear of free on a daily furniture and equipment basis of undesir- and clearly marked. able and hazard- ous material and conditions. I. Outdoor play areas Provide fencing where Director/Janitor shall be made so appropriate. Insure Teacher as to prevent that there are a children from sufficient number of leaving the adults to supervise premises and children, and actively getting into in activities. unsafe and un- supervised. There shall be a re- Teacher cognized emergency signal to get the attention of all the children. J. Paint coatings Ask Health Inspector Director on premises to check where appro- used for care priate. of children shall be deter- mined to assure the absence a hazardous quan- rC, v tity of lead. C - OBJECTIVE PROCEDURE RESPONSIBILITY K. Provide adequate Ask Health Inspector Director lighting in class- to check where room. appropriate. L. There shall be at Director least 35 square feet fo indoor per child avail- able for the care of children (i .e. exclusive of bath- rooms, hall , kitchen and storage places). Therea shall be at least 75 square feet per child. M. Provide for the Locate classroom in Special Needs/ safety and com- building that is Technician fort needs of easily accessible to handicapped handicapped children. children. N. To have on file a A copy of the inspec- Director copy of all inspec- tion will be posted Lions of center, at and originals kept central office. in Director's file. 0. To assure tha safety All vehicles trans- Transportation/ of the Head Start porting children will Director bus. have First Aid Kit, Manuel and blanket in the vehicle at all times. All bus staff will have current First Aid Cards. Transportation policy established by The Department of Human Resources will be implemented includ- ing ratio seat bealts. P. Releases children Family Services will Family Services/ to authorized contact teaching Teachers person only. List staff of unauthorised can be found in person or place. Family Services. �'VVIT 'A C‘k Q. Field trips will Bus rules well taught Teacher/Staff be planned and and reinforced to Transportation appropriate children. safety measures will be establish- ed. Three adults should Emergency name tags will be on field trips be on all children during and walks. field trips. R. Has emergency Head Start staff will Health Coordina- telephone number know emergency proce- for/Teaching posted beside dures and telephone Staff telephone in numbers. nurse's office. All phones in program. S. Recognize situa- Reort to nurse, Coor- Health Coordina- tion which would dinator fill appro- for/Teaching require immediate priate forms. Staff medical attention in accidents. T. Can apply common All staff have current Health Coordina- First Aid proce- First Aid Certificate. for dures in an efficient manner. No one is to transport clients in private vehicle. 911 - Ambulance is to be called in case of an emergency. Parents, etc. are to sign child out on sign out sheet in classroom if known to teacher. If not, Family Services will give a release form. r, Health: Promotes good health and nutrition and helps to provide an environment that does not contribute to or cause illness. OBJECTIVE PROCEDURE RESPONSIBILITY A. Provide adequate Health inspection by Director sewage, garbage local authorities and trash dis- posted and original posal systems. to be kept in Director's files. Keep these systems separate from food storage. B. A source of water Health inspections Director approved by the kept on file and appropriate local posted. authorities shall be available in the facility. C. Provide adequate Maintain clean and Janitor toilet and water sterile facilities. facilities. Provide step stools Director or platforms where necessary. Maintain adequate Janitor supply of soap, towels, tissues, and cleaning materials. Provide time for Teaching Staff toileting, washing hands. D. Plans to imple- ment health education into monthly curriculum. I. Include tooth Each child will have Health Coordi- brushing in own tooth brush, and nator/Teaching daily schedule. individual compartment Staff for clean storage. E. Include dental health Children will be pre- Teaching Staff education, period- pared for dental check- ically during the ups and follow through school year, services prior to visits. ( , (" Parents will be provided Parent/Health with dental health mate- Coordinator/ rial for home use. Teacher F. Encourages and dis- Plan all personal Teaching Staff cusses with children hygiene education importance of good activities monthly. Model good health Teaching Staff habits. Plans mental health Teaching Staff activities monthly. Present first aide Teaching Staff safety education periodically. Explain and discuss Teaching Staff with children how their bodies function and grow, at their level of understanding. Help families become Teaching Staff comfortable with health agencies, personnel , and practices. G. Know center policies See Health Plan, Page 21. Teaching Staff for health referrals H. Check children daily Complete health obser- Teaching Staff for health emotional vation form on children status. with health problems. Notify Parents. Health Coordi- nator Provide area to isolate Health Coordi- children who are ill . I. Know emergency pro- Contact Health Coordinator cedures to follow Special Needs Technician for children who for training. have identified health problems. J. Know and understand daily food require- ments, and implements nutrition education daily. I. Children, staff, Encourage children to Teaching Staff volunteers will share and communicate eat together with each other during sharing the same meal time and supplemental meals and social- feeding. izing experience in a relax, unrush- ed atmosphere. Discuss relationship of food to health and nutri- tion needs. Allow sufficient time to eat. K. Serve a variety of Model acceptance of Health Coordina- foods which broaden different foods and tor, Teaching the children's appropriate meal Staff, Cooking food experience. behavior. Staff Plan snacks that are easily prepared by the children Implement food project Teaching Staff packets when planning foods. L. Children will serve Provide appropriate Health Coordina- own food in a family serving utensils tor, Cooking style situation. during eating times. Staff, Teacher M. Does not use food as Encourage, but not punishment or reward. force food. Offer food at a later Teaching Staff time to children who refuse food. N. Plans and implements Will implement periodic Teaching Staff activities relating lessons on basic four's. to the four basic four's. 1. Provide classroom areas for: Block building Books Dramatic Play Large motor activities Manipulative activities Art Music Science/math Sand/water play Woodworking Cooking Child's private area 2. Organize block building area to contain: Blocks in order on shelves Enough blocks for several children to build large buildings Room for children to build undisturbed Large and small figures and trucks 3. Organize book area to contain: Books appropriate for preschoolers Multiethnic books Books arranged at children's level Books in good condition Books arranged attractively A comfortable place to enjoy books A location away from noisy activities 4. Organize dramatic play area to contain: Appropriate equipment, furniture and accessories A full-length mirror Men's and women's dress-up clothes Clothes out where children can see them Materials neatly arranged for easy selection and return Dolls of different skin colors Language props such as two telephone 5. Locate large motor activities and equipment: To promote climbing, balancing, large movements In an area where children can use them freely and safely Away from quiet activities 6. Arrange manipulative materials: Close to the area where they will be used For easy selection and return by children With enough materials for several children at once With materials of varying levels of complexity So that necessary parts and pieces are not missing 7. Have art materials for immediate use: Located near tables or easels where they will be used Usable with minimum adult direction For easy selection and return by children 8. Arrange music equipment and activities to: Include sound and rhythm-producing materials Include body movements Include songs with children Include record player and records 9. Include in science/math corner: Children's displays or collection Materials for sorting, counting Changing materials or displays Animal , fish, or insect pets Plants Appropriate books 10. Arrange sand and water activities: With enough accessories for several to play with at once To be used with minimum adult direction Near source of water For easy cleanup 11. Provide woodworking activities with: Usable pounding, sawing equipment Enough equipment for more than one child Wood scraps, nails, etc. Safety limits to protect children Necessary adult supervision Minimum adult direction 12. Include in cooking activities: A variety of food preparation Use of real facilities Utensils such as knives , spoons , beaters Necessary adult supervision Minimum adult direction 13. Provide general room conditions with: A cubby, shelf, or box for each child's possessions Adequate storage space so room can be kept orderly Noisy activities separated from quiet activities Uncluttered space where children can move freely Any special arrangements for handicapped children Pictures, photos, displays at child height Appropriate preventive measures for safety hazards Light, air and heat conditions at best possible levels Ky LEARNING ENVIRONMENT OBJECTIVE: Use of space, materials and routines as resources for constructing an interesting and enjoyable environment that encourages exploration and learning. OBJECTIVE PROCEDURE RESPONSIBILITY A. Arranges room into Includes the following Teaching Staff clearly defined learning center: Education Co- learning activity Block Area ordinator, areas. Dramatic Play Parents Creative Art Book/Quiet Science-Music Manipulative Water Play 1. Label various Provides that material areas of the to be used by children room using are accessible and pictoral and labeled on low open word signs. shelves. Arranges boundaries of spacelow shelves stable screens or low walls. Room arrangement must have full view of teachers. B. Selects equipment which provide for individual child- ren's needs and capable. 1. Provides for Makes necessary adaptation Special Needs, varying equip- in equipment and materials Education Co- ment and mate- to meet the needs of handi- ordinator, rials in-door capped children. Teaching Staff and out-door. Gear materials to age Teaching Staff ability and developmental needs of children and in- terest of children. Changes equipment and Teaching Staff materials on a regular basis. OBJECTIVE PROCEDURE RESPONSIBILITY C. Provides space for Provides a place for Special Needs, children's own each child to hang Education Coor- possessions. his/her coat, hat, dinator, Teach- and other clothing. ing Staff Provides cubby for Teaching Staff each child. Identifies each Teaching Staff child's place with name or other symbol or picture. Provides display space Teaching Staff for children's work at their eye level . D. Incorporates Plan displays and Bilingual Coor- appropriate mate- activities to meet dinator, Teach- rials and equip- the culture of ing Staff, Educa- ment. children monthly. tion Coordinator s:, PHYSICAL, COGNITIVE, COMMUNICATION, CREATIVE 1-304-2-1a Education (Head Start Performance Standards) Provide children with a learning environment and the varied experiences which will help them develop socially intellectually, physically, and emotionally in a manner appropriate to their age and stage of development toward the overall goal of social competence. CHILD DEVELOPMENT ASSOCIATE COMPETENCIES Advances physical and intellectual competence. I. Physical Assesses physical needs of individual children and makes appropriate plans to promote their development. Provides equipment and activities to promote large and small motor skills in and out of the classroom. Provides opportunities for children to move their bodies in a variety of ways. 2. Cognitive Helps children use all of their senses to explore their world. Helps children develop such concepts as shape, color, size, classification, seriation, number. Interacts with children in ways which encourage them to think and solve problems. 3. Communication Interacts with children in ways to encourage them to communicate their thoughts and feelings verbally. Provides materials and activities to promote language development. Uses books and stories with children to motivate listening and speaking. 4. Creative Arranges a variety of art materials for children to explore on their own. Accepts children's creative products without placing a value judgement on them. Gives children the opportunity to have fun with music. 5. Special Needs Helps bilingual children become fluent in both languages. Helps bicultural children learn to appreciate their cultural heritage. Helps handicapped children develop their strengths. ' ,v9 PHYSICAL OBJECTIVE: Provide a variety of equipment activities and opportunities to promote the physical development of children. OBJECTIVE PROCEDURE RESPONSIBILITY A. Provides adequate materials and equipment and time for children to use small and large muscles to increase physical skill . I. Provide variety Includes in classroom Teaching Staff of manipulative and plans on a daily toys for small basis for: muscle coordina- Puzzles tion. Peg Boards Hammer and Nails Beads Small and Large Blocks Water, Sand, and Clay Manipulative Toys Scissors 2. Makes available Arranges setting in Teaching Staff out-door equip- classroom for active ment and time movement. to children for Muscle Activities large muscle Body Awareness development Rhythm Movements indoor and out- Others door. Includes on a daily basis at least 15 minutes out-door play, plan specific activi- ties. B. Provide appropriate guidance while child- ren use equipment and materials in order to promote children's physical growth. I. Model the safe Explain rules prior to Teaching Staff use of equipment children's use. when appropriate. -..r ;y� OBJECTIVE PROCEDURE RESPONSIBILITY 2. Supervise children Staff will be actively at all times. involved with children in physical activities. C. Recognizes and provides for the wide range of individual differences in children' s normal physical growth and development and plan appropriately. I. Provides for on- Complete quarterly check- going observation. list on physical develop- ment. Plan appropriate physical activities to meet children's needs weekly. Complete referral form on child when appropriate. D. Develop individual Special Needs education plan identify Technician long range goals for each child based on quarterly checklist. 1. Help develop Written plans of Special Needs activities on activities to meet Technician/ children who are needs of children Teaching Staff physically delayed. to be implanted in daily schedule. 2. Make necessary Assures that handi- Special Needs adaptations in capped children are Technician, program activi- totally involved in Education ties to meet needs the activities and Coordinator, of handicapped adjustments are made. Teaching Staff children. E. Provide time and oppor- Provide relax time for Teaching Staff tunity for all children children. Quiet acti- to rest. vities. .H , INAPPROPRIATE Component APPROPRIATE Practice Practice Cognitive . Children develop under- . Instruction stresses development standing of concepts isolated skill about themselves, others, development through and the world around them memorization and through observation, inter- rote, such as count- acting with people and ing, circling an item real objects, and seeking on a worksheet, memo- solutions to concrete rizing facts, watch- problems. Learning about ing demonstrations, math, science, social drilling with flash- studies, health and other cards, or looking at content areas are all maps. Children's integrated through mean- cognitive develop- ingful activities such as ment is seen as frag- those when children build mented in content with blocks; measure sand, areas such as math, water, or ingredients for science, or social cooking; observe changes studies, and times in the environment; work are set aside to with wood and tools; sort concentrate on each objects for a purpose; area. explore animals, plants, water, wheels and gears; sing and listen to music from various cultures; and draw, paint, and work with clay. Routines are followed that help children keep them- selves healthy and safe. " .,. COGNITIVE OBJECTIVE: Provides activities and experiences that develop questioning, providing creatively exploration, and problem-solving appropriate to the development levels and learning styles of children. OBJECTIVE PROCEDURE RESPONSIBILITY A. Provide a daily pro- gram of classroom activities to meet the assessed needs of the children. 1. Choose appropriate Plan activities using Teaching Staff to correspond with either: each of the identi- Bilingual fied skills in check Peabody Language Deve- list. lopment Kit Letter People Curriculum High/Scope Curriculum Head Start Chekcklists Plan activities to be in- cluded in small groups, and individual sessions. Records each child' s pro- gress weekly on checklist/ lesson plans. B. Encourage children to relate their experiences and to understand concepts. 1. Focus each week on a Complete lesson plan Teaching Staff concept or theme to include: which will be Large group cognitive expanded on and Small groups language emphasized. Art Music Fine/Gross Motor Creative Dramatics Story Time Discovery Center Health/Nutrition Field Trips 2. Develop plans to Make available a wide Teaching Staff encourage children variety of learning to solve problems, materials and activi- initiate activities, ties for child initiated explore, experience, learning and structured question and gain on daily basis to be on mastery through lesson plans. learning by doing. Present factual infor- mation suited to children's level of understanding form: Sensory-abstract Simple-complex Plan activities daily that encourage children to predict outcome, and discover a way to find own answers. Provides visual , audi- tory, tactile discri- mination activities daily. C. Work toward recog- Provide opportunities Teaching Staff nition of the symbols for the children to for letters and see written symbols: numbers according Label Equipment to individual deve- Identify each child's lopmental level of work by his/her name. the child. Written Stories Identify prerequisites fine motor skills in writing as objectives for specific children. D. Provide activities Plan activities to be Teaching Staff and opportunities incorporated into for children to weekly theme. learn about colors, shapes, size, numbers, and time concepts. E. Encourage children to Ask appropriate thought Teaching Staff ask questions. providing open-ended question cause and effect. F. Plans field trips and Have written objectives Teaching Staff utilized these to in- of field trips on lesson troduce and to broad- plan. en understandings and r concept of weekly theme. c^r Insure all field trips are preplanned and confirmed to appropriate coordinator on time or in advance. COMMUNICATION OBJECTIVE: Provides opportunities for children to understand, acquire and use verbal and non-verbal means of communication thoughts and feelings. OBJECTIVE PROCEDURE RESPONSIBILITY A. Promote language Inreal training Inreal trainer, understanding and TET training Education Coordinator use in an atmosphere Speech therapist, that encourages easy Special Needs Tech- communication among nician children and between children and adults. I. Provide small Large group will Teaching Staff group and open- be include daily ended sponta- covering introduc- neously lang- tion to daily theme uage with child- songs, movement ac- ren in dominant tivities, etc. language of a child. Small group will be included in daily covering concept learning in dom- inant language and second language. Spontaneous language will occur constantly with children provid- ing with a good lang- uage model . B. Plans language ac- Teaching Staff tivities, arranges room and selects materials that foster interaction of children and language develop- ment. f OBJECTIVE PROCEDURE RESPONSIBILITY I. Make available Plans activities and props which en- uses a variety of hance dramatic props weekly on lesson play. plans. Prop boxes Lotto Games Language Games Flannel Board Stories Songs, Poems Finger Plays Rhymes Puppets Pictures 2. Provides materials Include the following and equipment which on a weekly basis on encourage listening language plans. to language. Records/Tapes Tape Recorder Ear Phones Provides experiences to follow directions. 3. Gives children Helps child verbalize Teaching Staff opportunities feelings. to share their ideas and exper- iences. Describes things-action to child who is not ready to put them into words. 4. Demonstrates re- Uses a form. A written Teaching Staff presentation of and verbalized stories, written words and poems, songs, recipes how they represent weekly, to be placed on oral language. lesson plans. 5. Selects appro- Reads story. Daily in- priate stories corporates flannel board for language level story once a week. of the children. Is familiar with story before reading it. , , OBJECTIVE PROCEDURE RESPONSIBILITY 6. Provides a wide Will include books Teaching Staff variety of books that relate to which are inter- weekly theme. sting, appropriate to age and attrac- Change books on tively displayed. an weekly basis. C. Speaks clearly and dis- There will be one per- Teaching Staff tinctly in dominate son in each classroom language of a child, who speaks the primary providing a good lang- language of children uage model for children. who are knowledgeable about their heritage. Parents will be encou- raged to plan activi- ties and participate, to help integrate language and culture into the classroom. Speak to children in complete sentences and encourage complete sentence responses. Ask appropriate thought provoking open-ended Questions. Give full attention to the child who is talking and is at their eye level . COMPONENT APPROPRIATE PRACTICE INAPPROPRIATE PRACTICE Language . Children are provided . Reading and writ- development many opportunities to ing instruction and literacy see how reading and stresses isolated writing are useful skill development before they are instruc- such as recognizing ted in letter names, single letters, re- sounds, and word identi- citing the alphabet fication. Basic skills singing the alpha- develop when they are bet song, coloring meaningful to children. within predefined An abundance of these lines, or being in- types of activities is structed in correct provided to develop formation of language and literacy letters on a print- through meaningful ex- ed line. perience: listening to and readimg stories and poems; taking field trips; dictating stories; seeing classroom charts and other print in use; participating in dramatic play and other experiences requiring communication; taking informally with other children and adults; and experimenting with writing by drawing, copying, and inventing their own spelling. Teaching . Teachers move among groups . Teachers dominate strategies and individuals to faci- the environment by (continued) litate children's in- talking to the volvement with materials whole group most of and activities by asking the time and tell- questions, offering ing children what suggestion, or adding to do. more complex materials or ideas to a situation. . Teachers accept that . Children are ex- there is often more than pected to respond one right answer. correctly with one Teachers recognize that right answer. Rote children learn from self- memorization and directed problem solving drill are emphasiz- and experimentation. ed. INAPPROPRIATE COMPONENT APPROPRIATE PRACTICE PRACTICE Motivation . Children's natural curi- . Children are re- osity and desire to make quired to parti- sense of their world are cipate in all used to motivate them to activities to ob- become involved in learn- tain extrinsic re- ing activities. wards like stick- ers or privileges, to avoid punish- ment. Aesthetic . Children have daily . Art and music are development opportunities for provided only when aesthetic expression time permits. Art and appreciation through consists of color- art and music. Children ing predrawn experiment and enjoy forms, copying an various forms of music. adult-made model A variety of art media are of following other available for creative ex- adult-prescribed pression, such as easel directions. and finger painting and clay. E a CREATIVE OBJECTIVE: Provide experiences that stimulate children to explore and express their creative abilities. OBJECTIVE PROCEDURE RESPONSIBILITY A. Provide a variety appropriate ex- perience and media. I. Provide a variety Include the following Teaching Staff of art materials. on weekly basis to be written on lesson plan. Paint Finger Paint Play Dough Sand, Mud, and Water Wood Hammers Crayons, Pencils, Pens Paper Glue 2. Provide a variety Sing Teaching Staff of music daily. Records Listening to Music Rhythmetic Activities Dancing Movements Play Instruments 3. Provides various Include the following Teaching Staff role playing weekly lesson plans. props to extend Prop Boxes play encourage Puppets making materials. Creative Dramatics Stories 4. Develop in class Provide a variety of Teaching Staff room a creative art materials which are center. suitable for a wide range of aptitudes and activities. Refrains from asking too many questions on what is it. �';� C' _3 OBJECTIVE PROCEDURE RESPONSIBILITY Encourages children to Teaching Staff collect materials on their own, which can be incorporated into crea- tive art projects. B. Accepts and values each child's crea- tive expression and work. 1. Understands the Does not provide models Teaching Staff creative process. to copy. Never completes or adds to child's work. Encourage child to talk about own work. Displays child's creative projects. Reinforces and values child's imaginations. . . SELF SOCIAL 1-304-2-2b Education (Head Start Performance Standards) Provides an environment of acceptance which helps each child build ethnic pride, develops a positive self-concept, enhances their individual strengths and develop facility in social relationships. CHILD DEVELOPMENT ASSOCIATE COMPETENCIES To support social and emotional development and provide positive guidance and discipline. 1. Self Accepts every child as a worthy human being and lets him or her know with nonverbal cues. Helps children to accept and appreciate themselves and each other. Provides many activities and opportunities for individual children to experience success. 2. Social Provides opportunities for children to work and play cooperatively. Helps, but doesn't pressure, the shy child to interact with others. Provides experiences which help children respect the rights and understand the feelings of others. 3. Guidance and discipline Uses a variety of positive guidance methods to help children control their negative behavior. Helps children establish limits for their behavior. Helps children handle negative feelings through acceptable outlets. ' M'' SELF OBJECTIVE: Helps each child to know, accept, and take pride in herself/himself and to develop a sense of independence. OBJECTIVE PROCEDURE RESPONSIBILITY A. Insure that every Teaching Staff child receives di- rect, positive con- tact with an adult each day. 1. Communicates to each Uses child's name Teaching Staff child everyday in Labels child's verbal and nonver- work with their bal way. name. Provides physical contact when appropriate. Acknowledges children's effort. Greets and say good- bye daily. B. Participates with child- Plans activities Teaching Staff ren and parents in cul- which help the tural activities. child to see him- self/herself as a part of his/her family and culture. Invites family mem- bers to share special with the children. Parents Uses materials Teaching Staff which are re- presentative of the children's cultural in the classroom. Respects and values Teaching Staff each child's first Parents language and culture and encourage him/her OBJECTIVE PROCEDURE RESPONSIBILITY C. Provides an environment Expressing appre- Teaching Staff of acceptance which ciation, recogniz- helps each child build ing efforts and ethnic pride, develop accomplishments of a positive self-concept, each child, follow- enhance his individual ing through on strengths and develop promises. facility in social relationships. Respecting and pro- Teaching Staff tecting individual rights and personal belongings. Acknowledging and Teachina Staff accepting unique qualities of each child. Avoiding situations which stereotype sex roles or racial/ethnic backgrounds. Providing opportuni- Teaching Staff ties to talk about feelings, to share responsibilities to share humor, provid- ing activities for children requiring independent choices , experimentation and problem solving. D. Uses a variety of teach- Uses materials and Teaching Staff ing methods to develop activities which a sense of independence enable individual and acquire the ability children to exper- to express, understand, ience success as and control feelings re- well as suitable lative to his/her cul- challenges. tural ethnic group. Provides a variety Teaching Staff of materials and activities of different levels of children. Discuss child's activities with him/ her. OBJECTIVE PROCEDURE RESPONSIBILITY Provides opportunities Teaching Staff for each child to have time for himself/herself. Avoid stereotyping children in any way. Provides for handicapped Teaching Staff children in planning Special Needs room arrangement and Technician classroom activities. Provides many activities Teaching Staff for children to do this for themselves. Encourages and rein- Teaching Staff forces behaviors con- cerning a child's new interests and curiosi- ties. Provides, constructive Teaching Staff ways for a child to ex- Special Needs press emotions, such as Technician role playing and mater- ials, clay paint, puppets, play therapy, etc. SOCIAL OBJECTIVE: Helps children learn to get along with others and encourages feelings of empathy and mutual respect among children and adults. OBJECTIVE PROCEDURE RESPONSIBILITY A. Children will develop Provides opportuni- Teaching Staff socially by encourag- ties to interact in ing them to get along group games, circle with others, and help time, large group them develop mutual activities, etc. respect for property rights, and feelings Provides opportuni- Teaching Staff of the group. ties for a child to share his/her spe- cial interests, ideas, and experiences with the group. Provides opportuni- Teaching Staff ties for children to work in small group. Provide opportuni- Teaching Staff ties for conversa- tion and sharing among children. Reinforces coopera- Teaching Staff tion rather than competition among children. Encourages activities Teaching Staff for children to teach other children. Provide opportunities Teaching Staff for each child to talk or lead a group. Encourages sharing by Teaching Staff the children of crea- tive products and ideas. OBJECTIVE PROCEDURE RESPONSIBILITY Eats meals with children Teaching Staff daily and encourages social conversation of children during meals. Respects the rights of Teaching Staff children and other adults by listening, respecting privacy, respecting pro- perty, and provides a good role model . ^T GUIDANCE AND DISCIPLINE, FAMILIES 1-304-2-2 (1) (2) (3) (Head Start Performance Standards) 1. Parent participation in planning the education program, and in center classroom and home program activities. 2. Parent Training are activities that can be used in the home to reinforce the learning development of their children in the center. 3. Parent Training in the observation of growth and development of their children in the home environment and identification of and handling special needs. CHILD DEVELOPMENT ASSOCIATE COMPETENCIES To establish positive and productive relations with families. 1. Guidance and discipline Uses a variety of positive guidance methods to help children control their negative behavior. Helps children establish limits for their behavior. Helps children handle negative feelings through acceptable outlets. 2. Family Involves parents in planning and participating in children's programs. Communicates frequently with parents. Treats information about children and families confidentially. INAPPROPRIATE COMPONENT APPROPRIATE PRACTICE PRACTICE Guidance of . Teachers facilitate the . Teachers spend a socioemotional development of self- great deal of time development control in children by enforcing rules, using positive guidance punishing unaccept- techniques such as model- able behavior, Be- ing and encouraging ex- meaning children pected behavior, redirect- who misbehave, ing children to a more making children sit acceptable activity, and and be quiet, or setting clear limits. refereeing dis- Teachers' expectations agreements. match and respect child- ren's developing capabi- lities. . Children are provided . Children work indi- many opportunities to vidually at desks develop social skills or tables most of such as cooperating, the time or listen helping, negotiating, to teacher direc- and talking with the tions in the total person involved to group. Teachers to solve interpersonal tervene to resolve problems. Teachers disputes or enforce facilitate the develop- classroom rules and ment of these positive schedules. social skills at all times. GUIDANCE AND DISCIPLINE OBJECTIVE: Provides an environment in which children can learn and practice behaviors which are appropriate and accessible individually and in the group. OBJECTIVE PROCEDURE RESPONSIBILITY A. Provides group with a positive routine and with simple rules that are understood and accepted by children and adults. I. Establishes rules Posted positive rules Teaching Staff and regulations in classroom using realistic for written and pictorial the development- symbols. al of the children. Review rules consis- tently . Utilizes problems be- havior to teach each child to understand and participate con- sequences of his/her own behavior in pro- blem solving situation. Helps children channel Teaching Staff their behavior by sub- stituting a desirable activity for an unde- sirable one. Offers several choices Teaching Staff when appropriate and abides by the child's choice. 2. No corporal pu- Teaching staff will Teaching Staff nishment will be follow program's dis- allowed at Head cipline philosophy. B. Provides the group with a positive routine and provides opportunities for varied activities in daily routine. c C3, OBJECTIVE PROCEDURE RESPONSIBILITY I. Includes a flexible Including the follow- Teaching Staff routine and in- ina: cluding a variety Large, small muscle of activities. development Language Groups Indoor-outdoor play Active and quiet Structure and unstructured Post daily schedule in classroom. C. Deals with differences in children's pace and ways of learning by maintaining flexible expectations. I. Changes activities Prepares children for Teaching Staff if group or child transition to new ac- becomes restless, tivity in advance by or alters plan to verbalizing signal and meet unscheduled describing next activi- situations. ty. Has a specific signal . Begins new activity Teaching Staff without waiting for everyone to join in. Have activity prepared Teaching Staff before hand and mate- rials close to area where they will be used. D. Demonstrates routine Establishes a routine Teaching Staff for clean up of mate- with children to replace rials, equipment and items after use on label- supplies. ed shelves. Explain tasks for clean- Teaching Staff ing up time. Provide adequate time Teaching Staff for clean up. 51 .; 'h c"A,"y INAPPROPRIATE COMPONENT APPROPRIATE PRACTICE PRACTICE Staff- . Parents are viewed . Staff feel in compe- parent as the child's pri- tition with parents. interactions mary source of affec- They avoid contro- tion and care. Staff versial issues rather T support parents and than resolvina them work with them to with parents. feel confident as parents. . Parents and staff talk . Staff rarely talk with daily to share perti- parents except at nent information about planned conferences. the child. There is an established system for keeping records of children's daily acti- vity and health and re- porting them to parents. . Staff help parents . Staff fail to provide anticipate the child's parents with informa- next area of develop- tion or insights to ment and prepare them help them do what is to support the child. best for their child. Parent-teacher . Teachers work in part- . Teachers communicate relations nership with parents, with parents only communicating regularly about problems or to build mutual under- conflicts. Parents standing and greater view teachers as ex- consistency for children. perts and feel isolated from their child' s experiences. FAMILIES OBJECTIVE: Maintains an open, friendly and informative relationship with each child's family and encourages their involvement in the program. OBJECTIVE PROCEDURE RESPONSIBILITY A. Provides a positive and productive rela- tionship with parents and encourages them to participate in center activities. I. Teaching staff Following are discussed Teaching Staff participate in Teacher/Parent Introduc- open house/ tions parent meeting Physicals/Immunizations with parents. Classroom Schedule Parent/Child Day Booklet on Child Information on Inkind Parents responsibilities Set-up, First Home Visit Fund Raising 2. Teaching staff Teachers are responsi- Teaching Staff and parents will ble for a pre-planned participate in at home visits including least two the following: contacts/home Clear objectives to be visits and on covered. Parent/Teacher Conference Direct Social Services needed by family. Objectives or plans for next home visit. Any comments of teachers or parents. Signatures of parent and staff member. 3. Teaching staff is Teaching staff will en- Teaching Staff responsible for at courage parents to least three parent attend meetings by: meetings yearly. Personalizing announce- ments of meetings. OBJECTIVE PROCEDURE RESPONSIBILITY Facilitating transpor- tation to meetings. Announcing content of meeting before hand. Soliciting parents in put into meetings. Be sure that notes are sent in both lanauages when needed. Parent Meeting Agenda will include: Presentations in parent education concerning ECD, ECE. Fund Raiser Curriculum Development 4. Provides ac- Encourages parents to Teaching Staff tivities for participate in field family members trips. to visit the center and to Set up monthly parent share skills volunteer calendar and experiences for classroom volun- with children. teers. Involve parents in curriculum developments. Encourage parents to participate in cultural activities, utilize as resource people. 5. Keeps families Teachers will send out Teaching Staff informed of monthly classroom letters classroom and including: program events. Weekly theme and objectives to be covered. Field Trips Parent volunteers for the week. Up-coming events Notes that should be in both languages. Monthly calendar of up-coming a events. OBJECTIVE PROCEDURE RESPONSIBILITY B. Providing a program Parents are encour- Parents of experiences and aged to come to the activities which center and partici- support and enhance pate in all parts of the parental role as the program such as: the principal influ- Classroom volunteers ence in their child's education and deve- Attending field trips. lopment. Assisting in their child's medical exams. Assisting in the kitchen. Escort children to and from school . Attend in-service train- ing and workshops. 4 {,.a PROGRAM MANAGEMENT 1-304-2-20 (Head Start Performance Stanaards) The Educational Services Component of the plan shall provide procedures for on-going observation, recording and evaluation of each child's growth and development for the purpose of planning activities to suit individual needs. It shall provide, also, for integrating the educational aspects of other Head Start Components into daily educational- services program. CHILD DEVELOPMENT To insure a well-run purposeful program responsive to participant's needs. 1. Program management Uses a team approach to plan a flexible classroom schedule. Uses transitions and small group activities to accomplish the goals of the program. Plans for individual needs based on child observation and the interpretation of data obtained. Assessment of . Decisions that have . Psychometric tests children a major impact on are used as the sole children (such as criterion to prohibit enrollment, retention, entrance to the program assignment to remedial or to recommend that classes) are based children be retainea or primarily on informa- placed in remedial tion obtained from classroom. observations by teachers and parents, not on the basis of a single test score. Developmental assessment of children's progress and achievement is used to plan curriculum, identify children with special needs, communi- cate with parents, and evaluate the program's effectiveness. Program entry . In public schools , . Eligible-age children there is a place for are denied entry to every child of legal kindergarten or retained entry age, regardless in kindergarten because of the developmental they are judged as not level of the child. ready on the basis of No public school pro- inappropriate and in- gram should deny access flexible expectations. to children on the basis of results of screening or other arbitrary determinations of the child' s lack of readiness. The educa- tional system adjusts to the developmental needs and levels of the children it serves; children are not ex- pected to adapt to an inappropriate system. F`wa; PROGRAM MANAGEMENT OBJECTIVE PROCEDURE RESPONSIBILITY A. Integrates the edu- cational aspects of other Head Start Components into the daily education ser- vices program. EDUCATION I. Insures a curri- All Curriculum will Models: culum which is insure that children Teaching Staff relevant and will be taught in Educational reflective of dominant language. Coordinator the needs to the population ser- ved. Plans and implements activities that re- flects the child's specific learning style or culture. Curriculum Models are: Bilingual/Nuevas Fronteras Peabody Language Development Head Start Traditional High/Scope Letter People Inreal 2. Incorporates Orientates parents to Teaching Staff parent volun- daily plans upon teers into the arrival and assigns daily planning duties. and implement activities. Assigns home tasks to parents if they cannot participate in class- room activities. Provides parents with home activities to further the growth of q '. child. c' ' OBJECTIVE PROCEDURE RESPONSIBILITY 3. Cooperates with Check list Teacher other teaching IEP staff, coordina- Referral forms tors in planning Anecdotal Records or particular Not limited to the above. needs of child- ren. a. Periodically To be done quarterly. Special Needs meet with Technician, appropriate Education Coor- coordinator dinator, Teach- to access ing Staff child's progress. 4. Complies with Head Refer to attache sheets. Start Job Descrip- tion. Daily Routine Will be posted in English/Spanish Will be followed in English/Spanish Attention to daily routine such as meal times arrival/departure, naptime and transition periods can make the daily program run more smoothly. Warning signs that the Daily Routine is not working§. . Children seem confused about where they are expected to be and what they are expected to do. (Due to staff being inconsistent in following the schedule and fail to help children learn the duty sequence of events) . . Children can be found sitting for long periods of time, example, circle time. (Waiting to go out doors, lunch, arrival/departure) . . Children are running alot in the classroom and have trouble getting involved in activities. . Children are taken outside only in good weather, when it is cold, the outdoor period is limited to 10 minutes. (Adults do not always understand the importance of outdoor play for children's health and well being. Teachers fail to dress adequately for outdoors and become cold before the children do. Coats should be available for children with out coats) . . Children tend to wander away, leave classroom and have to be brought back to the group. . Teachers are constantly trying to get children to stay in line and be orderly and do whole group activities. . During worktime, teachers watch children and take a break. They organize choice, but do not actively interact while children or trying to extend their play. . Most of the routine tasks such as preparing tables for meals, setting out meals and cleaning up are performed by adults while children wait for the next activity. . Teachers do not eat with the children. They serve each child and expect the children to clear their plates before they ask for more. Strategiesy 1) Clearly defined time periods of the entire day will be posted. All adults in the classroom, including parents, should know the daily schedule/routine and be able to follow a consistent sequence of activities. 2) A balance of active and quiet time during the day. Young children need lots of active play, but they also tire easily. The schedule should reflect a good balance of both kinds of activity periods. 3) Many opportunities will be provided for children to be in small groups: work time, small group time, meals, stories, outdoor, and bathroom. Young children learn better in small group activities rather than in large group where they can't be actively involved and are required to sit still . 4) Provisions for children to play outdoors daily. Children need fresh air and a place to run, jump and play actively. 5) Sufficient time allocated for transitions and routine such as clean-up, handwashing, teeth brushing and preparation for meals. Routines are important learning times and children should not be rushed through their periods of the day. 6) Time periods appropriate to the developmental ability of the children. (Preschools are not expected to sit for 45 minutes of 7777774e) . Behavior problems can be averted by adjusting the schedule to the ability of the children. Just because children will sit if we ask them to doesn' t mean that they are learning from the activity and it is developmentally inappropriate. 7) Sufficient time allocated for children to select their own activities and play for an extended time. Children learn better when they can select activities that interest them and where they have time to see a project through to completion. 8) Waiting time and transitions are limited. Children have a difficult time waiting. When expected to do so and are not purposefully occupied, they will find something to do that may not fit in with the staff's plans. 9) Give children sufficient warnings before a transition period to complete what they are doing and prepare for next activity. Children respond better when they are not surprised by an immediate command to change what they are doing. They are more likely to cooperate when they have time to complete what they have started. 10) Explain what is coming next and what is expected. In 5 minutes we will be getting ready for lunch. This means everyone will need to wash their hands. Children feel more in control when they know what is expected of them and why. 11) Children are able to go in small groups to wash hands, prepare for outdoor time, etc. rather than all going and doing it at once. When children are in small groups, less waiting time is required. 12) Children being fully involved in transition activities such as washing paint brushes and setting the tables for meal times. These housekeeping chores are learning times for children and give them 13) H relaxed atmosphere at meal/time. Children and adults engaged in conversation with no one rushed or required to finish everything. Children need time to digest their food in a calm environment and to learn about differnt foods. Many sound skills can be acquired during meal time. 14) Children serving themselves family style and encouraged but not forced to try everything. Children serving themselves learn to judge how much they can eat, develop small muscle control and develop self-esteem. 4 and 5 YEAR OLD CHILDREN INAPPROPRIATE COMPONENT APPROPRIATE PRACTICE PRACTICE Curriculum Goals . Experiences are provided . Experiences are that meet children's narrowly focus- needs and stimulate ed on the learning in all develop- child's intelle- mental areas: physical , ctual develop- social , emotional , and ment without re- intellectual . cognition that all areas of a child's develop- ment are inter- related. . Each child is viewed as a . Children are unique person with an evaluated only individual pattern and against a pre- timing of growth and de- determined velopment. The curriculum measure, such as and adults' interaction a standardized are responsive to indivi- group norm or dual differences in ability adult standard and interests. Different of behavior. levels of ability, develop- All are expected ment, and learning styles to perform the are expected, accepted, and same tasks and used to design appropriate achieve the same activities. narrowly de- fined, easily measured skills. . Interactions and activities . Children's worth are designed to develop is measured by children's self-esteem how well they and positive feelings conform to rigid toward learning. expectations and perform on stan- dardized tests. Teaching . Teachers prepare the . Teachers use Strategies environment for children highly struc- to learn through active tured, teacher- exploration and inter- directed lessons action with adults, other almost exclu- children and materials. sively. "y 42 e ' S" `I INAPPROPRIATE COMPONENT APPROPRIATE PRACTICE PRACTICE Physical . Children have daily oppor- . Opportunity for development tunities to use large muscles, large muscles including running, jumping activity is and balancing. Outdoor limited. Out- activity is planned daily door time is so children can develop limited because it large muscle skills, learn is viewed as about outdoor environments, interfering with and express themselves instructional time freely and loudly. or, if provided, is viewed as recess (a way to get children to use up excess energy) , rather than an integral part of children's learning environ- ment. . Children have daily oppor- . Small motor tunities to develop small activity is limited muscles skills through to writing with play activities such as pencils, or color- pegboards, puzzles, paint- ing predrawn forms, ing, cutting, and other or similar struc- similar activities. tured lessions. . Children have daily oppor- . Adults do not offer tunities for exploratory water and sand play activity outdoors, such as because they are water and sand play and easel messy and require painting. Waterplay is supervision, using available daily, requiring as an excuse that that adults dry clothes or children will get provide clothing changes. wet or will eat Children have opportunities sana. Children's for supervised play in sand. natural enjoyment Adults recognize that sand is of water play is a soft and absorbing medium frustrated so they ideally suited for toddler play in toilets or exploration. Well-supervised or at sinks when- sand play is used to teach ever they can. children to self-regulate what they can and cannot eat. ,, 3. , PROFESSIONALISM 1-304-2-23 (Head Start Performance Standards) The plan shall provide methods for enhancing the knowledge and understanding of both staff and parents of the educational and developmental needs and activities of children in the program. CHILD DEVELOPMENT To maintain a commitment to professionalism. I. Professionalism Is able to assess own teaching skills and those of others. Can demonstrate competence in each of the skill areas included in this text. Takes every opportunity to continue own professional growth. PROFESSIONALISM OBJECTIVE: Seeks out and takes advantage of opportunities to improve his/her competences both or professional growth and for the benefit of the children and families. OBJECTIVE PROCEDURE RESPONSIBILITY A. The teaching staff Teaching Staff will be involved in Educational developing a T/TA Coordinator, individual profes- T/TA Technician sional training plan in coordina- tion with their immediate super- visor. I. The teaching Self assessment includes staff will the following: complete the Head Start needs assess- self-assess- ment. ment process Job Description to determine Personal capacities check their perso- nal strength Each individual will com- and weaknesses plete the following forms in order to after completion of self plan an effec- assessment: tive indivi- Self Appraisal Form dual growth Self Appraisal Summary Form plan. 2. Supervisor will Complete the following Educational Coor- complete the steps: dinator, T/TA employee's Observation at least Technician, assessment once a month and com- Teacher process. plete interview process with employee. Review functional area, education performance standards, check list and job description for indication of training needs. Complete supervisor appraisal form. OBJECTIVE PROCEDURE RESPONSIBILITY 3. In teacher/super- Supervisor and Teaching Staff visor conference employee meet Educational Coor- comply all infor- to review and dinator, T/TA mation regarding analyze informa- Technician assessment. tion gathered in Step 1 and 2. 4. Follow through Training plans will of Individual be completed twice Training Plan. a year, in conjunc- tion with a yearly evaluation in January and April . Each individual will be responsible to fulfill their pro- fessional growth plan. B. All teaching staff Must have 3 training must have a Child experiences in total Development Asso- workshops or course ciate Credential (CDA) equal 1 experience. or in the process of training. 1. Eligibility Must have 640 hours of requirements experience working with must be met children ages 3 to 5 in a before train- group setting. ing can imple- mented. Must be able to speak, read and write well enough to understand and be understood by both children and adults. 2. Candidate must Weld County Head Start CDA be responsible requirement. to complete the information Develop a portfolio con- collection pro- taining a brief autobio- cess. graphical sketch, one section of the 13 func- tional areas, with at least 3 entries in each description, goals and phylosophy. .� OBJECTIVE PROCEDURE RESPONSIBILITY Must be responsible for orientating Parent/Re- presentative to their responsibilities. 3. All candi- Candidates will meet with dates will trainer for at least 3 be expect- hours for cluster work- ed to be shops and 1 hour confer- involved ence/week. weekly train- ing session Candidates will also be and fulfill observed by trainer at all require- least twice a month and ments and be involved in an inter- assignments view afterwards for appox- given. imately one hour. 4. Candidates will $25.00 be responsible for initial en- rollment fee into CDA Program. C. Eligible teaching Must have over 50 quarter staff member; can hours in Child Development apply to be in HSST by a College/University. training. 1. Eligible staff Must have above standard evaluation. must comply with CDA re- quirements. D. All staff members are required to attend all pre- service and in-service training sessions. I. Pre-service training will take place prior to children's arrival . 2. In-service Training Session. T '� '*;.c WELD COUNTY HEAD START PROGRAM SAFETY MANUAL WELD COUNTY HEAD START SAFETY MANUAL TABLE OF CONTENTS Page Number Statement of Safety Policy 1 Classroom Safety 1 Field Trips 2 Playground Safety 2 Bus Safety 3 Fire Safety 4 Nutrition Component Safety 4 Housekeeping Rules 5 General Head Start Safety Rules 6 WELD COUNTY HEAD START SAFETY MANUAL Statement of Safety Policy: It is the policy of Weld County Head Start to provide the safest possible environment and work procedures so as to ensure the minimum probability of injury to all persons on the Head Start grounds and/or damage to this facility or items therein. The Director shall have the authority to take whatever action she deems necessary to enhance the safe environment which Weld County Head Start provides for staff, children, visitors, and other personnel on its grounds. Employee Responsibility: As a Head Start employee, you are expected to be concerned with your own safety, that of your co-workers, and especially that of the children. Safety rules alone do not make you a safe worker, it is up to you to apply the rules, along with experience and good judgement. Each employee shall have the obligation to report to the Director hazardous conditions or incidents affecting the safety of the employees or the children. Classroom Safety: There is always to be two adults with the children at all times. In general activities there will be two adults per 18 children, and one parent volunteer. Teachers must set limits and maintain rules for conduct. At no time should the children be allowed to put small toys or parts of games in their mouths. Before a teacher places any material and equipment in the classroom or on the playground, it will be his/her responsibility to make sure it is safe for the child (lead-free paint, no sharp edges, etc. , and durable for the child to play) . Teachers and teacher aides will evaluate materials and equipment for safety at regular intervals and report or remove the item immediately from the children's access. There are times when a teacher may want to use a hot plate, sharp knife, scissors, spray paint, non-edible art materials, candle fire, or any materials that would be considered dangerous in an unsupervised situation. Under these circumstances a teacher, teacher aide or adult volunteer will always be in constant supervision of the activity and the children. Especially close surveillance when children are using scissors is important; sharp objects must be kept out of the reach not in use. Children need to know how to use tools and their proper storage. All teacher supplies must be off the class shelves and placed in the teacher's cabinets. The classroom must at all times be clean and well organized. Other Consideration: a. Do not pin notes on the children with straight pins. Small safety pins will be provided for this purpose, when possible. b. Extension cords must be put away when not in use. c. Encourage children to be come aware of hazards, i .e. stove is hot, glass bread, etc. It is important that all adults in charge of children emphasize safety measures to them. They should explain in terms the child can understand, the safety measures adults take and why it is not safe for him to attempt all that his parents can do without injury. As he learns what he can co without danger of injury and how to protect himself, the child should be allowed to take greater responsibility for his own safety, (close supervision is still necessary) . Teacher at Head Start not only provide safe environment for the children, but also help to understand the underlying principles of safety measures. The children may play games which teaches them the necessary precautions to take in every day situations such as crossing the street. Children should be taught to recognize and cope with accidents. Discussion on "What to do," in a given situation such as strangers, traffic, dogs, bees, etc. is good. Field Trips: Always have at least three adults accompany the children. Each adult will be responsible for a designated group of children. An organized manner of lining up should be used. Hand holding may help accomplish this. It may be helpful to keep the "Especially Active" members of the class separated. Make sure there is a blanket and First Aid Kit on the bus. Instruct the children of safety before, during and after field trips. Teachers are encouraged to maintain positive discipline techniques when reinforcing safety rules. If an accident should occur, send a volunteer to the nearest telephone, to either notify emergency assistance 911 or Head Start. The teacher is then responsible to fill out an accident report with the Health Coordinator and/or Family Services Coordinator. Playground Safety: Close supervision is especially important on the playground. Two adults must supervise each class that is using the playground. To assure safety on the playground, the teacher or teacher aide will be required to check the playground for hazardous materials and equipment before the children are allowed to play. All dangerous conditions must be reported, in written form to the Health/Education Coordinator. Teacher and teacher aides will be responsible to instruct the children of safety rules on the playground. The rules must be encouraged in a positive manner. Organized games are helpful in keeping track of individual children. (1,12) • Bus Safety: A bus rider must accompany the bus driver when children are picked up and returned home. This additional adult must descend from the bus to receive the child and assist him into the vehicle. Once on the vehicle, the child must be seated until he arrives at his destination. When returning the child home again, the adult aide must descend from the bus and insure that the child is safely in the hands of his parents. When a parent or guardian is not home, the child is to be returned to the center. This procedure is to be followed unless previous instructions have been given to the Family Services Component regarding and alternate home where the child may be taken. If the child is taken to a place other than his home, his parents or guardians must be notified each time. UNDER NO CIRCUMSTANCES, should a child be allowed to descend from the bus without adult supervision, or left at home without adult supervision. At least three additional adults must accompany the bus driver when children are going on a field trip. When children are transported by car it is a must that an adult in addition to the driver accompany the children. The same procedure in accompanying the child to the front door or bringing him to a waiting parent is to be followed. When children are transported to a Head Start Program in a private car, the care must have a current state inspection sticker. The bus driver must possess a license which specifically permits the operation of a bus. He must pass a physical examination prior to the beginning of each program year. Arrangements must be made for periodic First Aid Training. Any Negligence on the part of the bus driver places him subject to discharge from his duties. Only state approved vehicles may be used in transporting children. Vehicles must be inspected daily by the bus driver and periodically by a state vehicle inspection station according to state requirements. Vehicles must be properly maintained and should not be used when they are unable to pass state inspection. Only authorized, insured adults are allowed to transport Head Start children. Each vehicle must contain a First Aid Kit, approved by the State, and the driver must receive training in the use of the kit. Fire Safety: Fire safety should be introduced the first week of school . Fire procedures will be posted in each classroom (Spanish and English) , as well as, in the babysitting area, offices and kitchen. All teachers will practice monthly fire drills to insure the safe evacuation of the children from the Head Start building. The teacher will inform all parents and volunteers of fire procedures. In Greeley, the fire alarm system will be operated by the Educational Coordinator. He/She will be responsible for monthly fire drill practices. Fire plans and procedures for vacating the building will be discussed with staff members at the beginning of the year. The fire procedure will then be posted in designated areas. During a fire drill evacuate all children immediately. It is the responsibility of each teacher and teacher aide to evacuate their classroom calmly and safely. A teacher is to be at the beginning and at the end of a line to insure a safe evacuation. The children are to walk out in a single file line in an orderly manner. Lights should be turned off, no running, don' t panic, remember that your attitude will affect the children's reaction. The attendance list is to be carried outside by the teacher to account for all children. The children will not be allowed to take any items with them. The teacher will carry a blanket to provide a warm place for the children. Upon returning to the classroom, there should be a discussion of the fire drill . Office personnel will be responsible for evacuating restrooms, and babysitting room. If a real fire should take place the Director, or in his absence, the Secretary will call the Fire Department. All other personnel , nurse, Educational Coordinator, Family Services Coordinator, etc. will respond to site of fire with extinguishers, if there is no immediate danger. Fire extinguishers are located in each classroom and in the kitchen. Anyone discovering a fire will immediately pull the fire alarm, and go through the building announcing the location of the fire. EMERGENCY TELEPHONE NUMBERS Hospital 352-4121 Police Dept. 911 Fire Dept. 911 Ambulance 911 Nutrition Component Safety: 1. The general Head Start safety rules are in force at all times. 2. Clean up spilled food or liquid immediately. 3. Pick up broken glass and dishes immediately. Sweep area with a broom and dust pan, and deposit debris in container. £`A-'" w • 4. Extreme care should be exercised before putting hands into hot water. Check for extreme temperature. 5. Hot pans and appliances should be handled with a dry cloth or special holder. Be alert to avoid steam or hot arease. 6. All clothing strokes with knives should be made away from the body. Knives not in use should be arranged safely in proper storage area. Knives and other sharp edged cutting tools are not to be left submerged in water. 7. Specific rules pertaining to the safe operation of grinders, slicers, beaters, and other power driven appliances should be followed at all times. 8. Power driven appliances are to be operated only authorized personnel , all of whom must be checked out on the operation of same by supervisor. 9. No cleaning or adjustments are to be made on any power appliances until the disconnect switch is in the OFF position and the plug has been pulled. Machines should be given time to come to a complete stop before any cleaning or adjustment is done. 10. Any unsafe condition and/or unsafe practice should be reported to the Director at once. 11. NO SMOKING area includes the kitchen area. 12. When carrying hot liquids or food, be extremely cautious about spillage. 13. Cleaning agents are NOT to be stored in pantry with food items. They belong in the entry way out of reach of the children. 14. We will have a State Health Inspection once a year. 15. Report all accidents to the Director/Coordinator immediately. 16. The floor will be mopped daily with a disinfectant. 17. Grill hood will be cleaned at least monthly. Oven is to be cleaned twice a week. Burners should be cleaned daily, thoroughly once a week. Defrost as needed. 18. A thermometer is to be kept in each refrigerator and temperature kept between 30-40°. Freezer temperature -- 10-30°. 19. Frayed cords should be reported to the Director and repaired. 20. Hair nets should be worn unless hair is very short. -is 1 Housekeeping Rules: 1. Employees should never stand on chairs, etc. to reach and clean high areas; always use a ladder. 2. Electrical equipment should always be handled with dry hands. 3. Caution shall be exercise in cleaning or washino walls where there is a chance of electrical shock from wall receptacles. 4. Reports should be made to the Director regarding defective or missing equipment, worn wiring, burned-out lighting, leaking faucets, loose fixtures, broken windows, etc. 5. Broken glass shall not be picked up by hand; it should be swept up, and the fine splinters cleaned up with a wet paper towel . 4a 3 ..,L.$': � . What is going to happen (goal/objective)? . How it is to be done (strategies/learning activities)? . When it will happen (begin-end)? . Who is responsible for implementing? . Project outcomes for each strategy (what we hope to accomplish?) . . Monitoring progress to meet goals/objective training. . Modification or additions to the plan during program year. . Make reference to PS for each objective. Hello